Master of Health Administration Degree Online

Master of Health Administration Degree Online

Online Healthcare Degree

The Master of Health Administration degree at the A.T. Still University prepares graduates to become seasoned professionals in the healthcare industry. The focus of this Master of Health Administration degree is creating elite leaders who are prepared and driven to make a difference and lead the future of healthcare. This Master of Health Administration program integrates web-based instruction, directed readings, email, chat room interactions and face-to-face Residential Learning Institutes (RLI) between students and faculty. Students in the Master of Health Administration degree program are taught by expert and highly qualified healthcare faculty and healthcare industry professionals.

The health administration master’s degree is offered through ATSU’S College of Graduate Health Studies (CGHS) and encompasses 16 healthcare administration courses, totaling 66 credit hours. While class work for this health administration master’s program is primarily online, face-to-face interaction through two RLIs is required throughout enrollment. These face-face interactions offer health administration master’s students an opportunity to work in person with the program’s instructors and other students on addressing real-world healthcare management issues.

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Master of Health Administration Degree Electives and Concentrations

Students in the Master of Health Administration degree program may complete four elective courses that meet their career interests and needs, or they may choose to specialize in one of five concentration areas – Leadership, Health Policy, Health Program Planning, Health Information Management and Community Health Outreach – therefore obtaining recognition of a specialization on their Master of Health Administration transcripts.

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  • Master of Health Administration Program Guide +

    • Click on the Master of Health Administration degree online program guide to learn more about the program and the University. Read detailed course descriptions for this master’s degree in health administration and view program concentrations for answers to many of your questions regarding application information and tuition.

  • Accreditation +

    • Higher Learning Commission Mark of Affiliation

      A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440.

  • Career Advancement+

    • The online masters degree in health administration program is designed to help you develop the management knowledge you’ll need to achieve your professional goals in the healthcare industry. The master of health administration degree online program features online courses taught by expert faculty and offers four Residential Learning Institutes providing educational and networking opportunities with faculty and peers. It is focused on addressing key topics critical for effective organizational leadership in the dynamic healthcare field. Online Health administration masters degree students represent clinical, administrative, technical and academic professions in healthcare, including:
      • Healthcare administration
      • Nursing
      • Healthcare consultants
      • Healthcare finance
      • Healthcare human resources

      • Healthcare management
      • Medical technology
      • Healthcare public policy
      • Healthcare practice management
      • Healthcare risk management

  • Student Insights +

    • “One of the best things about A.T. Still University’s MHA program is the Residential Learning Institutes (RLI). When searching for a master’s program, online learning was very attractive because it would allow me to continue my career while incorporating school into my life. However, online programs can be very cold and impersonal when you are used to a more traditional classroom setting.

      The goal of the RLI may be to give you face-to-face contact with program instructors and an interactive, hands on experience, but the real benefit of the RLIs is getting to interact and network with your fellow classmates. It adds the human aspects to the program, which as you are going through other online programs you will not get. It makes it easier to participate in group projects and build more robust discussions in your other classes, while also providing a support network as you go through the program.

      The knowledge and friendships I have gained through participation in the RLIs are precious and something that I carry with me after having completed my degree. As I advance my career in healthcare I know there is a group of people who will be there to provide me with support and guidance, just like our instructors, long after the program ends.”
      ~Sandra Suarez, Director of Public Policy at Columbia Basin Health Association

Master of Health Administration Degree Faculty

The Master of Health Administration degree online program offers a challenging, interdisciplinary educational experience that enables intellectual and professional advancement for health administration masters degree students. ATSU College of Graduate Health Studies (CGHS) faculty and staff are dedicated to your success, and comprehensive student services are available, including advising, tutoring and technical support.

ATSU’s College of Graduate Health Studies instructors have diverse academic and working backgrounds in management and healthcare fields, and 85 percent hold doctoral degrees. Their academic areas of interest include healthcare law, the economics of medical care, organizational theory and its effect in the health industry, health policy, the financing of healthcare, effectiveness/cost-benefit analysis in the healthcare industry, health information systems, quantitative methods and management science.

  • Dean +

      • Don Altman, DDS, DHSc, MPH, MBA, MA
        Dean


        Dr. Don Altman, is the Dean for CGHS as well as Professor and Chair, Department of Public Health (CGHS) and Director, Public Health & Research at the Arizona School of Dentistry & Oral Health. He has been with the University since October 2006.

