Master of Healthcare Administration (MHA) Student Outcome Data

Graduate Program in Healthcare Administration Program Data - Fall 2020

Student Retention Rate since Program Launch in 2013: 82%

Graduation Completion Rates

Our students progress at their own rate through the program, so calculating completion rates we take graduated students and those students still on track to graduate. The table below represents graduated and on track to graduate for each year.

Admission Year Students Enrolled Students Graduated Students Still on track to Graduate Anticipated Completion Rate
Admission Year
2017
Students Enrolled
27
Students Graduated
16
Students Still on track to Graduate
5
Anticipated Completion Rate
21/27 = 78%
Admission Year
2018
Students Enrolled
33
Students Graduated
17
Students Still on track to Graduate
9
Anticipated Completion Rate
26/33 = 79%
Admission Year
2019
Students Enrolled
27
Students Graduated
5
Students Still on track to Graduate
18
Anticipated Completion Rate
23/27 = 85%

Information from Fall 2020 Alumni (n 21)

*This data is taken from alumni students from 2017-2020 collected in fall of 2020. Current student data represents enrolled students in fall term of 2020.

Where are students working post-graduation (alumni)?

  • Hospital or Health System – 48%
  • Physician Practice/Clinic – 14%
  • Home Health Agency – 10%
  • Governmental Agencies (e.g. local, state & federal agencies) – 10%
  • Not currently working – 10%
  • Pharmaceutical/Biotech/Medical Device Company – 5%
  • Long Term Care – 5%
  • Mental Health Facility – 5%

Type of positions that our graduates hold post-graduation (alumni):

  • Management Staff – 33% (e.g. Manager, Unit Administrator, Practice Manager, Supervisor, etc.).
  • Staff Specialist, Staff Support – 24% (e.g. Management analyst, Medical Records, Administrator, Consultant, Assistant, Coordinator, Analyst)
  • Chief Operating Office/Vice President – 10% (e.g. Assistant Administrator, Division Director, Facility/Regional Administer, etc.)
  • Registered Nurse – 10%
  • Athletic Trainer – 10%
  • Executive Office – 5% (e.g. CEO, President, Chief Medical Office, Chief Information Office, Chief Nursing Office, Chief Financial Officer, Administrator, Partner, Owner, etc.)
  • Senior Staff – 5% (e.g. Senior analyst, Senior consultant, etc.)
  • Educator/Faculty Member – 5%

Experience working (alumni):

  • Years of experience:
    • 32% of students have 1-5 years of experience
    • 32% of students have 6-10 years of experience
    • 23% of students have 11-20 years of experience
    • 5% of students have 21-30 years of experience
    • 9% of students have greater than 30 years of experience

Characteristics of students (alumni):

  • Gender:
    • 91% Female
    • 9% male
  • Age:
    • 23% - 18-25
    • 23% - 26-30
    • 23% - 31-35
    • 5% - 36-40
    • 14% - 41-45
    • 5% - 46-50
    • 9% - Over 55
  • Race:
    • 100% White
  • Ethnicity:
    • 100% Not Hispanic or Latino

Job Placement of Alumni Surveyed:

  • 100% had a job working in healthcare within 3 months of graduating.
  • 100% had a job working in healthcare within 1 year of graduating.
  • 41% where employed in healthcare, and stayed in your same position post-graduation.
  • 59% where employed in healthcare, but in a different position post-graduation.

Other Survey Results (alumni) using a 5 point Likert Scale:

  • 41% of our alumni surveyed experienced a job change in a new organization as a result of obtaining their MHA degree
  • 41% experienced a job change within the same organization
  • 41% experienced a pay raise post-graduation
  • 18% maintained their current position.
  • 9% had a horizontal job change within the same organization.
  • 100% of alumni surveyed strongly agreed/agreed that the graduate curriculum met their expectations.
  • 100% stated the program was an extremely good or good investment
  • 100% strongly agreed/agreed that they believed the curriculum prepared them as future leader.
  • 95% stated they were very likely or likely to recommend the MHA program to others
  • 90% strongly agreed/agreed that they believe the program prepared them to critically think and approach problems allowing you to function as a future leader.
  • 95% of the aggregate data rated at 2 or greater (intermediate to advanced) level of competent in program domains and competencies upon graduating from the program.

