University of La Verne College of Business and Public ...
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University of La Verne
College of Business and Public Management
Master of Health Administration
Program Review
Date: September 22, 2019
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I. Introduction
The Master of Health Administration (MHA) is offered at the La Verne Campus (Main Campus)
and at the Irvine Orange County Campus. Students primarily attend their classes at one location
but occasionally main campus students attend the Irvine Campus.
The MHA has a long history at the University of La Verne. However, the program has not
undergone a systematic, formal review and/or implemented any major revisions in the last 10
years.
II. The Program
1. Vision, Mission, Goals, Objectives, and Learning Outcomes
Vision
The MHA Program offered at the University of La Verne will be recognized among the premier
programs in the United States for preparing early and mid-career students for advancement to
executive healthcare administrative positions.
Mission
The mission of the Masters in Health Administration program is to equip students with the
knowledge and skills to swiftly move through early- to mid-level healthcare management roles to
those in executive leadership roles by facilitating experiential, competency, and case-based
learning encounters augmented by faculty research and practical experience. The program
effectively integrates theory and practice with a curriculum and faculty dedicated to effective
learning, applied research, and community engagement.
Goals
While individual courses have goals, at this juncture the MHA program-wide does not have any
formally agreed upon Goals.
Learning Objectives
While individual courses have course learning objectives, at this juncture the MHA program-wide
does not have any formally agreed upon learning objectives linked to program-wide goals. There
was a draft of proposed Learning Objectives done in 2011 as part of the MHA Program Review.
However, that review was never adopted nor the Learning Objective recommendations
implemented. See Appendix B for the 2011 proposed Learning Objectives.
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2. Curriculum
The MHA curriculum is:
Core Requirements: 18 semester hours from the following
Code Course Title
HSM 500 Management and Organization Theory & Practice
HSM 501 Current Trends and Issues in Health Services
HSM 502 Financial and Cost Analysis
HSM 503 Healthcare Economics
HSM 504 Organizational Communications
HSM 555 Ethical Issues in Health Services
Research and Culminating Courses: 6-9 semester hours
Code Course Title
HSM 595 Organizational Research Methods
HSM 596 Graduate Seminar, or
HSM 592 Thesis
Students who wish to write a thesis must take HSM 591, Organizational Research II, as one of
their electives.
Finance Concentration
HSM 502 Financial and Cost Analysis
A minimum of three of the following:
HSM 532 Budgeting and Cost Control
HSM 534 Program Evaluation
HSM 571 Management of Clinical and Financial Information
HSM 590 Special Topics
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Public Health Concentration
All of the following:
Code Course Title
HSM 545 Foundations of Public Health
HSM 546 Epidemiology
HSM 547 Public Health Policy
HSM 548 Applied Research for Public Health Professionals
Management and Leadership Concentration
Code Course Title
HSM 500 Management and Organizational Theory and Practice
A minimum of three of the following:
HSM 520 Strategic Planning and Management in HSOs
HSM 524 Personal Professional Development
HSM 562 Human Resource Management in HSOs
HSM 590 Special Topics
Marketing and Business Development Concentration
Code Course Title
HSM 501 Current Trends and Issues in Health Services
A minimum of three of the following:
HSM 520 Strategic Planning and Management in HSOs
HSM 523 Management of Organizational Innovation
HSM 540 Legal Issues in HSOs
HSM 583 Marketing and Business Development
NOTE: Starting in the 2019-2020 school year, the MHA Program will no longer be offering
the Marketing & Business Development Concentration nor the Management & Leadership
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Concentration. The courses in those concentrations will be offered as electives starting in
the 2019-2020 school year.
3. Program Comparisons
In comparing the La Verne MHA program with various other programs (mainly in California, all
CAHME accredited), the La Verne MHA requires fewer credit hours to obtain the graduate degree.
We have a 36-unit requirement.