        Dr. Altman graduated from The University of Texas Dental Branch (DDS) in 1983. He completed his Master of Public Health degree at The University of Texas School of Public Health in 1989 and became Board Certified in Dental Public Health in 1999. Dr. Altman completed his MBA at The University of Phoenix (2002) and a MA in Bioethics from Midwestern University (2004). He graduated with a Doctor in Health Science (DHSc) degree in March 2012 from the Arizona School of Health Sciences at A.T. Still University.

        Dr. Altman has worked for The City of Houston, the State of Texas, the State of Arizona, as well as The Principal Financial Group. Dr. Altman’s public health experience includes: serving as President of the Arizona State Board Dental Examiners; serving as President of the Arizona Public Health Association; volunteering with Health Volunteers Overseas (Cambodia and Vietnam); Director of the National Oral Health Leadership Institute; and serving as the Consumer Representative to the Dental Products Panel for the Food and Drug Administration. On May 1, 2012 he was appointed as a Director to The American Board of Dental Public Health.

        Dr. Altman’s research interests are currently centered on public health and higher education. He has published articles in the Journal of Dental Education, Journal of the American Dental Association, Public Health Reports, Special Care in Dentistry, and Community Dentistry and Oral Epidemiology.

  • Associate Dean +

      • Katherine M. Adler, DHA, FACHE
        Associate Dean of Academic Success and Assessment


        Dr. Adler is the Associate Dean for Assessment and Student Success at the College of Graduate Health Studies (CGHS). She began teaching for the College of Graduate Health Studies in 2006, became the Program Chair for Health Administration in 2009, and became the Associate Dean in 2012.

        Dr. Adler holds a Doctorate in Healthcare Administration and Leadership from the Medical University of South Carolina. She has more than 25 years of varied experience in the not-for-profit health care industry, spending the bulk of her career working at safety-net hospitals in urban Detroit.

        During her tenure in administrative roles, Dr. Adler worked closely with physicians in medicine and surgery, having direct oversight of those departments and subspecialties, and gained extensive knowledge in public health, epidemiology, social and behavioral sciences, and environmental health sciences. Through her formal training and work, Dr. Adler has a strong background in health services administration as well as public health. She is a patient advocate, understands the plight of the underserved and underinsured, and has worked to incorporate patient-centered care into the curriculum with the understanding that prevention and whole person healthcare are the keys to a healthy community and society.

  • Chair +

      • Letha D. Williams, PhD
        Chair & Associate Professor


        Dr. Williams has more than a decade of higher education experience in both teaching and administrative roles. She began with ATSU in 2010 as adjunct faculty, became a full time Associate Professor later that year, and became Chair of the MHA and MPH programs in 2012. Her professional experience includes more than 30 years in leadership positions in healthcare organizations, including the American Red Cross, as well as hospitals, long-term-care facilities, and a home care agency. Her expertise is in market strategy development, organizational change and crisis management, team building, and leadership development. Dr. Williams has championed many growth-oriented strategic plans and marketing programs, developed and led award-winning teams, and coached supervisors, peers, and students who are currently making positive contributions to their organizations and disciplines.

        Dr. Williams holds a Ph.D. in Organization and Management with a specialization in Leadership, and maintains a research interest in leadership ethics. She also holds a Master degree in Public Administration with a healthcare emphasis earned at the University of Michigan, and a bachelor degree in journalism earned at Oakland University. She previously held appointments as department chair for the accelerated business programs at Baker College, and adjunct professor at Davenport University and Trident University International.

  • Faculty +

      • Lihua Dishman, MBA
        Assistant Professor
        Read Bio
      • John W. Fick, EdD, FACHE
        Associate Professor
        Read Bio
  • Adjunct +

      • Rita Dichele, PhD, MA, MHA
        Adjunct

      • Steven J. Frank, MPP, ACC
        Adjunct

        Read Bio
      • Larry E. Leaming, DHA, FACHE
        Adjunct

        Read Bio
      • Don MacLean, MBA
        Adjunct

        Read Bio
      • Mary Mantei, BS, MA
        Adjunct

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      • Nancy P. Mathias, MS, ACC
        Adjunct

      • Susan Miedzianowski, MSA, BSN
        Adjunct

        Read Bio
      • Keith Y. Shah, PhD, MBA, MHRD
        Adjunct

        Read Bio
      • JoNeil Smith, RN, BSN, MBA, DM
        Adjunct

      • Cande Tschetter, PhD, APR
        Adjunct

        Read Bio
      • Shannon Wills, PhD
        Adjunct

        Read Bio
      • Susan Young, DHA, MSA, RN
        Adjunct

        Read Bio
      • Dan Leask, BSc, MBA, ACC
        Adjunct

Master of Health Administration Degree Admissions

  • Requirements +

    • Application requirements for the Master of Health Administration program include:

