Master of Health Administration
- Mission, Vision, and Values
Mission
Our mission is to equip working healthcare professionals with the competencies required to advance their healthcare careers.
Our program emphasizes its strong competency base and utilizes a hybrid delivery model to provide a comprehensive learning experience for students. Based on a model that promotes life-long learning, our program empowers students by providing the knowledge and skills necessary for continued career progression.
Vision
Our vision is to be recognized as the program of choice by our students, alumni, and healthcare industry stakeholders.
Values
Learning through personalized experiences
Engagement
Access to learning
Respect for people and ideas
Nurturing the potential within each student - Student Learning Outcomes
- Graduate Certificate (Not Applicable)
- Associate Degree (Not Applicable)
- Masters Degree
Personal Development Domain:
- Communication: The competency includes things such as executive proficiency in written and oral communication, the ability to communicate across disciplines, and to project a professional business presence both individually and as a representative of one’s organization.
- Relationship Management: This competency includes things such as the ability to develop positive collaborative relationships with peers, subordinates, and superiors within and across organizations, and to lead and work with teams effectively. In addition it includes the demonstration of emotional intelligence.
- Critical and Creative Thinking: This competency includes things such as the ability to seek and use qualitative and quantitative information, developing insight, and using these to achieve the mission, vision, and goals of one’s organization. In addition, it includes the ability to understand and lead transformational innovation.
- Professionalism: This competency includes things such as a sense of personal accountability and the ability to assume risk and responsibility. It also includes an orientation to the development of a life-long learning agenda and a commitment to ethical conduct and personal growth.
Professional Development Domain:
- Healthcare Leadership: This competency requires a deep and broad understanding of the industry; both its clinical and administrative aspects. It includes the masterful application of skills such as transparency, decision making, leading and managing change, being a role model, mentoring, and developing the talent of subordinates.
- Law, Policy, and Governance: This competency includes things such as the ability to accurately assess and work within the external political, legal, and regulatory environment. It requires an understanding of healthcare policy and its impact on the health of individuals and of populations. In addition, it includes the ability to navigate internal organizational dynamics, and to participate in governance of the organization.
- Community Awareness and Population Health: This competency requires the management of populations of peoples’ health and includes things such as the ability to investigate population health characteristics and to participate in improving population health in the local community. It also includes attentiveness to the ecological and social factors that influence health behaviors.
Applied Skills Domain:
- Human Resources Management: This competency includes things such as the ability to ethically lead and manage the human resources processes needed for effective staffing in the operation of a healthcare organization.
- Financial Management: This competency includes things such as the ability interpret financial and accounting documents, plan and execute budgets, make capital investment decisions, and to articulate and implement executive fiduciary responsibilities.
- Information Technology: This competency includes things such as the ability to recognize critical elements of information technology, to participate in the management of the acquisition and implementation of information systems and personnel, and to use information technology for decision support.
- Performance Improvement and Quality Management: This competency requires a rudimentary understanding of the clinical environment and the use of an evidence based approach to care, management, and risk management. It includes things such as the ability to use quality and systems tools to measure, promote, and to implement quality improvement initiatives in clinical and administrative partnerships within healthcare organizations.
- Strategic Management: This competency includes things such as the ability to conduct external and internal environmental analyses, to apply the principles of strategy formulation, implementation, and control, and to develop corporate strategy, market research, and planning.
- Graduate Certificate (Not Applicable)
- Curriculum Grid
- Program and Contact Information
The MHA program at Weber State University is designed to meet the needs of working healthcare professionals and to prepare them for advancing leadership roles in the healthcare industry. Firmly grounded in the development of three overarching domains: Personal, Professional, and Applied Skills, the program fosters self-development, critical thinking and life-long learning.
Full-time students can complete the MHA or the eMHA in two academic years. All courses in the campus MHA are offered in a hybrid, face-to-face/online, 8 week format. In the eMHA format students complete coursework a robust online learning environment. The competencies and course schedule is the same for both formats. MHA and eMHA courses are taught by an optimum blend of academic professors and working healthcare executives and culminate in a real-time final project resulting in a deliverable of importance and measurable value to healthcare organizations.
Contact Information:
Dr. Darcy Carter
Weber State University
3959 Stadium Drive, Dept. 3911
Ogden, UT 84408-3911
IE 210A
(801) 626-7549
- Assessment Plan
MHA Outcomes
Healthcare managers must demonstrate the following skills and competencies
How Assessed
When
By
Over-arching
Measurement and achievement of the 12 competencies
Indirect: Student self-assessment, 5 point scale competency document
Direct: Preceptor assessment, 5 point scale competency document
Student self-assess three different times
MHA 6000,
(beginning of the program)
MHA 6400,
(middle)
MHA 6500
(end of program)
After the fieldwork project the preceptor assesses competency attainment
Fieldwork (MHA 6500)
All students
Fieldwork preceptors
Outcome 1. Communication
Direct: Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6000, MHA 6250, MHA 6320, MHA 6400, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 2.
Relationship Management
Direct: Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6000, MHA 6240, MHA 6400, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 3. Critical and Creative Thinking
Direct: Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6200, MHA 6240, MHA 6249, MHA 6250, MHA 6350, MHA 6400, MHA 6440, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 4. Professionalism
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA MHA 6250, MHA 6320, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 5.
