The Master of Arts in Healthcare Administration (MHA) degree is designed for current and future leaders in healthcare with the desire to strengthen knowledge base and skills to lead in team-based, diverse, and innovative settings. Due to the often complex and dynamic nature of the healthcare administration field, this online M.A. in Healthcare Administration degree program seeks to provide the skills necessary to lead positive change in organizations, maintain ethical governance, and increase effectiveness in the day-to-day managing of healthcare departments in a HIPAA compliant environment.
Students who complete this degree will have learned to examine the foundational models and theories of leadership, initiate change through innovative solutions, develop individual leadership style, build dialogue and collaboration through successful relational skills, and understand how to solve complex healthcare administrative issues. Students can expect to learn in constructivist, collaborative online courses, engage in peer-to-peer exchanges, actively participate in discussion forums in critical dialogue and debate with instructors to prepare them to create positive and sustainable change within the healthcare field.
Skills learned include how to recruit, hire, direct, supervise, and evaluate work activities of healthcare personnel, develop and maintain computerized record management systems, develop and implement organizational healthcare policies and procedures, and conduct and administer fiscal operations for healthcare organizations.
Claremont Lincoln's master's degree programs all have the distinct advantage of being 100% online, providing the flexibility to determine how and when coursework is performed. CLU master's degree programs can be completed in as little as 13 months. In addition, the Admissions process has been streamlined for convenience. Neither a GRE or GMAT score is required to apply or be admitted.
The course sequence for this program is based on sequential concepts that build upon the previous coursework. In addition, courses taken alternate between relational and analytical to balance the learning progress and to encourage application of new knowledge.
In a world that is reimagining what is possible, Strategic Communication: Building Diversity, Equity, and Inclusion will present students a historic perspective of the legacy and manifestation of structural racism, and other societal and cultural marginalization including the unintended consequences of systemic exclusion. Students will build upon the principles learned in the Claremont Core® to create environments where difficult conversations can take place with both internal and external audiences. This course will equip students to tackle challenges with diverse teams using language which acknowledges and respects difference to create equitable outcomes. In this course, students analyze self, personal strengths, and biases, and accumulate tools and communication skills in dialogue, collaboration, and bridging across divides. With these tools, students hone their abilities to build advocacy for dismantling oppressive structures and rebuilding personal, professional, and civic spaces that maximize diversity and facilitate equity and inclusion for all.
This course provides frameworks and approaches to foster critical thinking by enhancing students' ability to raise vital questions addressing problems and to formulate clear and precise answers. The student will explore the tools used to improve quality outcomes by applying multiple perspectives, tools, analytics, and solutions when examining complex quality issues.
This course will provide a framework for understanding and analyzing a range of health policy issues. Topics and issues in health policy including international health policy, health economics, individual rights in health care, and health policy research will be explored.
In this course, the student will apply pertinent laws, disciplinary processes, and performance appraisals in order to avoid the numerous obstacles and pitfalls that can occur in human resources-related issues within a healthcare organization.
This course introduces graduate health administration students to the basic principles and applications of healthcare finance that managers use daily including the healthcare reimbursement system and a comprehensive outlook on the insurance payer mix that impacts healthcare financing.
This course will demonstrate the innovative and best practice technology within healthcare applications to support human health by individuals, professionals, care delivery organizations, and communities.
This course will lead students to acquire a broader understanding to apply concepts and methods related to population health to best manage and promote health, disease prevention, and planning of health services. Epidemiological principles, followed by examples, concepts and case studies in this course will allow students to use for effective healthcare management and policy formulation.
In this university-wide foundational course, learners begin their engagement with the four domains that make up the Claremont Core domains: Mindfulness, Dialogue, Collaboration, and Change. These four domains consist of transferable skills and resources that support leadership and facilitation capacities that accentuate students' professional work. Students become familiar with aspects of mindfulness and dialogue that will undergird their work. Concepts of collaboration and change leadership are also introduced, and students begin the process of locating their work in a community where positive social change can be facilitated. Finally, students also determine the scope and aim of their Capstone Projects and begin to use resources from the four Claremont Core® domains to build their research repertoire and leadership acumen.
This course is designed to provide an extensive and critical overview of issues, responses, and challenges in health services delivery, population health, and health policy in the United States. The course will examine efforts made to respond to, organize, deliver, and finance high quality, cost-effective healthcare to improve the HIPAA compliant environment and delivery system.