Qualitative Alumni Comments:

“Within 3 months I got a job in a manager role and I had the confidence to step into the role. The increase in pay more than covered the investment of my MHA program from MSUM. A great educational decision!” 2017 Alumni

“I got a job (due to change in the organization) within 3-4 months of graduation. It was in the same
organization; but different position and department. I also had the courage to apply for a manager job totally outside my wheelhouse.” 2017 Alumni

“If you are considering a graduate program to advance your knowledge in healthcare and extend your career advancement opportunities, this is the program for you. It allows flexible, online options, along with fair tuition costs that encompass all the needs of a graduate program for a busy healthcare professional.” 2018 Alumni

Information from Fall 2020 Current Student Program Survey n(26):

Where are current students working?

  • Hospital or Health System – 46%
  • Physician Practice/Clinic – 14%
  • Governmental Agencies (e.g. local, state & federal agencies) – 8%
  • Not currently working – 8%
  • Long Term Care – 8%
  • Military Health System or Veterans Health Administration – 8%
  • Assisted Living – 4%
  • Insurance/HMO – 4%
  • Information Technology/Analytics – 4%
  • Employed Outside of Healthcare – 4%
  • Faculty Position – 4%
  • Wellness Franchise – 4%

Type of positions that our current students hold:

  • Management Staff – 48% (e.g. Manager, Unit Administrator, Practice Manager, Supervisor, etc.).
  • Staff Specialist, Staff Support – 28% (e.g. Management analyst, Medical Records, Administrator, Consultant, Assistant, Coordinator, Analyst)
  • Chief Operating Office/Vice President – 8% (e.g. Assistant Administrator, Division Director, Facility/Regional Administer, etc.)
  • Senior Staff – 8% (e.g. Senior analyst, Senior consultant, etc.)
  • Educator/Faculty Member – 4%

Experience working of current students:

  • Years of experience
    • 12% - less than one year
    • 31% - 1-5 years
    • 31% - 6-10 years
    • 19% - 11-20 years
    • 8% - 21-30 years

Characteristics of the current students in the program:

  • Gender:
    • 81% Female
    • 19% male
  • Age:
    • 23% - 18-25
    • 19% - 26-30
    • 8% - 31-35
    • 27% - 36-40
    • 12% - 41-45
    • 12% - 46-50
  • Race:
    • 4% - Asian
    • 4% - Black or African American
    • 92% - White
  • Ethnicity
    • 8% - Hispanic or Latino
    • 92% - Not Hispanic or Latino

Other Survey Results (current) using a 5 point Likert Scale:

  • 92% rated very satisfied or satisfied with the overall MHA program
  • 96% rated very satisfied or satisfied with the commitment to academic excellence at MSUM in the MHA program
  • 96% rated very satisfied or satisfied with overall support, service and concern provided by MSUM faculty
  • 96% rated very satisfied or satisfied with overall support, service and concern provided by the Graduate Program Coordinator
  • 96% rated very satisfied or satisfied with timeliness of my concerns
  • 92% rated very satisfied or satisfied with flexibility of course scheduling
  • 92% rated very satisfied or satisfied with advising and program support
  • 88% rated very satisfied or satisfied with orientation to the program

Student Qualitative Comments:

“The coursework is very relevant with my current professional work which is great! I feel I am learning a lot and the schedule is realistic with my full time job and family at home.”
2020 Fall Student

“Wonderful program, very flexible and well-rounded”
2020 Spring Student

“This is my second semester and I am very satisfied with the educational content. Overall, I am a better employee and healthcare provider - even after one course! Because of the Health Care Policy Class, I have reached out to the FDA and now to the US Surgeon General to make changes in an underserved population. I also was able to present at the MN House Economic & Jobs Dev committee this last Feb; I felt prepared because of what we covered last semester.”
2019 Spring Student

“I have been highly satisfied with the program.” Spring 2018 Student

“When looking for an MHA program, my first choice was my alma mater, MSUM. I enjoyed my experience as a Dragon for my undergraduate degree and being a Dragon again was an easy choice for me.”
Current Student - April Albertson