Healthcare Leadership
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6000, MHA 6100, MHA6350, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 6.
Law, Policy, and Governance
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6300, MHA 6320, MHA 6440
Professor assigns each student a level of competency in the rubric for the SA
Outcome 7. Community
Awareness and Population Health
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6000, MHA 6200, MHA 6300, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 8.
Human Resources Management
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6240, MHA 6440, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 9. Financial Management
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6249, MHA 6250, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 10.
Information Technology
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6200, MHA 6350, MHA 6450
Professor assigns each student a level of competency in the rubric for the SA
Outcome 11.
Performance Improvement and Quality Management
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6240, MHA 6300, MHA 6450, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
Outcome 12. Strategic Management
Canvas outcomes embedded in the Signature Assignment (SA) for each course, 5 point competency scale
Yearly
MHA 6350, MHA 6400, MHA 6450, MHA 6500
Professor assigns each student a level of competency in the rubric for the SA
- Assessment Report Submissions
- 2021-2022
1) Review and comment on the trend of minority students enrolling in your classes (particularly lower-division, GEN Ed) and in your programs. We have seen an increase in the number of minority students enrolled. Our 1st and 2nd year cohorts are more diverse than they have been for years.
2) What support (from enrollment services, advising, first-year transition office, access & diversity, etc.) do you need to help you recruit and retain students? Very little. We have an MHA Enrollment Director that manages these processes for the program.
3) We have invited you to re-think your program assessment. What strategies are you considering? What support or help would you like? We have recently completed an entire overhaul of program assessment. We are confident that this will be beneficial for students, stakeholders, and also will meet all accreditation needs.
4) Finally, we are supporting our Concurrent Enrollment accreditation process. Does your program offer concurrent enrollment classes? If so, have you been able to submit the information requested from the Concurrent Enrollment office? No
The full report is available for viewing.
- 2019-2020
- 2017
1) Based on your program’s assessment findings, what subsequent action will your program take?
-
We will continue to work to meet all of our assessment goals. In addition, we will continue to use our assessment data and outcomes to ensure that the MHA and eMHA programs continue to achieve similar student outcomes.
2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.
- We are a graduate program and so we do not have graduating seniors.
However, we ask our Field Work preceptors to evaluate their protégés on all competencies, we ask all students to self-evaluate on all competencies, we perform an exit interview upon completion of the MHA program, and we survey all 3 year alumni of the program on career progress and reflections of the MHA program, its curriculum, and their experiences in it.
-
- 2016
1) Based on your program’s assessment findings, what subsequent action will your program take?
-
We will continue to work to meet all of our assessment goals. In addition, we will include assessment of our new MHA 6249 course and our eMHA courses in upcoming yearly assessments.
2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.
-
We are a graduate program and so we do not have graduating seniors.
However, we ask our Field Work preceptors to evaluate their protégés on all competencies, we ask all students to self-evaluate on all competencies, we perform an exit interview upon completion of the MHA program, and we survey all 3 year alumni of the program on career progress and reflections of the MHA program, its curriculum, and their experiences in it.
The full report is available for viewing.
The Master of Health Services Department conducted a 5 year program review with full self-study during the fall of 2015. Those results are presented along with the Annual Assessment. Please reference those documents for information that includes data for the 2015/16 academic year, as well.
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- 2015
1) Based on your program’s assessment findings, what subsequent action will your program take?
- In Fall 2015 we underwent our CAHME accreditation review. While we do not have an official report, the debriefing at the end of the site visit was quite positive.
-
In the past year we have revised our program Mission Statement, program description, our competency model, and our curriculum map, all of which were well received by our CAHME accreditation team. We have been working toward continuous process and quality improvement and we will continue on in this endeavor.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
-
In particular our Field Work Preceptors’ assessments of our students’ competencies are strong reinforcement of our program’s strength. They are indicative of our progress and continuous efforts to improve.
The full report is available for viewing.
- 2014
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- The evidence gathered in this year and previous years strongly supports our confidence in being reviewed.
2) With whom did you share the results of the year’s assessment efforts?
- WSU Assessment Office
- CAHME Accreditation Organization
- MHA Faculty
- MHA Advisory Board
- HAS Department Faculty
3) Based on your program’s assessment findings, what subsequent action will your program take?
- As our findings thus far have been highly positive, we will continue to expand our assessment and outcomes measurement.
The full report is available for viewing
- 2013
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- This is our first year reporting this information in this format. The evidence gathered thus far strongly supports our confidence in being reviewed. We do not have previous years of evidence to use for comparison. However, in Fall 2012 the MHA program underwent accreditation by CAHME, which is the gold standard for MHA programs in the United States and Canada and was awarded accreditation in our first review.
2) With whom did you share the results of the year’s assessment efforts?
- WSU Assessment Office
- CAHME Accreditation Organization
- MHA Faculty
- MHA Advisory Board
- HAS Department Faculty
3) Based on your program’s assessment findings, what subsequent action will your program take?
- As our findings thus far have been highly positive, we will continue to expand our assessment and outcomes measurement.
To view the full report select this link: Master of Health Administration 2012/13 Annual Assessment Report
- 2021-2022
- Program Review