This course builds on the foundational aspects of the Claremont Core®, focusing on how students can become mindful, engaged, and inquisitive research practitioners for positive social change. Students will develop an ability to critically evaluate what research methods are best suited for certain types of research projects. This course will specifically focus on the role of research methods that can address, illuminate, or explain enduring and newly salient social problems.
Throughout the course students will consider the entire research design process, learning how to conceptualize, problematize, diagnose, understand, and translate findings across social, political, environmental, healthcare, and organizational contexts. By the end of this course, students will have had experience posing research questions, exploring their own research goals, understanding the primary components of the research design process, and consuming a variety of styles of inquiry and action. Students will also consider course concepts in the context of their own future projects, and begin activating the research skills they will use in Applying the Claremont Core® Capstone Course. (Prerequisite: MCC 5320: Invitation to Inquiry: Foundations of the Claremont Core®)
As the culminating course in all programs, students apply skills, knowledge, and professional application learned throughout the degree. The planning for this course begins at the start of the program, continues through the evolution of learning as students design their projects, and peaks with students being prepared to implement the project during the capstone course. The specific content in each student's degree program provides a foundation for the research and design. The Capstone Project demonstrates student mastery of program and institutional learning outcomes. Must be taken during student's final term.
In an increasingly interconnected world, leaders who want to make positive, sustainable change need to develop the critical perspectives and collaborative skills necessary to reach across traditional barriers of ideology, and culture. At CLU, we put development of these capabilities at the center of our degree programs. Learn More.
Claremont Lincoln University is a non-profit, "online-by-design", graduate university providing socially conscious education and multiplying social impact through the work of its students in the world.
As a nonprofit university, Claremont Lincoln University is focused on the student's learning experience as well as their career success. Funds received from donations, endowments and tuition go directly to curriculum and to enriching our students' education.
Since CLU is both online and nonprofit, the university is able to serve students who are not well served by traditional institutions and universities— allowing the university to deliver the innovative education its founder and benefactor David C. Lincoln envisioned.
Claremont Lincoln University is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, (510) 748-9001.
The Commission has confirmed that Claremont Lincoln University has satisfactorily addressed the Core Commitments to Student Learning and Success; Quality and Improvement; and Institutional Integrity, Sustainability, and Accountability and is found to be in substantial compliance with the WSCUC Standards of Accreditation.
To obtain a copy of Claremont Lincoln University's WASC accreditation, please contact:
Lynn Priddy
Accreditation Liaison Officer
Student Achievement & Accreditation
Claremont Lincoln University has entered into a complaint agreement for private non-profit institutions with the California Bureau of Post-Secondary Education (BPPE).
Department of Consumer Affairs
Bureau for Private Postsecondary Education
2535 Capitol Oaks Drive, Suite 400
Sacramento, CA. 95833
Chief Complaint Unit
Phone: 916-431-6959
Email: bppe@dca.ca.gov
Fax: 916-263-1897
The M.A. in Healthcare Administration aligns with the mission of Claremont Lincoln University to produce healthcare professionals and leaders capable of respecting differences and collaborating with those of diverse viewpoints to resolve problems:
As a graduate of healthcare administration, you will be prepared to approach your career from a new perspective. The skills and competencies this degree offers you can apply to roles in a variety of capacities such as:
A completed Bachelor's degree from an accredited institution is required to apply to Claremont Lincoln University. Neither a GRE or GMAT score is required for enrollment.
The Admissions process has been streamlined for applicants to complete the online application in 15 minutes or less. Unofficial Transcripts and a current Resume or CV are required to be uploaded with the online application. The Enrollment Committee will then review the application and determine an acceptance status within 24 business hours. A determination letter will then be sent, and in return, an acknowledgment of its receipt will be needed. The Admissions, Financial and Student Services Team will finalize any other necessary items to complete Enrollment.
Claremont Lincoln University reserves the right to request additional items as deemed necessary by the enrollment committee to determine student readiness for the graduate level workload. Claremont Lincoln University reserves the right to accept, provisionally accept, or deny students upon the evaluation of all admission documents.
Here is what some of our current and past students are saying about Claremont Lincoln University. We are committed to being a student-centered community and are proud of how we have continued to establish dialogue and long-lasting relationships with our graduates by showcasing their action-oriented and impactful work across the globe.
"All in all, I am better equipped to be an agent of positive change. I have found ways to use my education in my current work environment and in the volunteer work I do in education and with non-profits."
"In speaking to the CLU core, every student can expect an immersion in developing skills that will enhance personal leadership and self awareness. I hope that CLU meets every students' expectations with a bit of surprise and magic mixed in."
