Healthcare Administration

Mission

The purpose of the Master of Healthcare Administration (MHA) program is to develop healthcare leaders who will possess the attributes, values and competencies needed to lead healthcare organizations. The MHA program offers an avenue for healthcare professionals who have graduated from an accredited baccalaureate degree program to acquire a master's degree for career advancement opportunities, as well as for individuals seeking future careers in healthcare. Experienced faculty engage students through scholarship and instruction, with a focus on real world application that prepares our graduates for career advancement and leadership positions of the future.

Vision

To be recognized as a thoughtful, dedicated, and innovative contributor to our communities and professions.

Values

• Promote lifelong learning and interprofessional studies
• Creating an inclusive, professional learning environment for all
• Promote leadership with personal and academic integrity
• Strive to serve others both locally and beyond
• Support faculty professional development and scholarly activity

The Radford MHA program welcomes applicants who aspire to leadership roles across various sectors of healthcare.

Whether you're an early-career professional eager to build your career or a mid-careerist looking to advance your professional growth, this program is designed to support your journey. Here are our admissions requirements effective beginning fall 2026 admissions cycle:

Educational Background:

• A baccalaureate degree from a regionally accredited institution with a recommended GPA of 3.0 or higher.

Prerequisite Coursework:

• Completion of a college-level statistics course with a grade of C or higher, either prior to or during the first semester of the program.

References:

• Two completed recommendation forms from professional or academic references are preferred but not required.

Professional Resume:

• A current professional resume detailing relevant experience and qualifications.

Admissions Deadline:

• The Radford MHA program is rolling admission based on capacity. The program aims to admit 25 qualified students each year, starting with the fall semester. Dates for admission review for enrollment in Fall 2027 are: Priority: Feb 15, 2027 | Decision Day: Apr 15, 2027 | Deadline: Jun 30, 2027 | Last Admit: Jul 31, 2027.

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Additional Admissions Information

Transfer Credits

• You may transfer up to twelve (12) graduate credit hours to the MHA program. (Refer to the Transfer of Credit Policy in the Academic Policies section of the Radford Graduate Catalog.)

Non-degree Seeking Students

• The Radford MHA program is not accepting "Non-Degree Seeking" applications. Courses listed in the MHA plan of study are not currently enrolling non-degree students.

Healthcare Experience

• While previous healthcare experience is not required for admission, students without a minimum of one year of healthcare experience must complete HADM 770, a healthcare practicum, prior to graduation.

Academic Calendar

View Radford's academic calendar with future semester dates.

Tuition and Fees

For information on current rates for Radford's MHA program tuition and fees visit: https://www.radford.edu/bursar/tuition-fees/ruc-special-rate-graduate/healthcare-administration.html

Scholarships

Through Radford University's full membership with AUPHA, a $1,000 Foster G. McGaw Scholarship is awarded to a Radford MHA student annually. Students are also eligible to apply for the Bachrach Family Scholarship.

Financial Support

Financial Support for Graduate Students

Radford MHA Curriculum and Sequence

Degree Requirement: 36 credit hours

The curriculum is offered as synchronous online courses either in full-term or a 7-weeks format. Full-time students may complete degree requirements in four semesters. Students seeking to be part-time work with their faculty advisor on course sequence.

Semester 1: Fall (9 credits)

HSCI 600 Professional Communication in the Health Sciences Credits: 3

HSCI 610 Health Information Systems Credits: 3, (7-weeks)

HADM 660 Strategic Leadership and Marketing Credits: 3, (7-weeks)

Semester 2: Spring (9 credits)

HADM 651 Research Methods and Analysis Credits: 3, (7-weeks)

HADM 740 Organizational Theories and Leadership Credits: 3, (7-weeks)

HADM 730 Healthcare Economics and Policy Credits: 3

Semester 3: Summer (9 credits)

HADM 661 Human Resource Administration Credits: 3

HADM 760 Financial Management Credits: 3

HADM 720 Healthcare Ethics and Law Credits: 3

Semester 4: Fall (9 credits)

HADM 640 Operations & Performance Management Credits: 3, (7-weeks)

HADM 650 Quality Assessment and Improvement Credits: 3, (7-weeks)

Select one:

HADM 770 Practicum (If the student has less than 1-year healthcare experience, student must take HADM 770), Credits: 3

OR

HADM 780 Capstone (If a student has greater than 1-year healthcare experience, student may take HADM 780 or 770), Credits: 3

MHA course descriptions are found in the Radford University Graduate Catalog.