University of Southern California 48 Semester Units
California State University Long Beach 45 Quarter Units
University of Washington 76 Semester Units
California State University Northridge 48 Semester Units
San Diego State University 56 Semester Units
University of Utah Between 66.5-68 Semester Units
In terms of course offerings, the MHA offers similar required courses (based on title and course
description) as our comparison group with a few exceptions (see Appendix A). When compared
to our comparison group and a sample of 62 CAHME accredited programs in the country, some
differences can be identified between these various programs and our MHA. Specifically in the
Comparison Group they all require a Quality Management and 5 out of 6 programs require a
Statistics courses that we do not offer; while only 2 out of 6 require a Research Methods course
that we require. Slightly more than half of the CAHME sample programs require a
Capstone/Culminating event course as well as a Quality Management course. Only 13% of the
CAHME sample programs require a Research Methods course; while 77% require a Statistics
course.
Comparison Group CAHME Accredited (n=62)
Quality Management 100% 56%
Research Methods 33% 13%
Statistics 83% 77%
Capstone/Culminating 83% 56%
4. Comparison to National Accrediting Body Standards
It is an objective of the MHA program to achieve CAHME accreditation. CAHME is the leading
accrediting body for MHA program across North America. There are only approximately 90
programs across the country fully CAHME accredited. CAHME standards are organized around
three domains: Transformation, Execution, and People. The following outlines how the current
MHA curriculum fits into CAHME’s three domains.
Transformation: Visioning, energizing, and stimulating a change process that coalesces
communities, patients, and professionals around new models of healthcare and wellness.
Achievement
Orientation
Analytical
Orientation
Community
Orientation
Financial
Skills
Information
Seeking
Innovative
Thinking
Strategic
Orientation
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HSM583
HSM523
HSM500
HSM595
HSM596
HSM545
HSM546
HSM547
HSM500
HSM503
HSM548
HSM501
HSM545
HSM547
HSM502
HSM503
HSM532
HSM571
HSM595
HSM596
HSM500
HSM503
HSM523
HSM500
HSM503
HSM595
HSM596
HSM520
HSM500
HMS503
HSM545
HSM595
HSM596
Execution: Translating vision and strategy into optimal organizational performance.
Accountability Change
Leadership
Collaboration Communication
Skills
Impact and
Influence
Initiative
HSM555
HSM500
HSM503
HSM520
HSM500
HSM555
HSM596
HSM500
HSM501
HSM503
HSM555
HSM504
HSM500
HSM503
HSM555
HSM534
HSM501
HSM555
HSM596
HSM520
HSM547
Information
Technology
Management
Organizational
Awareness
Performance
Measurement
Process Mgmt.
& Org. Design
Project
Management
HSM500
HSM520
HSM503
HSM534
HSM595
HSM500 HSM500
HSM548
People: Creating an organizational climate that values employees from all backgrounds and
provides an energizing environment for them. Also includes the leader’s responsibility to
understand his or her impact on others and to improve his or her capabilities, as well as the
capabilities of others.
HR Management Interpersonal
Understanding
Professionalism Relationship
Building HSM562 HSM555
HSM545
HSM524
HSM500
HSM503
HSM555
HSM595
HSM596
HSM545
HSM547
Self Confidence Self-Development Talent Development Team Leadership HSM524
HSM555
HSM595
HSM596
HSM524
HSM555
HSM595
HSM596
HSM562
HSM595
HSM596
HSM500
HSM503
HSM555
5. Advisory Board
An Advisory Board was created for the MHA in the 2018-2019 School Year. The Advisory
Board is comprised of health service organizational leaders who provide counsel to the program
director in aligning curriculum and program to industry needs. Specifically, the Advisory Board
convenes primarily to offer advice to the program director on current healthcare management
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employment trends; changing needs in knowledge, skills, and abilities of managers; and related
issues. The board will assist in placement of internships in their respective organizations, offer
career mentoring advice to MHA students as well as support the efforts of program director in
finding guest speakers and adjuncts.
III. Students
1. Student Enrollment
Term enrollment depicted in the above table shows that summer terms typically have the
fewest enrollment numbers (with the exception of Summer 2019). The nine-year average for
each term are: Fall enrollments = 85, Winter enrollments = 81, Spring enrollment = 85, and
Summer = 63.