      1. Bachelor’s degree or higher from an accredited university. Applicants who graduated from a university outside the United States must provide a degree equivalency evaluation.
      2. Completed admissions application.
      3. Official transcript from a qualifying degree-granting institution. For students using VA benefits transcripts for all institutions attended are required.
      4. Non-refundable application fee submitted with application.
      5. Minimum Cumulative Grade Point Average (CGPA) of 3.0 (4.0 scale) at the qualifying degree institution. Candidates with a GPA below 3.0 may apply by completing an additional essay during the application process to explain factors that precipitated a student’s low GPA and how and why a student will be successful in a program. Students who did not attend an institution where a GPA system was used are required to petition the program chair.
      6. A current resume.
      7. Completion of essay and two professional references.
      8. Test of English as a Foreign Language (TOEFL) for applicants when English is not their first language. The Computer Based Test (CBT), Internet Based Test (iBT), or the Paper Based Test (PBT) are accepted. The following are the minimum required score based on test type:
        • CBT - minimum total score of 213 (min. 22/Reading Skills section; min. 26/Writing Skills section)
        • iBT - minimum total score of 80 (min 22/Reading Skills section; min. 24/Writing Skills section)
        • PBT - minimum total score of 550 (min. 57/Reading Skills section; min. 61/Writing Skills section)

      9. Applicants are selected by an admission committee.
      10. Completion of background check, using a vendor selected by ATSU. CGHS requires criminal background checks on matriculants to ensure the safety of patients and employees. The checks are conducted by an ATSU selected vendor. The student will pay the cost of the criminal background check directly to the vendor. Failure to comply with this mandate will result in denial to matriculate. Applicants who fail to disclose anything on their application that is returned on their background check report will have that finding reviewed by an University Official.
      11. Technology requirements: All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

      For additional information contact an Enrollment Counselor at 877.469.2878 or onlineinquiry@atsu.edu.

  • Application +

    • ATSU’s Master of Health Administration program is a participant of the Healthcare Administration, Management, & Policy Centralized Application Service (HAMPCAS). HAMPCAS is the national centralized application service that provides applicants with the capability to apply to health management, administration, and policy programs across different colleges and universities throughout the United States by way of a single, web-based application.

      Applications are now being accepted through HAMPCAS. Create a new account and take advantage of the many benefits HAMPCAS and AUPHA offer.

      Review application deadline dates

      Important Note: If you would like to apply only to A.T. Still University’s M.H.A. program it will be more cost effective to apply directly to ATSU, if you are applying to more than one university it is advantageous to utilize the HAMPCAS application service. Apply directly to ATSU here

      For additional information contact an Enrollment Counselor:
      877.469.2878 or onlineinquiry@atsu.edu

  • Tuition and Financial Services+

    • Application Fee: $70
      Tuition: $464 per credit hour (2014-2015 school year)
      Technology Fee: $150 per quarter
      Note: All fees and tuition are subject to change.

      Most courses are four credit hours. Each Residential Learning Institute is two credit hours. There are additional fees for books, reference materials, Residential Learning Institute travel and accommodations.

      Federal financial assistance is available for qualifying students. For information on financial aid, please visit ATSU’s Financial Services department online or contact them at 866.626.2878 or by email at financialaid@atsu.edu

  • Request Information+

    • Have a question for ATSU?

      Click the button below to connect with ATSU regarding any question you may have regarding our schools or curriculum and a representative will respond to you quickly.

      MISSOURI CAMPUS

      800 W. Jefferson Street
      Kirksville, MO 63501
      Phone: 660-626-2121

      ARIZONA CAMPUS

      5850 E. Still Circle
      Mesa, AZ 85206
      Phone: 480-219-6000

  • Financial Aid+

    • Investing in your future as a student is one of the most important steps you will take in your life. ATSU can help you put together a financially sound aid package that will let you focus on your education instead of worrying about how you will finance it.

      Students must be registered at least half-time to receive financial aid. Half time is defined as taking five credits each block. Financial Aid also is available to students who are dual enrolled at KCOM and ASHS. Contact the Student Financial Services at 866.626.2878, ext. 2529 for further information. All students receiving financial aid, whether through ATSU’s Student Financial Services or at other institutions, must notify our office of their status.

      THE 9 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:

      The student completes the Free Application for Federal Student Aid (FASFA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.

      The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.

      ATSU receives the information electronically (ISIR) within three to five business days.

      The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts the Financial Assistance Office.

      Student Financial Services performs verification and then sends an electronic award letter to the student’s ATSU email address, along with instructions for completing the loan applications and other required forms.

