Details
Source: https://study.auckland.ac.nz/ords/r/uoa/catalogue/course?p6_code=POPLHLTH%20722 Parent: https://www.auckland.ac.nz/en/study/study-options/find-a-study-option/master-of-engineering-project-management.html
Content
Course Tabs
- Overview
- Teaching and Learning
- Assessment and Learning Outcomes
- Student Feedback, Support and Charter
Overview
Course Prescription
The principles, structure, financing and organisation of health systems. Current issues and challenges facing health systems from a national and international perspective.
Course Overview
The overall aim of the course is to provide students with a good understanding of methods for financing, providing and governing health systems and services, and of the key issues that are currently facing health systems. The course covers the following topic areas:
- Basic elements of health systems
- Financing, provision and governance of health systems and services\
- The performance of health systems\
- Hot topics in health systems and services
Where possible, guest lecturers are invited to discuss specific topics.
Course Contacts
Course Director:
Dr Tim Tenbensel
Professor, Health Policy
Health Systems Section, School of Population Health
email: t.tenbensel@auckland.ac.nz
phone: 09 373 7599 x 89001
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Course Co-ordinator:
Dr Andrew Lynch
Health Systems Section, School of Population Health
email: a.lynch@auckland.ac.nz
phone: 09 373 7599 x86234
Workload Expectations
This course is a standard 15 point course. Students are expected to spend 10 hours per week (or 120 hours for a 12 week semester) involved in each 15 point course that they are enrolled in.
This course meets face to face for lectures and group activities over 4 block days (6 hours of lecture each block day = 24 hours) throughout the semester which are organised around modules of course content. Each block day runs from 9am to 4pm with a 1 hour lunch break and a shorter morning and afternoon break. The remaining course time (96 hours or 8 hours per week) is suggested for reading and the preparation of assignments.
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Locations and Semesters Offered
| Location | Semester |
|---|---|
| Grafton | Semester Two |
Teaching and Learning
Campus Experience
Attendance is expected at scheduled lectures (4 block days) to complete the course.\ Lectures will be available as recordings. Other learning activities including in-class group discussions will not be available as recordings.\
Learning Resources
Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.
Additional Information on Learning Resources
There is no single textbook for this paper. Please refer to the reading list on Canvas for materials to help you prepare for class and assignments.
Copyright
The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.
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You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.
Learning Continuity
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.
Similarly, research students must meet the University’s expectations of good research practice. This requires:
- Honesty - in all aspects of research work
- Accountability - in the conduct of research
- Professional courtesy and fairness – in working with others
- Good stewardship – on behalf of others
- Transparency – of research process and presentation of results
- Clarity - communication to be understandable, explainable and accessible
For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.
Disclaimer
Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.
Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.
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Assessment and Learning Outcomes
Course Learning Outcomes
| CLO # | Outcome | Programme Capability Link |
|---|---|---|
| 1 | Synthesise knowledge of the historical developments of health systems in New Zealand and one other country to investigate how the organisation of health systems are shaped; | MPH - Master of Public Health - Programme Capabilities Become conversant with matauranga Māori, kaupapa Māori and Te Tiriti o Waitangi and their context in Te Moananui-a-Kiwa and the world. Acknowledge the historic and contemporary place of the Treaty of Waitangi in Aotearoa, New Zealand. Appreciate the importance of belonging and diversity. They are confident in advocating for just and equitable societies. They recognise and exercise their role in giving voice to, and advocating for, health equity. Demonstrate knowledge of and critically engage with the origins, scope, themes and research base of public health practice in New Zealand and globally. Use an equity lens to apply public health approaches to interrogate and make recommendations that are informed by the structural determinants and influences on the health of populations. Apply epidemiological, biostatistical and other appropriate and innovative approaches, including different knowledge systems and transdisciplinary perspectives, to public health issues and the measurement and monitoring of health status. |