Healthcare Leadership Alliance Competency Model (Modified)

The Radford MHA program, in partnership with its faculty, Healthcare Administration Advisory Board members, and alumni, has adopted the Healthcare Leadership Alliance (HLA) Competency Model to develop students who possess the attributes, values, and competencies needed to lead healthcare organizations. There are five domain areas and nineteen competencies in Radford's modified model.

Domain	Competency	Description
1. Communication & Relationship Management
	1.1 Interprofessional Communications	Build collaborative relationships and communication skills within healthcare and professional teams
	1.2 Oral, Written, and Presentation Skills	Prepare and present professional business communications; Demonstrate effective oral presentations using diverse communication methodologies.
	1.3 Group Interprofessional Collaboration	Demonstrate the ability to work effectively as a team member
2. Leadership	2.1 Mission, Vision, and Values	Map mission and vision statements to an organization's values
	2.2 Culture & Diversity	Promote cultural awareness and exhibit a diverse and inclusive organizational culture
	2.3 Change Management	Promote and manage change within healthcare environment; Examine the roles of technologies on the healthcare delivery system
3. Professionalism	3.1 Professional Ethics	Adhere to ethical professional principles and exhibit ethical behaviors
	3.2 Professional Development	Participate in service and professional groups
4. Knowledge of the Healthcare Environment	4.1 Healthcare Issues and Trends	Analyze circumstances causing major changes, policy, and reforms in U.S. and international healthcare delivery
	4.2 Legal Concepts in Healthcare	Critically analyze health-related legal principles/concepts to include regulations, policy, risk management, and inclusion
	4.3 Health System Workforce	Recognize and evaluate workforce needs, diversity, and population/community health assessments
5. Business Skills and Knowledge	5.1 Business Basics	Compile and analyze financial data; Understand accounting principles
	5.2 Strategic Planning	Analyze and implement strategic planning methods, including change execution and ongoing review
	5.3 Human Resource	Apply techniques for managing health system employees and staff
	5.4 Organizational Governance	Understand roles, responsibilities, structures, and factors influencing governing bodies and health systems
	5.5 Information Systems	Recognize the role of information systems in organizational communication and problem-solving; Apply process improvement concepts, outcomes, and risk management
	5.6 Risk and Quality Management	Identify challenges and opportunities surrounding risk management and quality outcomes; Emphasize process improvement and patient safety
	5.7 Project Planning	Design, plan, implement, and assess projects; Develop appropriate timelines, key indicators, and outcomes
	5.8 System Processes	Critically review and assess the potential impacts and consequences of decisions across various situations; Apply problem-solving and decision-making skills effectively

Teaching and Learning

Courses use a variety of teaching methods and tools, such as:

• Case studies
• Collaborating with peers and external organizations
• Discussion through D2L, VoiceThread, and virtual Zoom or Team meetings
• Interactive learning through discussion with guest lecturers and speakers
• Lecture
• Presentations
• Projects
• Simulation and strategic planning exercises
• Synthesizing of literature
• Team-based learning activities

Assessment Methods

Assessment for courses includes several methods, such as:

• Course surveys
• Exams
• Mentor evaluation
• Papers
• Presentations
• Reflections

Grading Policies

View the Radford MHA program's Grading Policies in the Graduate Catalog.

Our MHA program is committed to student success and excellence in healthcare management education.

CAHME Annual Program Report

Each year, as a CAHME candidate, we report key outcomes, including student retention and graduation rates, employment placement of graduates, time to degree completion, and alumni satisfaction. These measures reflect our dedication to preparing future healthcare leaders. View our latest CAHME Annual Program Report.

Graduate Outcomes and Program Metrics

Graduation Year	Post Graduation Employment	Job Median Salary	Acceptance Rate	Enrollment Rate	Retention Rate
2022-2023	100%	$71,200	82%	52%	83%
2023-2024	100%	$85,000	94%	77%	100%
2024-2025	93%	$114,500	100%	73%	100%

In the 2024-2025 Radford MHA Post-Graduate Survey,

• 100% of students reported that they are likely to recommend the Radford MHA program to a friend or an acquaintance looking to advance their careers in healthcare.
• 92% of students indicated they were satisfied/very satisfied with their program of study.
• 100% of students shared that they would choose to go to the Radford MHA program if they had to do their graduate studies all over again.

