The MHA program’s blend of on-campus executive residencies and web-based instruction offers the best of both worlds: face-to-face and technology-enabled education proven to optimize learning outcomes.
How Long Will It Take?
DMU’s M.H.A. program offers flexible enrollment, allowing students to complete their degree requirements in as little as two years and up to seven years. Its year-round calendar is based on three 12-week terms. The program consists of 48 total credit hours – 45 academic course credit hours and a three-credit-hour Field Based Learning project.
These plans layout several examples of how long it would take to complete the program with different course loads:
Students participate in three on-campus executive residencies during the program. Held on the DMU campus, these five-day residencies offer professional development that’s highly intensive and highly interactive. Sessions cover current issues in health care, from leadership and quality assessment to governance, conflict resolution, and strategy formulation and implementation.
Learn more about Executive Residencies
Field Based Learning
In this culminating course, students apply knowledge gained from their graduate experience to the resolution of a “real” administrative problem or to take advantage of an opportunity. This field based experience fosters the integration and synthesis of program content through critical thinking; it also facilitates the student’s transition from education to professional practice.
M.H.A. Learning ePortfolio
M.H.A. students build a portfolio throughout the program. It organizes the students’ experiences in the program around competency development while reinforcing the practice of content integration and self-evaluation as a discipline of leadership.
During the first Executive Residency, program faculty introduce students to this portfolio exercise; give students access to a web-based tool to build their electronic portfolio (ePortfolio); provide a template of required and elective documents (or artifacts); and outline a process of self- and external review to guide the students as they integrate their learning into practice. Replicating a 360-degree evaluation, students identify a professional mentor to review their portfolio and provide feedback, while the academic adviser serves as the primary reviewer/evaluator of the portfolio.
The use of an electronic portfolio allows students to take these reflective documents with them into their professional careers. They can continue to update and reflect on their development activities.