      The student accepts, refuses, or modifies the award letter and submits all required forms to the Financial Assistance Office.

      Student Financial Services looks over the required forms and transmits the loan data to Sallie Mae

      The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.

      If by EFT, all funds will be applied to the student’s account. The refund will be directly deposited to the student’s bank account if so desired by the student and proper documentation is on file.

      Eligibility for Financial Assistance

      Eligibility or unmet financial need is determined by subtracting a student’s expected contribution from the student budget. The student’s expected contribution is listed on the Student Aid Report (SAR) and is based on the student’s financial strength. Students may choose to receive financial assistance up to their unmet financial need. For example, if a student’s budget is $9,000 and the expected contribution is $5,000, the student’s unmet financial need is $4,000. The student may receive financial aid through scholarships, loans, etc., to arrive at this figure. (Note: Students may use the Unsubsidized Federal Stafford Loan or any private loan to replace their expected contribution.) Every effort will be made to meet the student’s need, but in some instances, the student may have to rely on other outside resources. It is of critical importance to be creditworthy, as most private loans require a credit check.

      Satisfactory Academic Progress for Federal Financial Aid

      According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.

      Qualitative Measure

      The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:

      Minimum Cumulative Grade Point Average at A.T. Still University of Health Sciences
      2.0 for all programs on 4.0 scale
      70% for all programs on 100% scale

      Quantitative Measure

      Maximum Time Frame

      Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).

      Pace of Progression

      Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).

      Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.

      Financial Aid Warning

      Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.

      Financial Aid Probation

      If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.

      Financial Aid Suspension

      Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.

      Appeal Procedure

      Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:

      • Death of an immediate family member
      • Severe injury or illness of the student or an immediate family member
      • Emergency situations such as fire or flood
      • Legal separation from spouse or divorce
      • Military reassignment or required job transfers or shift changes

      Students whose appeal is denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.

      Students who have extenuating circumstances may appeal by submitting a completed Appeal form. They will be notified if additional supporting documentation is required.

      The Appeal packet is presented to the SAP Committee for consideration. Students are notified via ATSU email of the SAP Committee’s decision and recommendations.

      Reinstatement

      Federal financial aid may be reinstated when one of the following conditions has been met:

      The student completes courses without federal aid in one or more payment periods at A.T. Still University of Health Sciences until the cumulative GPA and/or completion rate meet the required standard.
      - OR -

      The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.

      Enrollment Status Policy

      Full-time enrollment definition

      Students enrolled in the Doctor of Dental Medicine and Doctor of Osteopathic Medicine are always defined as full-time.

      Full-time enrollment requires enrollment in a minimum of nine (9) quarter credit hours, or six (6) semester hours.

      Half-time enrollment definition

      Half-time enrollment is defined by enrollment in a minimum of five (5) quarter credit hours or three (3) semester hours.

      Enrollment Status Definitions 1 Quarter Credit = .67 semester credit
      Program Minimum # of Credit Hours Minimum # of Credit Hours
      Full-Time Half-Time
      Osteopathic Medicine and Dental Enrollment is always full-time
      All other programs 9/quarter, 6/semester 5/quarter, 3/semester

      Student Budget Determination

      The student expense budget is determined each year by the director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the director determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount, due to the private loans being based on creditworthiness.

      Verification

      Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.

      ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.

      Special Conditions

      Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.

      Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.

      Financial Planning

      Setting Goals

      Financing your health professions education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.

      A simple financial plan begins with the establishment of a long-term goal. As an APA, MI, HM or AOT student, for example, your long-term goal might be to set up a private practice in your home town. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.

      A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:

      Have a written plan
      Set realistic goals
      Establish priorities
      Keep expenditures below income
      Stick to your game plan

      It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.

      Tuition

      Online programs’ tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.

      Electronic Funds Transfer (EFT) Policy

      The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.

      Direct Deposit

      Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.

The Family and Culture


 

  • Blackboard Demo Course +

    • ATSU has set up a demo course of our Blackboard
      Learning Management System for interested students.

      Please go to our guest demo site, and login with:

      Username: MHAdemo
      Password: cghsguest


      Connect Now

Master of Health Administration Curriculum Overview

The Master of Health Administration degree online program prepares students for leadership in the healthcare field. Graduates earn their online health administration masters degree and enter a fast growing segment of the U.S. labor market. The U.S. Department of Labor forecasts that employment of medical and health services managers is expected to grow by 22 percent from 2010 to 2020. The online masters degree in health administration program integrates web-based instruction, directed readings, email, chat room inter-actions, and in-person Residential Learning Institutes joining students and faculty.