Radford University is authorized by the State Council of Higher Education for Virginia (SCHEV) to offer postsecondary education in the Commonwealth of Virginia.
 
Radford University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award Associate, Baccalaureate, Masters and Doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Radford University.

The Radford University Master of Health Administration program is accredited by the Commission on Accreditation of Healthcare Management Education (CAHME). In addition to accrediting graduate programs in health administration, CAHME is a partner in the resources and development of healthcare management professionals and provides benchmarking to ensure that students are prepared to lead healthcare organizations across the continuum of care. MHA student outcomes can be found on the Radford University MHA Program Profile on the CAHME website https://programs.cahme.org/?radforduniv

Read more about our accreditation.

In 2024, medical and health services managers made a median annual salary of $117,960, according to the U.S. Bureau of Labor Statistics (BLS).

Graduates become successful healthcare leaders across a wide range of healthcare settings, including:

• Hospitals (inpatient and outpatient)
• Physician offices
• Long-term care facilities
• Home healthcare services
• Employment services
• Rehabilitation centers
• Government agencies
• Outpatient care centers
• Social assistance agencies
• Educational institutions
• Research institutions
• Public health

For more information on the occupational outlook of medical and health managers, visit the U.S. Bureau of Labor Statistics.

Mentorship

The Radford MHA offers students the opportunity to match with a mentor during their program. Potential mentorship activities include career coaching, coffee chats, job shadowing, networking events, one-to-one student meetings, panel presentations, and networking events.

Throughout the program there are opportunities to engage as a student leader and participate in conferences and networking opportunities, including the Upsilon Phi Delta (UPD) Student Honor Association, American College of Healthcare Executives (ACHE), Healthcare Financial Management Association (HFMA), and Radford's virtual series on public health and healthcare leadership.

CARES Mobile Health Clinic

Dr. Raymond N. Linville Center for Interprofessional Education and Practice

Through the Linville Center at Radford University's Waldron College of Health and Human Services you will engage in interprofessional learning experiences that prepare you to teach and collaborate across health disciplines. You'll gain exposure to evidence-based strategies that promote team-based care, communication, and systems thinking in health professions education. The Linville Center sponsors the annual Waldron College Interprofessional Education and Practice Symposium and case study events each fall and spring semester.

Office of Graduate Affairs

The Office of Graduate Affairs supports your success as a graduate learner. From academic advising resources to professional development programming, you will have access to services designed to help you navigate graduate study, connect with peers, and advance your academic goals.

Center for Career and Talent Development

Whether you are preparing for a clinical educator role, academic appointment, or leadership position in health professions education, the Center for Career and Talent Development provides career coaching, networking support, résumé and CV development assistance, and interview preparation to help you achieve your professional goals.

Master of Healthcare Administration graduate brings diverse background to leadership roles

Peri S. Braxton-Sears '22 says she made excuses not to pursue a graduate degree before joining the Master of Healthcare Administration (M.H.A.) program at Radford University Carilion (RUC).

It would mean a complete career change for her. She felt she was too old to start over professionally. She didn't have any prior experience in the field. She was afraid of the expense. What if she failed?

"You are your greatest barrier, if you allow it," Braxton-Sears said. "Know what you want, know your worth, know you can. There will be naysayers, moments when you want to accept defeat, compounded by moments that push you to your limits. Take a breath and remember your goal. That's what I did."

Today, Braxton-Sears has an M.H.A. degree, awarded at the spring commencement ceremony on May 6, 2022, and a thriving post-graduate career to show for that fortitude and courage. She even graduated with a 4.0 grade point average.

Prior to becoming a Highlander, Braxton-Sears spent nearly a decade as a law enforcement officer specializing in crime scene investigations, followed by a stint as a forensic autopsy technician. However, she felt a need for a career change, and healthcare spoke to her.

"I was originally certain that a career in medicine would feed my interests regarding patient care, science and process improvement," Braxton-Sears said, "but candid conversations and research led me to the administrative areas of healthcare."

Braxton-Sears began looking for healthcare administration programs in the area that would fit her needs. She said several factors drew her to the M.H.A. program at RUC, including institution credibility, diversity, student resources, program scope, graduate success rates and post-graduation employment rates. RUC boasted excellent success statistics in all of those areas.

"I also needed an online format to balance my full-time employment status," Braxton-Sears said. "RUC hit the mark for all my essential needs and exceeded my expectations."