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Term Enrollment Fall 2010 through Summer 2019
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When looking at annual enrollment registrations (see table above), a slight enrollment
downturn started in the Fall14/Summer15 School Year that accelerated through the
Fall17/Summer18 School Year. It appears that trend is reversing in the Fall18/Summer19
School Year. The average annual enrollment registrations over this time period was 310.
2. Admission Policy
The MHA Admission
To apply for admission, applicants must submit the following documents to the Office of
Undergraduate Admission. All application materials become the property of the University upon
receipt.
Applicants are evaluated based on their previous college work, statement of purpose, resume, and
letters of recommendation. Special talents, character, and school and community involvement will
also be considered.
i. Application for Admission: Upon receipt of the completed and signed application
form, personal statement, and the non-refundable $50 application fee, the Office of
Admission will notify the applicant of any missing documents necessary to complete
the application process.
ii. Official transcripts: Applicants must have official transcripts sent to the Office of
Admission from each college or university previously attended. All previous college
work must be evaluated for transfer.
iii. Two letters of recommendation addressing the applicant’s record from a school
official where the applicant is currently/previously enrolled or employer. Upon
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Fall 10 toSummer 11
Fall 11 toSummer 12
Fall 12 toSummer 13
Fall 13 toSummer 14
Fall 14 toSummer 15
Fall 15 toSummer 16
Fall 16 toSummer 17
Fall 17 toSummer 18
Fall 18 toSummer 19
Annual Enrollment Fall 2010 through Summer 2019
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admission to the University, recommendation forms are destroyed and are not a part of
the student’s permanent record.
iv. Resume: An applicant’s resume is reviewed to (1) identify whether the student has
healthcare organization experience (if no meaningful healthcare organizational
experience then the student would have an internship stipulation attached to admission)
(2) identify community service and other related non-academic experience.
For International Students, the admission process includes:
i. Application for Admission: Upon receipt of the completed and signed application
form, personal statement, and the non-refundable $50 application fee, the Office of
Admission will notify the applicant of any missing documents necessary to complete
the application process.
ii. Official transcripts and certificates (with notarized translations into English where
appropriate) from all secondary schools, colleges, and universities attended. Students
who have completed studies at a foreign university must send their transcripts for a
detailed credential review to be evaluated for transfer credit. There is a fee for this
service. A brochure is available upon request. Students attending a foreign university
that is accredited by a U.S. accrediting agency are exempt from the detailed credential
review.
iii. Proof of English Proficiency: Applicants must establish minimum proficiency in
English by submitting one of the following:
(a) A minimum score of 80 iBT/550pb on the Test of English as a Foreign Language
(TOEFL)
iv. Two letters of recommendation from school officials where the applicant is currently
enrolled or has most recently attended. Upon admission to the University,
recommendation forms are destroyed and are not a part of the student’s permanent
record.
IV. Student Support
1. Student Advising
Students are advised by an Academic Advisor and the Program Director.
2. Counseling
University of La Verne Counseling and Psychological Services (CAPS) provides a full range of
counseling services designed to assist each person to achieve his or her full human potential.
CAPS offers individual counseling, group counseling, family & couples counseling, psychiatric
and medication services, crisis support – in the office when CAPS is open and via the phone after
hours, psychological assessments, and referrals to professionals outside of the university to eligible
students free of charge. Counseling services are provided by a staff of therapists who are advanced
graduate students in the University of La Verne’s Master program in Marriage, Family and Child
Counseling or the Psy.D. program in clinical psychology. Each counselor is under the supervision
of the director and/or adjunct supervisors, all of whom are licensed, professional psychotherapists.
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3. Academic Success Center (ASC)
The Academic Success Center provides tutoring services and supplemental instruction to all the
students of the University of La Verne free of charge. It is the mission of the Academic Success
Center to help all La Verne students become self-sufficient and lifelong learners by providing them
with the opportunity to refine papers, clarify concepts, further understand theories, receive
supplemental instruction from their peers, and participate in ASC-sponsored academic workshops.
The ASC serves as an environment in which students are comfortable and not threatened, and
where they are encouraged to lower their stress levels, improve their self-efficacy, and reach their
academic potential.