“The professors and coursework in the MHA program at MSUM have bridged the gap between academic knowledge and real-life experience. Every class I learn something new that can be applied in my work. Whether it be a new legal perspective, quality initiative, strategic planning, or financial management topic, these topics are often applied every day in my role, making this an effective way of for me to continue bettering myself for my career and academic endeavors.”
Current Student – Seth Adkins

“I have been in nursing leadership for several years. Expanding my knowledge in this area and obtaining a master’s degree to support my career goals, was an obvious next step. I carefully considered my options to reaching that goal. I love nursing, the business of healthcare and leading teams. I wanted a program that supported my passions and career goals. After completing some research, and talking with colleagues, I determined the Master of Healthcare Administration program at Moorhead State University was the best option. There were a couple things that contributed to this decision. The accreditation was important. I wanted to attend a recognized program and be proud of the degree I earned upon completion. I also wanted to be challenged, grow, and become a better healthcare leader. I wanted high quality, but I also wanted a price point that supported my lifestyle. It can be a challenge to find that combination, but the MHA program at MSU provides exceptional value. With a busy career, I also needed a flexible program offered online, but I wanted to connect with other healthcare leaders in my area – I did not want to feel like a number in an online class. The MHA program at MSU is fully online with structured discussions and group projects that provide an opportunity to connect with other healthcare leaders. Endorsements for the program from colleagues confirmed my decision. Once I started the program, I was not disappointed. The content is extremely relevant to the work I am currently doing in hospitals and clinics. I am able to expand my knowledge and immediately apply new learnings. The program’s content definitely brings together the areas I am passionate about, leadership, my nursing background, and the business of healthcare. The professors are proficient with high expectations. They are also engaged, and there is a sense they truly care about their student’s success, and the future of healthcare. There is also mutual respect for the extensive experiences some students bring to the program. The readings and materials are relevant and supplemented with current evidencebased content. The online modules and resources are easy to follow. I am also proud that I am a Minnesota healthcare leader working to improve the health of our Minnesota communities, and I am getting my degree from a Minnesota university. I would definitely endorse the MHA program at MSU. New or experienced healthcare leaders will find the content and support to become the leaders needed for our challenging healthcare environment.”
Current Student – Kelly Chase

Program Domains and Competencies Assessment of Alumni (2017-2019):

Overall Domain ratings:

Term
Alumni 2019
(n 6)
Alumni 18
(n 6)
Alumni 17
(n 9)
Term
Domain 1 – Leadership
Alumni 2019 (n 6)
2.4/3
Alumni 18 (n 6)
2.25/3
Alumni 17 (n 9)
2.44/3
Term
Domain 2 - Professionalism
Alumni 2019 (n 6)
2.8/3
Alumni 18 (n 6)
3/3
Alumni 17 (n 9)
2.67/3
Term
Domain 3 – Communication and Relationship Building
Alumni 2019 (n 6)
2.6/3
Alumni 18 (n 6)
3/3
Alumni 17 (n 9)
2.56/3
Term
Domain 4 – Knowledge of the Healthcare Environment
Alumni 2019 (n 6)
2.8/3
Alumni 18 (n 6)
2.60/3
Alumni 17 (n 9)
2.44/3
Term
Domain 5- Business Skills
Alumni 2019 (n 6)
2.4/3
Alumni 18 (n 6)
2.60/3
Alumni 17 (n 9)
2.44/3

 

Listing of program competency assessment that were rated below a mean of 2 (program goal):

**All ratings in 2018 and 2019 were above 2.0 aggregate mean for all domains and competencies

Term Alumni
2019
(n 6)
Alumni
18
(n 6)
Alumni
17
(n 9)
Domains/Competency Description Rating Rating Rating
Domain 3 – CO 5 Collaborate with community stakeholders to enhance healthcare decision making All ratings in 19 were above 2.0 mean All ratings in 18 were above 2.0 mean 1.78/3

 