Academic areas of focus include:

  • Healthcare law
  • The economics of medical care
  • Organizational theory and its effect in the health industry
  • Health policy
  • The financing of healthcare
  • Effectiveness/cost-benefit analysis in the healthcare industry
  • Health information systems
  • Quantitative methods
  • Management science

Curriculum

  • Introduction to Graduate Scholarship (2 Credits)+

    • This course provides the student with a grounding in the basics of scholarship including writing style, citations, and referencing using the APA Publication Manual. At the conclusion of this course student will have achieved a basic mastery of APA style and be better prepared to write at the graduate level.

  • Health Services in the U.S., A Lifespan Approach (4 Credits)+

    • This course provides a comprehensive introduction to the U.S. healthcare system. Healthcare terminology, concepts, critical issues, and a description of existing delivery systems are presented. This course includes the mission of public health, models of health promotion and disease prevention, and determinants of health and health services utilization. The organization, delivery, financing, payment, and staffing of the U.S. healthcare system are described. Issues of competition, regulation, technology, access, quality, primary care, long-term care, mental health, and bioethics are discussed.

  • Fundamentals of Research in Health Administration (4 Credits)+

    • This course provides students with a background in the research process relevant to practice and management as a health professional. The research literature is critically evaluated for application to professional practice or management, determining client/patient population needs, and understanding how to evaluate outcomes. Using evidenced-based research outlined in the text, students develop a scholarly paper of professional interest to them relevant to healthcare practice or management. APA format will be strictly adhered to in this course.

  • Administration of Healthcare Organizations (4 Credits)+

    • This course focuses on health service managers, the management process, descriptions of management functions, managerial roles, organizational culture and philosophy, leadership, motivation, and communication. Quality management is featured, as well as a practical approach to service, process, function, roles, culture, philosophy, leadership, motivation, and communication.

  • Healthcare Information Systems (4 Credits)+

    • This course examines the knowledge and skills needed by healthcare executives to manage information and information systems in a modern healthcare organization. The course begins with a primer on healthcare information including a description of patient care processes and the information that is created during these processes. This course then provides a description of healthcare information systems, their evolution, and the major clinical and administrative applications in use today with a focus on electronic medical record systems. Basic information technology concepts that support information systems are then covered. The final topic is Senior Management IT Challenges: what it takes to effectively manage, budget, govern, and evaluate information technology services in a healthcare organization.

  • Ethics and Leadership (4 Credits)+

    • This course provides students with an in-depth understanding of healthcare administration ethics and leadership in the context of the United States healthcare system. Healthcare administrators are frequently confronted with ethical dilemmas. This course provides an overview of these ethical dilemmas as well as real world examples for discussion. Codes of conduct and ethical policy statements are also reviewed from the American College of Healthcare Executives and the American Hospital Association.

  • Healthcare Finance (4 Credits)+

    • This course introduces the essential and practical elements of finance for business to students who are non-financial managers. It places an emphasis on the key financial management concepts and applications of those concepts that are critical to making business decisions in the healthcare environment. It integrates finance, economics, financial, and managerial accounting principles. It provides real world examples to guide students through topics in financial statement analysis, benchmarking, budgeting, and financial planning and forecasting, working capital management, capital budgeting, and long-term financing. Microsoft Excel® is a course requirement.​

  • Health Administration Law and Ethics (4 Credits)+

    • Non-legal professionals develop a concrete foundation in healthcare law and ethics, as well as practical approaches to improving the excellence and delivery of healthcare. Critical thinking skills are honed as students review issues such as Sarbanes-Oxley, privacy of medical information, and other current case law issues.

  • Organizational Behavior (4 Credits)+

    • Learners develop an understanding of how individual and team performance and behaviors, leadership, negotiation, power, and politics all have on the organization’s effectiveness. From understanding these concepts to applying skills through actual case studies provides the learner with the ability to more effectively lead an organization and its human assets.​

  • Managerial Accounting in Health Administration (4 Credits)+

    • This course examines accounting concepts used to assist managers in healthcare organizations. It focuses on accounting information and analysis to be used in decision-making processes to plan, measure, and control operations. Basic accounting skills relative to health administration are developed. Learners develop the skills necessary to understand a budget and to ask pertinent questions to revise and develop new budgets. Microsoft Excel® is a course requirement.​

  • Human Resource Management (4 Credits)+

    • This course provides an overview of human resource management practices in healthcare organizations. The critical role that leaders play in the hiring, supervision, motivation, evaluation, and overall management of staff members within their organizations is the focus of this course. Students are introduced to the functions of the human resource department, while more in-depth emphasis is placed on understanding how managers in general can foster creative problem solving, collaboration, conflict resolution, empowerment, and teamwork, while maintaining a fair and productive working environment.​

