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Program Outcomes

The MHA program faculty and staff are proud of the achievements of our alumni and current students.  As such, the program, along with the university’s administration, want to share specific measures to inform current and prospective students, employers, members of the community, and other stakeholders.

Student Learning What will I learn? Will I learn? How will I learn?

What will I learn?  The MHA program adopted the National Center for Health Leaderships Competency Model™ in 2005. This model serves as the foundation of the program curriculum. The program strives to support student achievement (with work experience) at the mid-career level or level 3. Student performance measures are collected on all 26 competencies but the program focuses our analysis and reporting on 9 “key” competencies that are evenly distributed among the three domains. These targeted competencies were identified by the faculty to represent the program’s emphasis on a general health services management/leadership curriculum.  The 9 “key” competencies include: Accountability, Analytical Thinking, Collaboration, Communication, Financial Skills, Interpersonal Understanding, Professionalism, Self Development and Strategic Orientation.

Will I learn?   Here are some highlights from our 2012-13 MHA Program’s Student Learning Assessment Report (pdf):

Average scores on the 9 key competencies (target is level “3” post program)-

2012-MHA-Student-Learning-Assessment-Outcomes

Result:  In 2012, MHA students achieved the mid-career level on 8 of the 9 key competencies.  On average, students did not meet the benchmark for “Strategic Orientation” competency

Action:  The program faculty added a course to the required curriculum specific to the formulation and implementation of strategy within health care organizations.

2013-MHA-Student-Learning-Assessment-Outcomes

Result:  In 2013, MHA students achieved the mid-career level on 9 of the 9 key competencies; however, the goal was met at a lower level on financial skill and strategic orientation.

Action:  Program faculty anticipate that this measure will increase as more students progress through the new curriculum (with the new strategy course).

How will I learn?  The MHA program uses a blended approach to the delivery of our courses and other learning experiences.  What this means, is that students meet with faculty and staff during our three campus based Executive Residencies and are provided other “real time” opportunities to interact with their faculty and peers using technology; while also, having the bulk of the curriculum delivered via the use of a web-based learning management system.  The combination of these methods provides the best of both worlds:  the opportunity to develop relationships with your learning community and the convenience and flexibility of online/web-based instruction.  To learn more about MHA’s online education and to even see what an online class looks like, visit: http://www.dmu.edu/online-education/.

Program Completion How likely is it that I will finish with a MHA degree?

The MHA at Des Moines University is a flexible degree program designed to fit the needs of early-to-mid career professionals.  Students admitted to the MHA program can flex their enrollment between part-time and full-time; and, if needed, even take a term off as long as they complete all degree requirements in seven years.  The unique features of this degree program proscribe the calculation of final graduation (or program completion) rates only after seven years from the term of admission.  The graph that follows highlights the final completion rates for students admitted seven years prior.  Overall, 78% of those admitted in 2006/07 completed their degrees by 2013/14 academic year.  Similarly, 69% of those admitted in 2005/06 completed by 2012/13.  The inclusion of rates for the three prior years demonstrates an upward trend in MHA program completion rates.

Completion-Rates-by-Degree-Expiration-Date

To provide further transparency, the status of students admitted to the MHA program during those same academic years is outlined in the graph that follows. The graph demonstrates an upward trend in matriculation (admitted students that start their degree) and program completion rates.  Students who withdraw themselves from the program, are dismissed due to poor performance or behavior issues, or are administratively dropped due to inactivity remain consistent over this same time period.

Student-Status-by-Admission-Date

*Matriculated is a student that accepts an offer of admission by paying a seat deposit and enrolling in a course.

MHA program faculty attribute the increase of program completion rates to several key factors:

  • In 2007, the program added faculty, dramatically reducing the student-to-advisor ratio, and instituted a more structured advising process.
  • In 2012, the program launched a new curriculum and program delivery model with three on-campus residencies to strengthen the connection of students to the campus, program and academic advisor.

The status of students that are still within the seven year time frame to complete their degree are shown in the graph that follows.  This graph will change each year as student’s progress toward degree completion.