End of Course Aggregate Survey Results

Surveyed
Spring 2020
Fall 2019
Spring 2019
Spring 2018
Fall 2018
Surveyed
The course content provided relevant and useful knowledge
Spring 2020
4.61/5 (n 23)
Fall 2019
4.23/5 (n 65)
Spring 2019
4.36/5 (n 53)
Spring 2018
4.55/5 (n 44)
Fall 2018
4.61/5 (n 51)
Surveyed
The learning activities supported the learning objectives
Spring 2020
4.57/5 (n 23)
Fall 2019
4.40/5 (n 68)
Spring 2019
4.30/5 (n 53)
Spring 2018
4.52/5 (n 44)
Fall 2018
4.46/5 (n 52)
Surveyed
The course provided multiple activities that help students develop critical thinking and problem solving
Spring 2020
4.52/5 (n 23)
Fall 2019
4.38/5 (n 68)
Spring 2019
4.40/5 (n 53)
Spring 2018
4.39/5 (n 44)
Fall 2018
4.37/5 (n 52)
Surveyed
I achieved the course outcomes (goals) for the course (listed on the course syllabus).
Spring 2020
4.65/5 (n 23)
Fall 2019
4.49/5 (n 68)
Spring 2019
4.38/5 (n 53)
Spring 2018
4.39/5 (n 44)
Fall 2018
4.57/5 (n 52)
Surveyed
I achieved the program domains and competencies for this course (listed on the course syllabus)
Spring 2020
4.65/5 (n 23)
Fall 2019
4.47/5 (n 68)
Spring 2019
4.40/5 (n 53)
Spring 2018
4.45/5 (n 44)
Fall 2018
4.56/5 (n 52)
Surveyed
I can apply what I learned in this course to my work, professional activities and/or research
Spring 2020
4.57/5 (n 23)
Fall 2019
4.51/5 (n 68)
Spring 2019
4.45/5 (n 51)
Spring 2018
4.45/5 (n 44)
Fall 2018
4.59/5 (n 51)
Surveyed
The faculty provided clear expectations of course requirements
Spring 2020
4.48/5 (n 23)
Fall 2019
4.43/5 (n 68)
Spring 2019
4.25/5 (n 53)
Spring 2018
4.41/5 (n 44)
Fall 2018
4.57/5 (n 51)
Surveyed
The faculty showed commitment to learning and student progress
Spring 2020
4.61/5 (n 23)
Fall 2019
4.59/5 (n 68)
Spring 2019
4.51/5 (n 53)
Spring 2018
4.48/5 (n 44)
Fall 2018
4.59/5 (n 51)
Surveyed
The faculty communicated ideas and information clearly and effectively
Spring 2020
4.52/5 (n 23)
Fall 2019
4.46/5 (n 68)
Spring 2019
4.40/5 (n 53)
Spring 2018
4.45/5 (n 44)
Fall 2018
4.43/5 (n 51)
Surveyed
The faculty connected activities, assignments, and assessments to the course objectives.
Spring 2020
4.57/5 (n 23)
Fall 2019
4.54/5 (n 68)
Spring 2019
4.38/5 (n 52)
Spring 2018
4.57/5 (n 44)
Fall 2018
4.53/5 (n 51)
Surveyed
The faculty provided clear, useful, and timely feedback.
Spring 2020
4.70/5 (n 23)
Fall 2019
4.51/5 (n 68)
Spring 2019
4.40/5 (n 53)
Spring 2018
4.37/5 (n 44)
Fall 2018
4.41/5 (n 51)
Surveyed
How would you rate this course faculty’s respect and concern for students?
Spring 2020
4.78/5 (n 23)
Fall 2019
4.66/5 (n 68)
Spring 2019
4.55/5 (n 53)
Spring 2018
4.52/5 (n 44)
Fall 2018
4.49/5 (n 51)
Surveyed
How would rate this course faculty’s teaching performance?
Spring 2020
4.48/5 (n 23)
Fall 2019
4.5/5 (n 68)
Spring 2019
4.32/5 (n 53)
Spring 2018
4.49/5 (n 44)
Fall 2018
4.51/5 (n 51)
Surveyed
How would you rate this course faculty’s knowledge of the subject matter?
Spring 2020
4.43/5 (n 23)
Fall 2019
4.54/5 (n 68)
Spring 2019
4.60/5 (n 53)
Spring 2018
4.77/5 (n 44)
Fall 2018
4.75/5 (n 51)