The tutoring covers discipline specific areas such as accounting, economics, operations
Management, finance, or statistics as well as communication skills. The services are available to
students either in a face-to-face format or online. Tutors are available over the weekend and in
evening hours to accommodate the regional campuses students as well as working adults.
4. Library
The MHA students both on the La Verne Campus and at the Irvine campus are served by the Elvin
and Betty Wilson Library located on the University La Verne campus. The library houses a
collection of 178,000 print and 40,000 electronic books in fields such as accounting, business,
economics, finance, management, marketing, management information systems, law psychology,
sociology, leadership and organization studies, and other relevant fields. Many additional books
are available to students. If Wilson Library does not own an item needed by a student, he/she can
order the item from the library’s homepage to be delivered by LINK+, a consortium of 40+
libraries in California and Nevada that has five days a week courier service to get the book to La
Verne in 48-72 hours. Students have access to over 9 million additional books via LINK+. If an
item is not available from LINK+, particularly articles that appear in journals unavailable through
Wilson Library, students can order books and articles through LeoDelivers, the library’s web-
based interlibrary loan system. Articles are scanned and sent from lending libraries to Wilson
Library, then delivered via email to the requestor; books are mailed to the library and made
available for pickup or mailed to the requestor. LeoDelivers provides access for La Verne students
and faculty to resources available at thousands of libraries across the United States and around the
world. Wilson Library subscribes to 25,680 journal titles: 250 are print journals and all other titles
are electronic journals accessible 24/7 exclusively to La Verne students wherever they are located
via the library’s proxy server. Of those journal titles, over 270 are of primary interest to accounting,
business, management, marketing and organizational leadership, and over 10,000 journal titles are
available in related disciplines. The library subscribes to 64 databases of which, 21 are directly
relevant to the degree programs within the purview of the CBPM programs
.
The library utilizes 24-hour online librarian access, 24-hour “Leo pack” access which allows
students to access the library’s resources online, 24-hour “Leo delivers” which allows students to
access materials from other libraries, and 24-hour “Link +” which allows students to access other
libraries directly. The library subscribes to many research sources such as Proquest, Sage, and
Ebscohost.
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5. Career Services
Career Services at the University of La Verne provide quality resources, counseling, and services
to help students and alumni assess and apply their education and life experiences to a lifetime of
fulfilling opportunities. Their mission is to assist undergraduate and graduate students and alumni
with identifying, developing, and implementing their career goals through self-direction and
personal responsibility. Career services provide students with:
- Career Counseling
- Assessments
- Job/Internship Search
- Major Exploration
- Mock Interviews
- Informational Interviews
- Graduate school advice which includes choosing a school and the application process
- Workshops on resume writing, interviewing techniques and job search
Career Services holds an Etiquette and Networking Dinner and Virtual Career Fairs to help
students in their job search and with their professional development. They also maintain a library
of career-related books and employment source materials, accessible during business hours.
Additionally, the office maintains directories and information on graduate school programs and
national fellowship opportunities, for students whose professional goals might require additional
research opportunities or advanced degrees. Online services include targeted information and links
for career exploration, internships, summer jobs, full-time employment, graduate school,
conducting a job search, and much more.
The Career Services office does not have the sufficient Staff and resources to help all of La Verne
students and especially the RCA students. This lack of resources is reflected in our students’
assessment of Career Services. Students rank La Verne lower than our select 6, Carnegie class
institutions or all institutions participating in the EBI survey on questions related to career services.
Recently, the College of Business and Public Management created the Center for Career and
Professional Development (CCPD) which “prepares students and recent graduates to succeed in
their search for meaningful and rewarding careers, and to equip them with the resources and
networking opportunities needed to advance through the process with confidence and
professionalism.”
V. Program Assessment
1. Direct and Indirect Assessment of Learning Objectives
Currently, the MHA does not have program-wide Learning Objectives and therefore Direct
Assessment cannot be done.