  • Practicum (4 Credits)+

    • The cornerstone of professional education for a career in leadership is a learning process that effectively couples the classroom didactic and field experience components of the educational program. Through a practicum experience, faculty and experienced leaders pool their expertise for the benefit of students who are preparing for future leadership positions in the industry. The structured exposure to the field of practice is the real distinction between an academic and a professional degree. It is the means by which inexperienced graduate students may become adequately prepared to competently fill management positions upon graduation. The student is responsible for finding a place to complete the practicum; however, the College of Graduate Health Studies will work to assist placing students in a community health center if they are unable to find a suitable practicum site.​

  • Residential Learning Institutes+

    • ​MHA students are required to attend two Residential Learning Institutes (RLI) during matriculation. RLIs promote face-to-face collaboration with healthcare providers/professionals at all points of service. RLIs are offered twice a year; once on ATSU’s Kirksville, MO campus and once on the Mesa, AZ campus. Students may choose topics that are pertinent to their career focus and/or area of special interest.
      MHA 811 Residential Learning Institute (2 Credits)
      MHA 812 Residential Learning Institute (2 Credits)

Program Electives and Concentrations

Students in the Master of Health Administration degree online program complete four elective courses of interest to them or that meet their career needs, or they can choose to specialize in one of four concentration areas—Leadership, Health Policy, Health Program Planning and Community Health Outreach—and obtain recognition of concentration completion on their transcripts. Note that Doctorate-level (D) courses are charged at the doctoral credit hour tuition rate.

Elective courses may only be selected from those listed in the Elective Groups. Concentration courses may only be selected by students pursuing the corresponding specialization.

Program Concentrations
Leadership Concentration

  • An Introduction to Professional Coaching: Skills, Knowledge and Ethics for Leaders+

    • Skills, Knowledge, and Ethics for Managers: Students learn what coaching is and is not, the construct of an effective coaching alliance, the use of intuition, listening and powerful inquiry in moving through resistance to engendering goal attainment and accountability. Students also learn the ethics of coaching. In addition to traditional discussion forums and papers, coaching practice as part of exercises is expected, and a live oral coaching experience with the instructor is also required. The objective is for students to have coach-like skills to use in management situations to improve collaboration, connection, and community within or outside a public health organization.

  • Leadership Coaching and Interpersonal Communication Skills+

    • This course provides the student with an understanding of personal behavioral and communication styles and how to apply the principles of leadership and management coaching in a public health organization. The skills learned improve active listening and dialogue that is effective in any situation. Students have the opportunity to review real-life coaching situations in leadership, develop a life purpose journal, and their own coaching journal.

  • Leadership and Ethics (D)+

    • This self-reflective and development executive course is based upon group work and case based activity. Established leadership theories will be used to develop personal skills in leadership and individual ethical perspectives. Students will be required to engage an American College of Healthcare Executive ACHE Fellow as a mentor/coach throughout their Doctor of Health Administration program experience.

  • Health Organization Governance (D)+

    • In this executive course, students earning their doctorate in health administration are involved in processes used to identify and recruit governing boards, and the use of effective management and communication skills to establish board accountability and buy-in. Board development, board composition, fiduciary responsibility, leadership roles, and the governing role of the board and its infrastructure are examined.

Health Information Management

  • Systems Development and Design+

    • ​This course examines the functions of a systems analyst, the interface between technical staff and end users. Students will develop knowledge of programming, systems design, and the life cycle of an information system from determining the needs of end users and the organization, to system sunset.

  • Data Management and Design+

    • ​Databases are the heart of any health information system. Their design affects the ease of creating and accessing information from the data entered. This course focuses on the function and requirements of data design, management, and warehousing. Students will learn subtleties of design such as naming fields and creating connections to data that lead to effective reporting.

  • Electronic Health Records Systems Administration+

    • This course surveys the types and functions of electronic health records systems, from a historical perspective to their use in current practice. It familiarizes the student with decision-making processes used in selecting and maintaining electronic health records systems, including issues such as hardware and software support, system security and access controls, employee and medical staff training, and system testing. ​

  • Technology in Evidence-based Decision-making +

    • In this course, students will examine the use of technology in evidence-based decision-making by the healthcare administrator. The course focuses on the transformation of data into information and knowledge designed to improve decisions and, ultimately, patient and organizational outcomes. Students will explore the nature of databases and internet applications in healthcare decision-making, as well as use available technology to organize, interpret, and present administrative data. ​

Health Policy Concentration

  • Public Health Finance and Policy+

    • This course is an application of policy analysis to the financing of public health in the United States. It examines healthcare from a public policy perspective to understand the underlying social and economic issues that frame the political finance debates.

