Gaining Support Karen Blackwell MHA/505 January 14, 2019 Ms. Doria Chege 1 4 Gaining Support Introduction Within my introduction I am conducting a letter to my supervisor Jane letting her know I am attending University of Phoenix and how I am retrieving my Master’s Degree. In it I am asking her to help me move forward in my present job function to pursuing a higher position at Blue Shield. Hello Jane, As you know I completed my Bachelor program and received my degree in August of 2018, well as of January 8, 2019 I have decided to continue my education to study for my Master’s degree. With my masters I would like to apply my knowledge and stay within the company that I have been with for 11 years and move up in positions here at Blue Shield. I have gained so much knowledge here that I would hate to leave lose all that plus the years I have been here to move forward in another career. I know you have given me more responsibilities with the inventory I would like to eventually take my studies and become a lead or maybe even one day a supervisor. The online program I am in is a 36 credit course, 16 month course, with the studies I will learn how to be more flexible how to be more open to ideas and how to apply those ideas to the current healthcare system ("What To Expect In The MHA", 2018). With the things changing here at Blue Shield and how the ability to process a claim within one day is in the future of the company to lessen the aged inventory I am hoping I would be able to bring some new ideas to research on how to make things go smoothly to strive to get the inventory down to where it is more manageable. Along my education journey here at University of Phoenix I am hoping you would be able to assess me along my way. I know that Blue Shield has a management trainee course that I would be interested in getting involved with and I am hoping you can assist me on how to apply to that and be able to achieve my academic dreams of becoming a Healthcare Administrator. In the next few months I will be focusing on my employment here at Blue Shield and also focusing on completing my Master’s program, In return I hope to be able to contribute all I have learned and applying it in my future role at Blue Shield. I thank you for your help in helping me achieve my dreams. References Ozdemir, D., & Stebbins, C. (2015). Curriculum mapping for the utilization of a learning analytics system in an online competency-based master of health care administration program: A case study. The Journal of Health Administration Education, 32(4), 543-562. Retrieved from https://search-proquest-com.contentproxy.phoenix.edu/docview/1763641158?accountid=134061 Shaikh, A. , AlTurabi, L. & West, J. D. (2016). Developing a Successful Master of Health Administration Student Mentor-Mentee Program. The Health Care Manager, 35(1), 47–57. doi: 10.1097/HCM.0000000000000091. What to expect in the MHA (2018). Retrieved from https://vle.phoenix.edu/ultra/courses .

1. Gaining Support
Karen Blackwell
MHA/505
January 14, 2019
Ms. Doria Chege
1
4
Gaining Support
Introduction
Within my introduction I am conducting a letter to my
supervisor Jane letting her know I am attending University of
Phoenix and how I am retrieving my Master’s Degree. In it I
am asking her to help me move forward in my present job
function to pursuing a higher position at Blue Shield.
Hello Jane,
As you know I completed my Bachelor program and received
my degree in August of 2018, well as of January 8, 2019 I have
decided to continue my education to study for my Master’s
degree. With my masters I would like to apply my knowledge

2. and stay within the company that I have been with for 11 years
and move up in positions here at Blue Shield. I have gained so
much knowledge here that I would hate to leave lose all that
plus the years I have been here to move forward in another
career. I know you have given me more responsibilities with
the inventory I would like to eventually take my studies and
become a lead or maybe even one day a supervisor.
The online program I am in is a 36 credit course, 16 month
course, with the studies I will learn how to be more flexible
how to be more open to ideas and how to apply those ideas to
the current healthcare system ("What To Expect In The
MHA", 2018). With the things changing here at Blue Shield
and how the ability to process a claim within one day is in the
future of the company to lessen the aged inventory I am hoping
I would be able to bring some new ideas to research on how to
make things go smoothly to strive to get the inventory down to
where it is more manageable.
Along my education journey here at University of Phoenix I am
hoping you would be able to assess me along my way. I know
that Blue Shield has a management trainee course that I would
be interested in getting involved with and I am hoping you can
assist me on how to apply to that and be able to achieve my
academic dreams of becoming a Healthcare Administrator.
In the next few months I will be focusing on my employment
here at Blue Shield and also focusing on completing my
Master’s program, In return I hope to be able to contribute all I
have learned and applying it in my future role at Blue Shield. I
thank you for your help in helping me achieve my dreams.
References
Ozdemir, D., & Stebbins, C. (2015). Curriculum mapping for
the utilization of a learning analytics system in an online
competency-based master of health care administration
program: A case study. The Journal of Health Administration
Education, 32(4), 543-562. Retrieved from https://search-
proquest-

3. com.contentproxy.phoenix.edu/docview/1763641158?accountid
=134061
Shaikh, A. , AlTurabi, L. & West, J. D. (2016). Developing a
Successful Master of Health Administration Student Mentor-
Mentee Program. The Health Care Manager, 35(1), 47–57. doi:
10.1097/HCM.0000000000000091.
What to expect in the MHA (2018). Retrieved from
https://vle.phoenix.edu/ultra/courses
1
Gaining Support
Karen Blackwell
MHA/505
January 14, 2019
Ms. Doria Chege
1

