Program Outcomes & Competencies
High Point University > Online Master of Healthcare Administration > Program Outcomes & Competencies

Integrated Framework

In the Master of Healthcare Administration (MHA) program, Program Learning Outcomes (PLOs) and competencies are synonymous and are intentionally used interchangeably. The program does not maintain a separate or parallel set of outcomes and competencies.

The MHA’s PLOs/competencies are high level, summative statements that define what graduates are expected to demonstrate at program completion. These outcomes are aligned with the five competency domains adopted from the Saint Louis University Competency Model and represent the integrated knowledge, skills, and behaviors required of early career and mid-level healthcare administrators.

Within each PLO/competency, the curriculum identifies specific, observable performance indicators that are developed and reinforced across multiple courses through mapped assignments and learning activities. Student achievement is evaluated using a three level developmental proficiency scale for competency based assignments and course work, Novice, Competent, and Advanced Knowledge, which is applied at the competency (PLO) level, not as a separate construct.

“Competent” represents the expected level of attainment at graduation. “Novice” and “Advanced Knowledge” reflect developmental progression and differentiation in student performance rather than additional or separate outcomes.

In summary, the MHA program uses one integrated framework:

  • PLOs = Competencies (what graduates must demonstrate)
  • Performance indicators, assignments, and Peregrine assessment/exit exam (how those competencies are developed)
  • Proficiency scale (how competency attainment is measured and used for continuous improvement)

MHA Program Student Learning Outcomes (PLOs)

Upon completion of the High Point University MHA program, graduates will be able to:

PLO 1: Demonstrate Leadership skills needed to:

  • Master visionary leadership of self and organizations (PLO 1A)
  • Make informed and sound strategic decisions (PLO 1B)
  • Understand the role of contemporary leadership in changing approaches to organizational effectiveness and success (PLO 1C)
  • Assess one’s own leadership abilities and utilize these insights for continuous self-improvement (PLO 1D)
  • Grow personally, professionally and advance in career goals (PLO 1E)

PLO 2: Demonstrate an understanding of Critical Thinking and Analysis needed to:

  • Make sound financial decisions (PLO 2A)
  • Effectively utilize business planning to analyze complex problems (PLO 2B)
  • Understand and implement healthcare information technology solutions (PLO 2C)
  • Master the importance of quality and patient safety (PLO 2D)

PLO 3: Demonstrate Management skills needed to:

  • Understand human resources and effectively lead employees (PLO 3A)
  • Build productive work relationships with co-workers and external constituents (PLO 3B)
  • Use effective strategies to facilitate organizational change initiatives and overcome resistance to change (PLO 3C)
  • Define theories and principles of healthcare management and administration and be able to integrate theory with practice (PLO 3D)

PLO 4: Embrace culture and community engagement skills needed to:

  • Respect the values of people of different backgrounds, cultures, and demographics (PLO 4A)
  • Demonstrate the importance of fairness and respect (PLO 4B)
  • Understand the importance of organizational culture driving high performance organizations (PLO 4C)

PLO 5: Learn effective communication skills and demonstrate professionalism and a commitment to advancing the field:

  • Enhance and improve interpersonal and communication skills (PLO 5A)
  • Use effective career management tactics including mentoring, professional relationships, and feedback (PLO 5B)

Student Competency Assessment

Below is a summary of how the MHA Program measures your student progress towards mastery of Program competencies:

  • Course achievement: Each student must achieve a domain average GPA of 3.0 and a course average of 3.0.
  • Student advising occurs twice per year in the Fall and Spring semesters. The Program Director reviews course progress by reviewing course grades, achievement of competencies and GPA. In addition, a standardized survey is administered to give each student the opportunity to offer feedback about the MHA program.
  • American College of Healthcare Executives (ACHE) 2024 Competency Assessment Tool that each student is required to fill out prior to enrollment in MHA courses and forms the initial basis for the student’s development plan.
  • Students assess their expertise in five domains, including Leadership, Communication and Relationship Management, Professionalism, Knowledge of the Healthcare Environment, and Business Skills and Knowledge on a scale of 1-5 where 1 is novice, 3 is competent and 5 is advanced.
  • Peregrine Global Services Validated Instrument MHA exit assessment is required for all MHA Students before graduation.
    • Peregrine objectively measures the intended learning outcomes of our Healthcare Administration (MHA) program.
    • Peregrine Global Services provides us with a customizable, validated Exit Assessment.
    • This assessment is designed to address CAHME accreditation student competency requirements.
    • MHA receives comparisons from Peregrine Global Services to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
  • All MHA graduates complete an exit interview covering curriculum delivery, Program and Institutional Support, and Program Learning Outcomes.
  • Faculty Evaluations are utilized to assess student outcomes.
  • Fall and Spring Student Advising gauges student achievement in the following areas:
    • Competency Assessment
    • Access to High Point University and Program Resources
    • Course work and GPA
    • Professional Development

Teaching and Learning Methods

Based on the structure and rigor of the MHA Program curriculum, a typical student spends approximately 60% of their time engaged in higher level teaching and learning methods, such as critical analysis, synthesis, application, and evaluation of complex healthcare management scenarios. These methods are reflected in activities like case studies, strategic planning projects, leadership simulations, and team-based problem solving, which are central to the program’s graduate-level courses. The remaining 40% of instructional time is dedicated to lower-level teaching and learning methods, including foundational knowledge acquisition, comprehension exercises, and introductory discussions. This balance ensures that students develop both the essential base of healthcare management knowledge and the advanced skills required for leadership roles in the field.

Assessment Methods

Based on a review of the current curriculum, approximately 65% of student evaluations employ higher-level assessment methods—such as case analyses, applied projects, presentations, and integrative assignments—aligned with graduate-level expectations for synthesis, application, and critical thinking. The remaining 35% of evaluations utilize lower-level assessment methods, including quizzes, objective tests, and recall-based assignments. This distribution reflects the program’s commitment to fostering advanced competencies and ensuring alignment with CAHME standards for graduate education.

Grading Scale and Policy

The grade scale in the Master of Healthcare Administration program is:

Grade Percentage Range
A 94.00 – 100.00%
A- 90.00 – 93.99%
B+ 87.00 – 89.99%
B 83.00 – 86.99%
B- 80.00 – 82.99%
C+ 77.00 – 79.99%
C 73.00 – 76.99%
C- 70.00 – 72.99%
F ≤69.99%

There will be no rounding.

Professionalism + Assignments, Quizzes, and Examinations = 100%