While the program lacks the ability to assess Learning Outcomes, assessment of the program
indirectly occurs in two ways: (1) through exit interviews as well as a SWOT Analysis exercise of
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the MHA in each HSM596 Graduate Seminar course conducted by the Program Director in and
(2) through student evaluations.
Findings from the One-on-One Exit Interviews and group MHA SWOT Analyses conducted in
HSM596 in Spring 2018, Fall 2018, and Spring 2019 (totally 43 students) are summarized below
(not in any order of magnitude). Areas noted were based on examining results over the three
HSM596 courses and identifying consensus across all three courses.
Areas of Success • Small class sizes
• Accessible faculty
• Diverse student body
• Open term enrollment
• Evening & weekend classes
• Multiple campus locations
• Hybrid offerings
• Adjunct faculty with significant HSM related work experience
• Utilization of guest speakers in many of the courses
Areas for Improvement
• Internship processes, support and cost
• Lack of career mentoring
• Academic Advising is not hands-on/proactive enough
• “Busy work” in some of the courses
• Disorganized course delivery and/or not following syllabus in some instances
• Timeliness of faculty to grade and/or provide feedback on assignments in some instances
• Students have repeatedly remarked that they are not fully honest in their course evaluations because they are concerned about retaliation by the faculty.
• Not CAHME accredited
Course Evaluations of MHA Courses Summer 2018 through Spring 2019
Overall Course Mean (and Response %) Note: Courses omitted with fewer than 3 responses
Summer 2018 Fall 2018 Winter 2019 Spring 2019
2.94 (40%) 3.58 (26%) 4.00 (50%) 3.80 (33%)
3.50 (40%) 3.07 (86%) 3.83 (59%) 3.73 (63%)
3.97 (27%) 3.58 (91%) 3.55 (90%) 3.63 (95%)
3.98 (44%) 3.72 (45%) 3.78 (33%)
3.46 (100%) 3.64 (94%) 3.41 (100%)
3.63 (40%) 3.98 (51%)
4.00 (31%) 3.45 (84%)
3.93 (38%) 4.00 (33%)
3.93 (30%)
5 courses too
low responses
2 courses too
low responses
1 course too low 4 courses too
low
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The Overall College Mean Average is 3.65. The MHA average for this time period is 3.68.
(omitting courses with fewer than three responses). 44% of overall course evaluation scores in
the MHA for this time period were below the College Mean. There were a total of 12 courses
omitted from the table above due to low number of responses.
2. Faculty Coverage and Qualifications
The table below shows faculty coverage by campus location and degree of faculty for the
Fall18 through Spring19.
Doctorate
Masters
MHA 76% 24% Main Campus 81% 19% Orange County Campus 48% 52%
Grand Total 76% 24%
3. Graduation by Year
School Year # Graduates
2006-07 7
2007-08 19
2008-09 19
2009-10 28
2010-11 15
2011-12 42
2012-13 31
2013-14 34
2014-15 34
2015-16 31
2016-17 26
2017-18 50
2018-19 Data available after 9/30/19
4. Resources: Financial, Facilities, Information Technology
Classroom shortage has been an issue on some nights when the HSM courses are offered.
However, with proper scheduling most of these issues have been resolved. All classrooms are
smart classrooms, providing access to technology for the teaching and learning process.
Sufficient financial resources are available to support the program.