  • International Health Policy+

    • This course provides an overview of international public health issues with an emphasis on economically less developed countries in the areas of diseases, programs, health systems, and health policies and the various approaches nations adopt to deal with them. It explores the public health problems facing low- and middle-income countries today and identifies their three greatest global challenges: reproductive health, infectious disease, and nutrition.

  • Public Health Systems Policy and Management+

    • This is a survey course providing an overview of the policy process as applied to health. Similarly, it provides introductory content dealing with how public health and other health organizations are organized and managed.

  • Public Health Policy and Politics+

    • This course discusses the structure of the political process in health policy making. It covers the political roles of selected health professionals and the legislative, executive, and judicial branches of government in health policy. This course provides practical mechanisms to intervene on behalf of programs or institutions.

Health Program Planning Concentration

  • Evaluation of Community Health Services+

    • Evaluation of health promotion programs in a variety of settings serve as a guide for the development and evaluation of health promotion programs that give students an opportunity for practical application in their work environment. Analysis and evaluation of a health program and its success after implementation are the focus of this course.

  • Community Health Improvement Planning+

    • This course will focus on evidence-based decision making in health improvement planning. The Guide to Community Preventive Services and the Community Health Resources database will be integral to the course. Students will learn how to identify the current health policies and systems in place in the community; how to develop a community action plan to improve the policies and environment to form safe and healthy communities; and how to identify and involve stakeholders in the process.

  • Identifying Community Health Needs+

    • This course focuses on the community health needs assessment process. Students will learn the various methods and tools currently used to identify the health status indicators and available assets to be used to respond to important health problems and risks at the community level. As part of this course, students will have hands-on experience collecting primary and secondary data, and then analyzing and evaluating it.

  • Population Health (D)+

    • In this executive course, Doctor of Health Administration students will investigate public health risks and how they relate to globalization, changing demographics, natural disaster, and terror based disaster. Population health and well-being will be covered along with identification of resources for data, information, and assistance.

Community Health Outreach Concentration

  • Community Health Informatics+

    • The course will introduce students to the field of health informatics and its application to public health. Students will learn fundamental principles of computer science and computer information technology. They will apply these principles to understanding proper use of healthcare data and its inherent pitfalls concerning privacy, security, ethics, and data interoperability. The course will also provide an overview of the use of networking technology in the collection and distribution of health information, with emphasis on electronic and personal health records. Focus will be given to clinical application of informatics tools in evidence-based medicine, epidemiology, bioinformatics, imaging, and research. Students will also utilize publicly available information systems, such as national vital statistics, pertaining to morbidity data and environmental public health.

  • Community Health and Social Media+

    • In this course, students will learn about the history and use of multiple types of social media in community health at the local, state, and federal levels. The ethics of using social media, current accepted standards, and best practices in using social media in a community health setting will be covered. Students will practice using multiple forms of social media and create a community health social media campaign.

  • Identifying Community Health Needs+

    • This course focuses on the community health needs assessment process. Students will learn the various methods and tools currently used to identify the health status indicators and available assets to be used to respond to important health problems and risks at the community level. As part of this course, students will have hands-on experience collecting primary and secondary data, and then analyzing and evaluating it.

  • Population Health (D)+

    • In this executive course, Doctor of Health Administration students will investigate public health risks and how they relate to globalization, changing demographics, natural disaster, and terror based disaster. Population health and well-being will be covered along with identification of resources for data, information, and assistance.

Program Electives Groups

Health Program Planning Group

  • Community Health Improvement Planning+

    • This course will focus on evidence-based decision making in health improvement planning. The Guide to Community Preventive Services and the Community Health Resources database will be integral to the course. Students will learn how to identify the current health policies and systems in place in the community; how to develop a community action plan to improve the policies and environment to form safe and healthy communities; and how to identify and involve stakeholders in the process.

  • Identifying Community Health Needs+

    • This course focuses on the community health needs assessment process. Students will learn the various methods and tools currently used to identify the health status indicators and available assets to be used to respond to important health problems and risks at the community level. As part of this course, students will have hands-on experience collecting primary and secondary data, and then analyzing and evaluating it.

  • Evaluation of Community Health Services+

    • Evaluation of health promotion programs in a variety of settings serve as a guide for the development and evaluation of health promotion programs that give students an opportunity for practical application in their work environment. Analysis and evaluation of a health program and its success after implementation are the focus of this course.