"I am a lifelong learner and am convinced that our reward is commensurate with our effort. Some students will just want to be able to place an M.A. after their name while others are seeking ways to change the world. With the mix of world class professors and an exemplary cohort, I believe students will not finish the program in the same mindset that they started. Everything fit together so perfectly and the scaffolding made the entire program manageable."
"I am most proud of heeding the prompt to "reinvent" myself during the 18-month program and to put my energy in an environment where I can make a difference."
"The Master's of Social Impact program taught me to take a grassroots approach to development."
"CLU has been such a blessing to my life. CLU helps strengthen my leadership skills through mindfulness, meaningful dialogue and collaborations that allow us to suspend assumption, approach non judgmentally and create strong foundations of shared vision in order to not forget the human part of our world, as we seek our purpose and deeply feel and understand our "why" in our journey towards change."
Many hard working professionals contribute to a Claremont Lincoln University education. Here are just a few of the great faculty and staff that you will meet at CLU:
Kim L. Brown-Jackson holds a Doctorate in Business Administration in Quality Systems Management specializing in Health Systems, a Master’s degree in Biomedical Sciences focusing on pathology and molecular oncology with additional PhD research, a professional MBA-Management certificate, an Associate degree in Biotechnology and Forensic Science as a National Science Foundation Fellow, and a Bachelor’s degree in Biological Sciences with a cluster minor in Business Administration. Dr. Brown-Jackson holds certifications including: Change Management Professional, Quality and Business Process Improvement (Lean, Six Sigma Black Belt), Advanced Telemedicine and Telehealth with a Telestroke specialty, Certified Kirkpatrick Four-Level Evaluation, and as a Distinguished Toastmaster. Dr. Brown-Jackson has over 25 years of experience as a practitioner, academic, global quality healthcare leader, and performance and learning strategist guiding business process improvement through biomedical services, public health, advanced drug development, and telemedicine/telehealth initiatives. Dr. Brown-Jackson specializes in regulatory compliant industries (biologics, therapeutics, medical devices, pharmaceuticals, financial services, and aviation safety). Dr. Brown-Jackson is on the Global Health Access Institute Advisory Board where she focuses on telemedicine and telehealth, for American Meridian University (AMU) as the Advisor of I-CAN (IHI Change Agent Network) Initiatives, and for AMU/American University for Science and Technology (Lean in Healthcare) Teaching Faculty, and as a Postdoctoral Fellow.
Alicia Chatman has 15 years of practical experience within healthcare as a healthcare researcher, as an expert in Health Information Management, Quality, Health Economics and Business Operations, and in university teaching. Dr. Chatman holds a Doctorate of Healthcare Administration (DHA) and has been a faculty member and dissertation editor for seven years. Dr. Chatman’s motto is “Your attitude determines your altitude,” meaning: your attitude will take you as far as you are willing to go.
Urmala Roopnarinesingh lives in South Florida. Roopnarinesingh has over 10 years’ experience in both higher education and healthcare. Roopnarinesingh’s career includes several leadership positions in pharmaceuticals, medical practices, and higher education administration. Roopnarinesingh has a Master’s degree in Health Services Administration and she is currently completing a PhD in Leadership and Higher Education Administration. Roopnarinesingh is originally from the island of Trinidad, West Indies. Roopnarinesingh enjoys going to the beach, reading, and traveling.
Tim White is a faculty member of the MHA program at CLU and currently researching Ketogenic diets to improve patients' lives with Parkinson's disease. Dr. White has worked in healthcare as a manager and recently consulted on laser safety policies for healthcare. Before completing his education and entering the healthcare field, Dr. White worked in the UPS management sector for 12 years, where quality improvement was a constant focus. Dr. White earned his Bachelor of Science in Criminal Justice (2010) from Liberty University and his Master of Business Administration with a concentration in Health Care Management (2013) from Saint Leo University. Dr. White earned his Doctorate of Health Science with a concentration in Education (2017) from AT Still University, where his research focused on attendance barriers to ophthalmology appointments.
Lisa Wright has a Bachelor's degree in Physical Therapy, a Master's degree and PhD in Special Education, all from the University of Missouri. Dr. Wright is a Faculty Leader for the University of Missouri Service Learning program where she leads students in service learning in Chiang Mai, Thailand and Ho Chi Minh City, Vietnam. In addition, Dr. Wright serves as a reviewer for several professional organizations and journals and is a volunteer Guardian Ad Litem for the state of Florida and teaches ballet as a volunteer to young children with disabilities.
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