Current-Student-Status-(Fall-2014)

*This is in progress data as the students represented in this graph have reached their seven-year time limit for degree completion.

The MHA faculty believe that program completion rates will increase as more students admitted to the new curriculum progress towards program completion.

Further analysis of withdrawn, dropped and administratively dropped students support the program’s conclusion that our specific student population have very complex lives balancing the demands of work, family, caring for parents, etc.  Though many of the situations requiring students to separate from the program are personal and beyond the control of the program, we are working with DMU Support Services and our Enrollment department to ensure that our students have access to resources during these difficult times.

Employment Will I get a job?

Two surveys are disseminated to graduates of the MHA program following their degree completion.  The first, termed the Graduate Survey, is administered immediately after the student completes their degree requirements and the second, the Alumni Survey, is administered one year following program completion.  A summary report of complete surveys is provided later.  Graduates self reported employment data for each of these surveys follows.

Graduate Survey

2014

Approximately, 89% of the class of 2014 participated in the graduate survey immediately upon completing their degree and self reported the following:

  • Employment Status:
    • 94% were employed. Of those employed: 6% were newly employed (last 6 months), 88% continue employment in professional position, 6% delayed employment to pursue further education
    • 6% not employed. Of those not employed: 50% were looking and 50% were not looking for employment
  • Primary Employer: 87% are employed within health care; 6.5% are not employed in health care; and, 6.5% are pursuing further education
  • Position: 52% occupy front line positions; 39% middle management; and, 9% hold top executive positions
  • Opportunities:
    • 50% have taken on a higher level of responsibility since entering the program
    • 45% obtained a new position; 29% received a promotion; and 26% received a raise

2013

Medical Center

Approximately, 91% of the class of 2013 participated in the graduate survey immediately upon completing their degree and self reported the following:

  • Employment Status:
    • 94% were employed. Of those employed: 4% were newly employed (last 6 months), 90% continue employment in professional position, 4% delayed employment to pursue further education, 2% were selected for post graduate fellowship
    • 6% not employed; of those not employed: 50% were looking and 50% were not looking for employment
  • Primary Employer: 98% are employed within health care; 2% are not employed in health care
  • Position: 33% occupy front line positions; 50% middle management; and, 17% hold top executive positions
  • Opportunities:
    • 58% have taken on a higher level of responsibility since entering the program
    • 41% obtained a new position; 24% received a promotion; and 35% received a raise

2014 Alumni Survey

Presentation

Respondents to the 2014 Comprehensive Alumni Survey (Class of 1999 through 2013) provided the following relevant information regarding employment status and career achievements:

  • Employment Status:
    • 86% were employed within 3 months after graduation
    • 94% were employed full-time
  • Primary Employer: Approximately, 95% of those employed are employed in health care
  • Position: 58% hold executive, operations, management or senior staff positions; and, 19% are in health care provider roles
  • Opportunity:
    • 66% reported taking on a higher level of responsibility
    • 50% received a new position, 23% received a promotion, and/or 27% received a raise

Satisfaction Will I be satisfied?

The MHA program has a number of surveys we use to monitor student satisfaction with their investment in higher education and the overall experience.  Summary reports for these surveys are provided later.

  • Student Opinionaire. Administered every other year during the fall term to all students.
  • Graduate Survey. Administered immediately after the student completes their degree requirements.
  • Alumni Survey. Administered one year following program completion.

Satisfaction data for each of these surveys follows.

Student Opinionnaire

2014— Available spring 2015

2012— Student satisfaction results: 

MHA-Program-Staff

MHA-Faculty

My-MHA-Academic-Advisor

Untitled

Graduate Survey

Graduate-Good-or-Excellent-Ratings-for-MHA-Faculty-and-Staff

2013-Graduate-Satisfaction-with-the-MHA

2014-MHA-Graduate-Satisfaction-with-the-MHA

Alumni Survey

2014—Alumni satisfaction (Class of 1999-2013):

2014-Alumni-satisfaction


Sample degree plans

These plans layout several examples of how long it would take to complete the program with different course loads:

2014

2013

2012

2011

2010

2009

2008