4. Gaining Support
Karen Blackwell
MHA/505
January 14, 2019
Ms. Doria Chege
BSc Final Project Guidelines
All students wishing to proceed to their final project should
meet ALL the following conditions:
first year modules are complete and recorded as a pass or
irredeemable fail.
no more than two
modules outstanding.
op should be
complete.
Final Projects
All students are required to complete a Final Project appropriate
to their specialisation.
Students will be asked to develop their subject area, research
question, literature review and
methodology within the Final Project Development Workshop.

5. A Methodology document will
be used to assess the workshop and will be then used to develop
the final report.
Students will be appointed a tutor who will guide them through
the final stages of the report.
It is envisaged a maximum of 2 hours of contact time with the
student.
The length of the Final Project is 10 000 words ± 10%,
excluding appendices and supporting
material. Final Projects which are over length will be penalised
by 10 marks for up to 20%
over the word limit. Final Projects over 20% will not be
accepted.
Copies of the Final Project must be submitted as follows:
Deadline
AY 2017-2018 Submissions should be submitted by May 20th,
2019.
Extensions to the deadline for submitting final project will only
be granted in exceptional
circumstances. Extensions must be requested in writing to the
Head of Governance, along
with supporting evidence (for example: medical certificates).
Extensions are limited in
duration and students will normally be expected to submit by
the next available deadline.
Further extensions will not be granted except in very
exceptional circumstances.

6. In the case of late submission, students who submit their final
project up to 2 weeks after the
given deadline will have 10% of the given mark deducted.
Students who do not submit within
this timescale will be deemed to have failed and be given a
mark of zero (0). The Board of
Examiners may give such students one further opportunity to
submit their dissertation for a
maximum of a capped mark of 40. The deadline for
resubmission will be set by the
examination board.
Students who fail their Final Project will be given only one
further opportunity to submit. The
deadline for resubmission will be set by the examination board.
ESE BSc Final Project 140720
Evaluation
Final Projects are double marked by two members of academic
staff and an agreed mark
which is not necessarily the arithmetic mean of the two marks,
given. Where the two markers
cannot agree on a mark, a third independent marker will also
mark the work to resolve any
difference of opinion.
A copy of the grading sheet is attached to this document.
Students may, at the discretion of the examiners, be required to
attend a viva voce
examination or such other tests as may be considered

7. appropriate. Wherever possible the
viva should be held before the end of term, but this cannot be
guaranteed.
Sources and Referencing
All ethical issues pertaining to this research project must be
discussed with your tutor and
you should seek formal approval for such matters. Please see
your academic coordinator for
pertinent forms and more detailed information.
Students must follow the Harvard referencing system for the
Final Project. Plagiarism of any
kind will not be tolerated and you will be awarded zero if there
is any evidence of plagiarism.
Please read the regulations on Academic Misconduct available
on the Portal.
Students are reminded to use valid and peer-reviewed references
to support their work.
Websites should only be used if they represent an established
source and only for facts and
figures. Students should make the most of academic and
practitioner books and articles.
Project Structure
The project should consist of the following chapters:
1) Introduction
How well does the student set the context for the research (why
did you choose this topic,
how did you come about this research), how clear are the
objectives related to the context
set, how well does the student set out the scope of the research?

8. 2) Literature review
How extensive and exhaustive is the literature review? Does it
have both breadth and depth?
Has the referencing been properly done? How well does the
student demonstrate learning
from reading others’ work? Does the student’s work stand on
the shoulders of giants whose
work he/she has familiarised himself/herself with?
Has the student been able to critically evaluate the literature
rather than simply summarising
it? Has the student been able to show how the literature reads
and fits with his/her proposed
question and show how his/her work will progress knowledge
further?
3) Methodology
How were the data collected? (present a timeline of collection,
issues/challenges : how
were challenges dealt with, outline development of data
collection tools)
How rigorous was the methodology in collecting the data
(sampling, rationale for methods
used; academic underpinning of methods used – why and
similarly why were other
methods not considered suitable)? How well did the student
adapt to changes and new
factors that arise during research?
How are ethical considerations pertaining to the research
addressed? How does the
student understand the limitations of his/her research?
ESE BSc Final Project 140720
4) Findings & Analysis

