Mission, Vision & Values

Mission

The mission of the University of Washington Master of Health Administration program is to attract, retain and develop intellectually and emotionally competent early-career health administration professionals for the people, communities and institutions in the industries of health administration practice and policy. We prepare future leaders in the management, organization, financing, delivery and performance of operating entities through a systemically integrated, team-based developmental experience. This developmental experience integrates traditional and emerging instructional methods and practical field experiences, while being informed and enhanced by research in the field. By engaging industry leaders, professionals, alumni and other stakeholders to ensure the rigor and relevance of our curriculum and research missions, our graduates are positioned to become effective managers and transformational leaders in health services organizations.

Vision

The UW MHA program aims to attract outstanding students and prepare them for early-career (MHA) and mid-career (Executive MHA) entry to leadership roles within the health care delivery system. Upon completion of the leadership development experience offered by the MHA program, these graduates will be able to envision innovative and transformational concepts and possibilities, while developing supporting strategies and executing transformative change. See the following tables for our vision of the audience, curriculum goal and expected outcomes of graduates.

Career Context by Program Track

  MHA Executive MHA

General Entry Role

Career entry — usually nonclinical management roles

Mid-career entry — qualified for full range of clinical and nonclinical mid-career management roles

Career Path at Graduation

Fellowships
Other management job placements

Appointment to mid-level or senior organizational/program management roles

Geographic/ Organizational Focus

National fellowship market
Non-fellowship — NW and West US

Current organization, most frequently, but 50% or more of a typical class change roles while in the program

Expected Proficiency Progression from Matriculation to Post-Graduation

  MHA Executive MHA

Entry to Program

Most students enter the MHA program at a minimal or "Fundamental Awareness" level of proficiency in the competency set contained within four competency domains.

Most students enter the Executive MHA program at a "Novice" level of proficiency [limited experience] in the competency set contained within the four domains.

In-Program Learning Context/ Competency Acquisition

Classroom education supplemented by a variety of leadership development and fieldwork experiences.

Classroom education supplemented by leadership development experiences. Students working in a professional context will have the benefit of continuous job-based practice-based experiential development.

1-3 Years Post-Graduation Proficiency Development (Expected/Observed)

During the first three years of practice-based professional development, program graduates will be operating at "Novice" managerial proficiency levels of an "early career" NCHL competency development profile consistent with their prior education and experience, their personal career development goals, their job requirements, and the needs of their organization. By the end of this period the program expects that 2/3 of the graduates will be ready to advance to "Intermediate-level" operational and/or senior staff level job assignments.

During the first three years of advanced and continuing practice-based professional development, program graduates will be operating at "Intermediate-level" managerial proficiency levels of an "early career" NCHL competency development profile consistent with their prior education and experience, their job assignments and requirements, their personal career development goals, and the needs of their organization. By the end of this period the program expects that 2/3 of the graduates will be ready to advance to "Advanced Intermediate-level" or "Advanced" operational and/or senior staff level job assignments.

4-10 Years Post-Graduation Proficiency Development (Expected/Observed)

By the end of the early management career development period, program graduates will be prepared to function at "Advanced Intermediate" - managerial proficiency level at a "mid-career" NCHL competency development profile. During this mid-career development period graduates will have job assignments consistent with their experience and evolving career development goals. By the end of this period the program expects that 2/3 of the graduates will have advanced to "Advanced Intermediate" or "Advanced" - level proficiencies required by operational and/or senior staff level job assignments.

By the end of the early management career development period, program graduates will be prepared to function at an "Advanced Intermediate" or "Advanced" - managerial proficiency level at a "mid-career" NCHL competency development profile. During this mid-career development period graduates will have job assignments consistent with their education and experience and their evolving career development goals. By the end of this period, the program expects that 2/3 of the graduates will have advanced to positions requiring an "Advanced" level of managerial proficiency. Assignment targets will be for senior level operational and/or staff roles.

Curriculum Competency Target

Management & Leadership Competency Domain
Transformational Leadership Curriculum Target: 

The graduate is strategically oriented, deeply and continuously self-reflective, and applies rigorous thinking and a "systemic view" of organizational systems. The graduate anticipates future developments and focuses on needs for strategic transformation and strategic execution, while operating with a bias for action.
MHA
&
EXECUTIVE MHA
Critical Thinking, Analysis & Problem-Solving Competency Domain
Transformational Leadership Curriculum Target: 

The graduate is prepared to contribute to superior organizational performance through competence in: problem and/or opportunity evaluation, decision-making and execution; continuous process improvement; effectiveness in workforce management; and effectiveness in initiating and managing appropriate organizational change and technological innovation.
MHA
&
EXECUTIVE MHA
Communication and Interpersonal Effectiveness Competency Domain
Transformational Leadership Curriculum Target: 

The graduate is an emotionally intelligent individual, who is self-reflective and aware of his or her impact on others, and is skilled in achieving outcomes through groups and teams. He or she is self-confident, yet collaborative; skilled in communications and networking; and skilled in relationship building, team growth, and individual career development. The graduate lives values of integrity, respect, accountability, and justice.
MHA
&
EXECUTIVE MHA
Professionalism & Ethics Competency Domain
Transformational Leadership Curriculum Target:

The graduate is prepared for continuous growth and learning, seeking new information, and aiming for full mastery of relevant concepts, knowledge, and competencies. He or she is prepared to continually develop self and others, seeking what is not yet known; self-reflective and never satisfied; searching for rigor and relevance. In the final analysis the graduate will be prepared to lead and improve the performance of learning organizations.
MHA
&
EXECUTIVE MHA

More information on expected outcomes and career development paths is available by request from the program via email.

Values

The MHA program extends the values of the UW School of Public Health and the Department of Health Services by:

  • Balancing community health improvement and organizational priorities to improve community, family, and individual health within evolving cultural, demographic, and public health policy contexts
  • Developing and maintaining relevant, effective, safe, and systemically integrated programs that support health improvement and social responsibility within a community context
  • Achieving excellence in clinical services within effective healthcare enterprises and through application of superior management skills, including:
    • Excellence in problem-solving, decision-making, and execution
    • Appropriate and timely introduction of organizational change and technological innovation
    • Commitment to continuous process and program improvement
    • Commitment to effective workforce motivation and management
    • Commitment to excellence in operational management and systems integration
  • Strategy management skills accountable to stakeholders as well as creating and maintaining competitive advantage
  • Demanding intellectual rigor while demonstrating organizational leadership, an orientation toward action, and an ability to integrate paradigm, theory, and evidence
  • Achieving an effective integration of cognitive, affective, and experiential learning within an overall systemic and transformational leadership context
  • Valuing diversity
  • Practicing lifelong-learning that incorporates didactic and experiential learning
  • Demonstrating integrity