| 2 | Apply understandings of the main features of a health system and of the key elements within it in order to analyse current challenges facing health systems internationally | MPH - Master of Public Health - Programme Capabilities Demonstrate knowledge of and critically engage with the origins, scope, themes and research base of public health practice in New Zealand and globally. Use an equity lens to apply public health approaches to interrogate and make recommendations that are informed by the structural determinants and influences on the health of populations. Apply epidemiological, biostatistical and other appropriate and innovative approaches, including different knowledge systems and transdisciplinary perspectives, to public health issues and the measurement and monitoring of health status. Demonstrate the ability to contest ideas and appraise and critically synthesise evidence from various sources. Draw on a range of theoretical approaches to reflect on and critique personal and professional views on social and cultural understandings and actions, recognising the implications they have for public health and professional practice. |
| 3 | Communicate, evaluate and debate how effectively a health system responds to a specific challenge. | MPH - Master of Public Health - Programme Capabilities Demonstrate knowledge of and critically engage with the origins, scope, themes and research base of public health practice in New Zealand and globally. Use an equity lens to apply public health approaches to interrogate and make recommendations that are informed by the structural determinants and influences on the health of populations. Apply epidemiological, biostatistical and other appropriate and innovative approaches, including different knowledge systems and transdisciplinary perspectives, to public health issues and the measurement and monitoring of health status. Demonstrate the ability to contest ideas and appraise and critically synthesise evidence from various sources. Draw on a range of theoretical approaches to reflect on and critique personal and professional views on social and cultural understandings and actions, recognising the implications they have for public health and professional practice. Apply theory, analysis, research and creativity to explore evidence-informed solutions to complex health problems. Identify solutions that address complex population health challenges by applying systematic approaches to reduce health inequities. |
| 4 | Critically evaluate the methods of financing, providing and governing a specific aspect of the health systems of Aotearoa and one other country, and compare their merits. | MPH - Master of Public Health - Programme Capabilities Become conversant with matauranga Māori, kaupapa Māori and Te Tiriti o Waitangi and their context in Te Moananui-a-Kiwa and the world. Acknowledge the historic and contemporary place of the Treaty of Waitangi in Aotearoa, New Zealand. Appreciate the importance of belonging and diversity. They are confident in advocating for just and equitable societies. They recognise and exercise their role in giving voice to, and advocating for, health equity. Contribute to creating a sustainable future, considering wider social and environmental impacts of issues on health, both locally and globally. Demonstrate knowledge of and critically engage with the origins, scope, themes and research base of public health practice in New Zealand and globally. Use an equity lens to apply public health approaches to interrogate and make recommendations that are informed by the structural determinants and influences on the health of populations. Apply epidemiological, biostatistical and other appropriate and innovative approaches, including different knowledge systems and transdisciplinary perspectives, to public health issues and the measurement and monitoring of health status. Demonstrate the ability to contest ideas and appraise and critically synthesise evidence from various sources. Draw on a range of theoretical approaches to reflect on and critique personal and professional views on social and cultural understandings and actions, recognising the implications they have for public health and professional practice. Select appropriate modes, styles, formats and technologies to listen and communicate with diverse audiences. Demonstrate knowledge of how to establish sustained partnerships with the communities of Te Moananui-a-Kiwa and beyond to improve the health and wellbeing of populations. |
Assessments
| Assessment Type | Assessment Percentage | Assessment Classification |
|---|---|---|
| Assignment 1: Analysing a health system | 30 | Individual Coursework |
| Assignment 2: Critically appraising a health system response to a challenge | 35 | Individual Coursework |
| Assignment 3: Evaluative comparison of health systems | 35 | Group & Individual Coursework |
Assessment to CLO Mapping
| Assessment Type | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Assignment 1: Analysing a health system | ||||
| Assignment 2: Critically appraising a health system response to a challenge | ||||
| Assignment 3: Evaluative comparison of health systems |
Student Feedback, Support and Charter
Student Feedback
Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Additional Information on Student Feedback
We will review and update how we communicate material about the organisation of the New Zealand health sector in the context of structural change and turbulence since 2022.
Class representatives
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
Tuākana
Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.
Wellbeing
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.
Special Circumstances
If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.
Student Academic Complaints and Disputes
Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.
Course - V6
POPLHLTH 722 - Organisation of Health Systems - V2.3 - Effective From: Summer Semester 2025 (Published: 2025-12-11)