Health Policy Group

  • Public Health Finance and Policy+

    • This course is an application of policy analysis to the financing of public health in the United States. It examines healthcare from a public policy perspective to understand the underlying social and economic issues that frame the political finance debates.

  • International Health Policy+

    • This course provides an overview of international public health issues with an emphasis on economically less developed countries in the areas of diseases, programs, health systems, and health policies and the various approaches nations adopt to deal with them. It explores the public health problems facing low- and middle-income countries today and identifies their three greatest global challenges: reproductive health, infectious disease, and nutrition.

  • Public Health History+

    • This course examines the health of human populations from a historical perspective and will investigate the science of improving human health. Case studies are provided that will focus on the roots of contemporary public health knowledge and health policy. Topics include responses to epidemics, racial and economic disparities in healthcare services, the development of policy infrastructures, and global health.

Geriatric Health Group

  • Community Based Healthcare+

    • The development and maintenance of a community based healthcare model are the focus of this course. Administering programs to sustain and promote a state of healthy well-being in the community and activate community resources are discussed as well as the impact of emerging models of community-based healthcare programs.

  • Cultural Change in Geriatrics+

    • Cultural changes have affected the perceptions of aging and its impact on intergenerational relationships. This course examines the impact those cultural changes may have on the future direction of the healthcare industry.

  • Death and Dying, Life and Living+

    • Learners review death, dying, and bereavement. During the exploration of these topics, this course also covers the developmental perspective, legal and moral issues, and current events.

Leadership Development and the Role of Coaching Group

  • An Introduction to Professional Coaching+

    • Skills, Knowledge, and Ethics for Managers: Students learn what coaching is and is not, the construct of an effective coaching alliance, the use of intuition, listening and powerful inquiry in moving through resistance to engendering goal attainment and accountability. Students also learn the ethics of coaching. In addition to traditional discussion forums and papers, coaching practice as part of exercises is expected, and a live oral coaching experience with the instructor is also required. The objective is for students to have coach-like skills to use in management situations to improve collaboration, connection, and community within or outside a public health organization.

  • Leadership Coaching and Interpersonal Communication Skills+

    • This course provides the student with an understanding of personal behavioral and communication styles and how to apply the principles of leadership and management coaching in a public health organization. The skills learned improve active listening and dialogue that is effective in any situation. Students have the opportunity to review real-life coaching situations in leadership, develop a life purpose journal, and their own coaching journal.

Global Health Group

  • Global Health Issues+

    • Global healthcare is an emerging priority for organizations and governments worldwide because of the impact on international economic stability. Technology, research, and the advancement of healthcare interventions have produced improvements in health outcomes for many. Unfortunately, these advancements have also led to inequalities in health status within and between countries. The world is faced with new challenges such as the potential for pandemics, an aging population, a diminishing healthcare workforce, and the stresses of determining resource allocation. This course explores the many facets of global health to expose the student to the complexity of the concepts that impact healthcare in developing and developed countries.

Community Health Group

  • Community Health and Social Media+

    • In this course, students will learn about the history and use of multiple types of social media in community health at the local, state, and federal levels. The ethics of using social media, current accepted standards, and best practices in using social media in a community health setting will be covered. Students will practice using multiple forms of social media and create a community health social media campaign.

  • Public Health Informatics+

    • The course will introduce students to the field of health informatics and its application to public health. Students will learn fundamental principles of computer science and computer information technology. They will apply these principles to understanding proper use of healthcare data and its inherent pitfalls concerning privacy, security, ethics, and data interoperability. The course will also provide an overview of the use of networking technology in the collection and distribution of health information, with emphasis on electronic and personal health records.

DHA Group

  • Leadership and Ethics (D)+

    • This self-reflective and development executive course is based upon group work and case based activity. Established leadership theories will be used to develop personal skills in leadership and individual ethical perspectives. Students will be required to engage an American College of Healthcare Executive ACHE Fellow as a mentor/coach throughout their Doctor of Health Administration program experience.

  • Coaching, Mentoring, and Interpersonal Communications (D)+

    • Building upon practical experience gained via the Leadership and Ethics course, participants will examine the importance of succession planning and develop strategies for organizational development. Doctor of Health Administration program participants will identify interpersonal communication styles and strengths and further develop communication competencies.

  • Negotiation, Mediation and Managing Conflict (D)+

    • In this executive course, Doctor of Health Administration students will identify personal negotiation style and strengths; and how to use this individualized approach to mediating and managing conflict at various levels of the organization and with both practitioners and non-practitioners.

Learn More

INNOVATING WHOLE PERSON HEALTHCARE

Community Health Center

Waianae, Hawaii

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