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VI. Summary of Findings
VII. Recommendations
•
•
•
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APPENDIX A
COMPARISON GROUP CURRICULUM
University of Southern California Semester System
No Foundational Course Requirements
Problems and Issues in the Health Field 4
Multivariate Statistical Analysis 4
Financial Accounting for Health Care Organizations 4
Economics for Policy, Planning, and Development 2
Financial Management of Health Services 4
Residency Seminar 2
Quality of Care Concepts 2
Economic Concepts Applied to Health 4
Concepts and Practices in Managing Health Care Organizations
2
Health Information Systems 2
Legal Issues in Health Care Delivery 2
Human Behavior in Public Organizations 4
Strategic Management of Health Care Organizations 4
Electives 8
Total 48
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California State University, Long Beach Quarter System
Foundational Course Requirements
• Elementary Financial Accounting
• Principles of Macroeconomics
• Fundamentals of Economics
The Health Care System 3
Health Care Economics 3
Organization and Systems of Health Care 3
Human Resources Management in Health Care 3
Advanced Financial Management in Health Care 3
Advanced Healthcare Information Systems Management 3
Advanced Legal and Ethnical Aspects of Health Administration
3
Research Methods in Health Care Management 3
Managing Populations Health 3
Strategic Planning and Marketing in Health Care 3
Quantitative Methods for Health Administration 3
Continuous Quality Improvement in Health Services 3
Internship in Health Care Administration 3
Project 3
Electives 3
Total 45
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University of Washington Quarter System
No Foundational Courses Required
Introduction to Health Services and Public Health 4
Managing Health Care Organizations 3
Group Dynamics and Team Leadership I 2
Quantitative Methods 3
Accounting for Health Service Managers 3
Organizational Behavior and Human Resource Management
4
Health Economics 3
Systems Modeling Frameworks for Health Care 3
Health Care Financial Management 3
Project Management 2
Epidemiology/Critical Evidence Appraisal 3
Strategic Management of Health Care Organizations 5
Clinical Systems Management 3
Health Management Program Seminar 2
Health Policy Development 3
Population Health Management Strategy 2
Informatics in Health Care Management 3
Quality Process Management 3
Risk and Insurance Seminar 3
Seminar in Health Care Finance 3
Quantitative Methods for Health Systems Design and Analysis
3
Health Administration and Business Law 4
Group Dynamics and Team Leadership II 2
Ethical Issues in Health Services 3
Capstone Integrative Seminar 4
Total 76
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California State Northridge
Semester System
No Foundational Course Requirements
Leadership in Health Administration Practice 3
Health Economics and National Health Policy 3
Health Care Ethics 3
Seminar in Health Care Organizations 3
Managing Change in Health Care Organizations 3
Health Administration: Financial Management 3
Information Management for Decision Making and Control
3
Quality Assurance in Health Care 3
Strategic Planning in Health Administration 3
Third Party Payer Impact on Health Delivery 3
Integrative Seminar in Health Administration 3
Supervised Field Training 2
Directed Comprehensive Studies 3
Electives 9
Total 47
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San Diego State University Semester System
No Foundational Course Requirements
Epidemiology 3
Biostatistics 3
Behavioral and Social Science in Public Health 3
Environmental Determinants of Human Health 3
Introduction to Health Services 3
Health Services Organization and Management 3
Managing the High Performing Health Care Organization
3
Health Economics 3
Quantitative Methods and Health Data Analysis 3
Health Policy 3
Health Services Financial Management 3
Health Insurance and Financing Systems 3
Quality Improvement and Program Evaluation 3
Health Services Competitive Strategy and Marketing 3
Hospital and Ambulatory Care Management 3
Required Community Field Practice 3
Advanced Field Practice: Health Management and Policy
3
Special Study 2
Thesis or Capstone Project 3
Electives 3
Total 59
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20
University of Utah Semester System
No Foundation Course Requirements
Financial Accounting 3
Healthcare Information Technology 1.5
Managing and Leading in Organizations 3
Public Human Resource Management OR 3
Competitive Advantage Through People 1.5
Marketing for Health Professionals 3
Service Operations 3
Healthcare Administration 3
Managerial Accounting & Finance for Healthcare 3
Management and Administration in Healthcare 0.5
Healthcare Industry Players 1
Healthcare Financial Management 3
Healthcare Strategic Management 3
Strategic Management & Principal Based Leadership in Healthcare
1.5
Healthcare Integrative Experience 3
Quality Management 1.5
Biostatistics I 3
Epidemiology I 3
Public Health Management & Practice 3
Public Health Systems & Services 3
Public Health Program Planning, Evaluation & Implementation
3
Social and Behavioral Science in Public Health 3
Environmental & Biological Science in Public Health 3
Capstone 3
Public Health Practicum 6
Health Economics 3
Health Law 1.5
Ethics of Management 1.5
Career Strategies 1
Career Perspectives 1
Total 66.5-68
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21
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