9. Does the student explain the findings in an understandable
manner? Does the student
make intelligent sense of the data gathered in relation to the
research questions set? Does
the student critically evaluate the findings (quality of findings
and analysis - not simply
summarising the text)
5) Conclusion, recommendation and discussion
How well is the student able to connect draw conclusions from
the findings and relate them to
the research objectives? How does the student link the findings
& analysis and conclusion to
the recommendation for future research?
How well does the student interpret the findings in the light of
the literature that s/he has
read?
6) Flow of the dissertation, referencing
How does the student structure and present his/her report (ease
of reading for the examiner,
formatting, fonts used, spaces provided, tables, graphs, figures,
etc., properly labelled,
presented and placed)? Has the referencing been properly done?
How easy is it to read and understand the dissertation?
Module: BSc in Business Administration
Final Project
Academic Year: 2018/2019
Campus:
Title of Project:
Student Name:

10. Submission Date:
FINAL REPORT EVALUATION FORM 100% of TOTAL
Final Report
Allocation of
Marks
Tutor’s Mark
Independent
Mark
Final
Mark*
(see note)
Content 0-50
Coherence 0-35
Bibliography and references 0-5
Relevance to the course of study 0-5
Language 0-5
TOTAL 100
Tutor’s Comments and Feedback
TUTOR’s Signature:
Independent Marker Comments and Feedback (blind marked):

11. MARKER’s Signature:
Note on Final Mark: If grades are within 5% points, then an
average may be drawn. If greater then 5% the two
markers should discuss and agree on an average mark. If an
agreement cannot be reached, or in the event of
a very large grade difference, then a third marker is called.
3rd Marker Comments (if required):
3rd Marker Signature:
A third mark grade will be reviewed by the Programme Director
and this will become the chosen grade.
FOR ACADEMIC USE ONLY. DO NOT WRITE BELOW THIS
LINE
FINAL MARK
Academic Dept .
ESE BSc Final Project 17012019
25
GENERAL MARKING CRITERIA (UNDERGRADUATE
STUDIES)

12. Outstanding
Quality
80-100%
Excellent work:
70%-79%
Above
satisfactory work:
60% - 69%
Satisfactory:
50 - 59%
Below satisfactory
work:
40% - 49%
Failure:
Below 40%
Relevance Innovatively addresses
objectives of the
assessment task,
especially those
components requiring
sophistication of critical
analysis, synthesis and

13. evaluation.
Excellent
knowledge
and understanding
of material and an
imaginative sense of
its relevance across
a range of issues,
and context or policy
situation; excellent
use of course
material
and other relevant
Very good use
of
course material
and other
information; well-
chosen to support
arguments
relevant to
question
Competent use of
course

14. materials and
other
information to
support most
arguments
Some use of
appropriate course
materials and
experience to support
arguments; capacity to
identify relevance, but
may be rather
narrowly focused
and miss out
important areas
Little or no sign
of relevance
Content A clear and consistent
line of highly critical and
evaluative argument,
displaying the ability to
develop one’s
innovative ideas from
the work of others.
Creative flair in
theoretical and

15. conceptual analysis.
Independent
and
creative, and
demonstrates clear
thinking; ability to
analyse and
critically evaluate
material
Good
knowledge
and understanding
of the material,
across a broad
spectrum,
combined with an
ability to evaluate,
analyse and reflect
on key issues
Reasonable
knowledge of the
material and
ability to draw
upon more than

16. one source
for ideas; uses
key themes well.
Adequate
understanding and
use of course and
other relevant
material; mostly
descriptive, but with
some grasp of key
course themes and
issues and a capacity
to discuss these in
context
Very limited
knowledge and
understanding
and the issues
involved
Depth Wide range of
recommended and
relevant sources used in
an innovative and
consistent way to support
arguments. In depth use

17. of sources beyond
recommended texts,
demonstrates creative
flair in independent
research.
A sensitive awareness
of conflicting
arguments and ideas
and of their
provenance. Clear
grasp of
implications.
Well organized
use
of most of the
major points with
an ability to draw
upon them
creatively and
critically;
awareness of
conflicting
arguments and

18. ideas and attempt
to address them in
context
Capacity to
grapple with
conflicting
arguments and
ideas; beginning
to draw together
and synthesize
ideas and
perspectives from
a range of theory
Some attempt to
address the conflicting
arguments and ideas
from the course, some
signs
of an attempt to take
an evaluative,
analytical and critical
stance; some
appropriate use of
concepts, but with
only limited evidence
of independent

19. thinking
Lack of
awareness of
conflicting
arguments and
ides
Structure Outstanding visual and
written presentation.
Sophisticated yet clear
and accessible style.
Possibly innovative yet
logical and fluent
organisation and
development of
materials. Articulate,
coherent and succinct.
Relationships between
statements and sections
are clear and precise.
Referencing is accurate
and, appropriate.
Excellent
organisation of
material; clear,
logical flow of

20. argument; good
sign-posting
throughout
Good,
clear
framework and
reasoned
argument with
evidence of
careful thought
Sensible use of
major points
integrated into
the answer;
logical flow of
ideas is apparent
Framework is
apparent with an
introduction, argument
and conclusion, but
the logical flow and
coherence is not
always consistent and
may be difficult to

21. follow
Little or no
evidence of
planned
structure and
organisation