Braxton-Sears said she felt the M.H.A. program would provide her with foundational knowledge in healthcare leadership while educating her about the complexity of the U.S. healthcare system. She said that she found the curriculum to be in-depth enough to introduce her to a variety of career choices she could explore.

"I was especially interested to participate in interdisciplinary teams," Braxton-Sears said. "We all have various talents and backgrounds, and in healthcare, these perspectives from diverse team members are invaluable to helping students choose their career paths and provide them with new experiences."

As a student, Braxton-Sears said her key to success was letting the instructors and leaders in her program know what her career goals and interests were early.

"Be self-aware and decisive," she reflected. "Many of the opportunities available to me during my time as a student were forwarded to me because I communicated what I needed out of the program."

Braxton-Sears said what makes the M.H.A. program at RUC unique is the genuine care and commitment faculty and staff have for promoting and investing in student success.

"Any institution can establish a string of courses, but the human participants can make or break the entire experience," she said. "Fortunately, RUC and the M.H.A. program excel in that area."

One of the experiences that Braxton-Sears had the opportunity to take part in was the then-newly formed M.H.A. mentorship program.

"I am still in shock that I was selected, but I am eternally grateful that I was," Braxton-Sears said of being chosen as the first student to participate in the program by M.H.A. program director Rebecca McIntyre, D.H.A., MHSA, CCRP.

In the program, Braxton-Sears got to shadow Dr. Carnell Cooper, the chief medical officer at LewisGale Medical Center.

"My experience was very involved, and Dr. Cooper was a phenomenal mentor," she said.

Braxton-Sears followed Cooper throughout the course of his day, with the opportunity to attend executive meetings, engage with staff and tour the facility. As time progressed, she said she was aligned with leaders and personnel in areas of her specific interest, including hospital quality, surgery, ICU, accreditation and risk management.

"I chose a blend of clinical and administrative to gain a more comprehensive perspective of how these areas operate individually and collectively," she remembers. "Dr. Cooper would present scenarios to me that helped me shift my mindset to that of a hospital administrator, factoring all the possible outcomes, barriers, stakeholders and so forth."

Braxton-Sears said the most valuable aspect of leadership she learned from the experience was the value placed on employees by leaders and staff throughout the organization.

"HCA is a large hospital network, and the leaders I was able to work with emphasized employee appreciation, support and inclusion, which are aspects of the busy healthcare workplace that tend to be ignored," Braxton-Sears said. "These are things we, as leaders, can emphasize to motivate employees, reminding them that they are valued and influential to the organization's success."

Since her graduation, Braxton-Sears has embarked on a new adventure, interning with Carilion Clinic in the area of process improvement.

"Dr. McIntyre's work and collaboration with healthcare organizations and leadership created the opportunity," Braxton-Sears said. "I have been in the role now for just over a month, and the experience is wonderful."

In her new position, which is synonymous with an entry-level project analyst, Braxton-Sears is helping with current clinical-based projects and will become involved with several more that will initiate soon.

"It's fascinating beyond words," she said. "The department is called Clinical Advancement and Patient Safety, or CAPS. Process improvement and quality are core units. It's so rewarding to help develop ideas and improvements that positively impact larger populations."

Braxton-Sears said her work with CAPS links perfectly with her desire to work as part of diverse teams while improving efficiency, performance and operating expectations.

Looking down the road, Braxton-Sears hopes to one day achieve the title of chief operating officer for a healthcare organization, start and own a healthcare consulting firm or both.

She praises the faculty and staff of the M.H.A. program for helping her achieve her goals so far and preparing her to rise to even greater heights.

"The instructors and staff in the M.H.A. program at RUC are amazing," she said. "They go above and beyond and have a vested interest in student success. They are continuously improving the experience and extending opportunities to students that they otherwise may not have the opportunity to find on their own."

For current and future M.H.A. students, Braxton-Sears offers some advice that could help them follow her path to success.

"Your educators want you to succeed, and they have the knowledge and resources to help you achieve greatness," she said. "Take risks, be self-sufficient, be resourceful and be honest with yourself. Stay humble and engage in a culture of sharing knowledge. Participate in as many opportunities of interest as you can to help you discover a personalized path that will ultimately foster joy and passionate purpose. That's what I did, and it has paid off for me."

Learn more about the RUC M.H.A. program and the other programs in the Department of Public Health and Healthcare Leadership on the Radford University website.

July 18, 2022
Mark Lambert
540-985-9031
mlambert11@radford.edu