The Master of Healthcare Administration (MHA) prepares graduates for complex leadership roles that require the integration of strategic, operational, ethical, and systems-level competencies. As a professional practice degree, the MHA necessitates a summative assessment that evaluates students’ ability to apply and synthesize program learning outcomes in real-world healthcare contexts, rather than relying on a discrete oral examination or isolated knowledge-based assessment. A capstone project provides a comprehensive, applied measure of student readiness by requiring learners to analyze complex organizational challenges, translate strategic vision into operational plans, engage stakeholders, and communicate recommendations at an executive level.

The Commission on Accreditation of Healthcare Management Education (CAHME) accredits graduate programs in healthcare administration. CAHME states that programs must develop a final integrative assessment at the program level that demonstrates attainment of graduate competencies. This is explicit in Criterion 3.2 (Final Integrative Assessment) within the 2026 Standards. This assessment must occur at the end of the program, integrate multiple competencies, demonstrate students can apply learning in a real-world or professional context and serve as a direct measure of program-level competency attainment.

CAHME lists the types of direct assessment measures that can be used for the final integrative assessment in Criterion 2.2: Examples: capstone, comprehensive written or oral examination, portfolios, presentations, comprehensive case analysis, practicum feedback. Can include more than one.

The capstone project approach aligns with best practices in professional graduate education, supports experiential learning, and provides more valid and reliable evidence of workforce readiness, ethical judgment, and leadership competency than an oral exam alone.

Students pursuing an MHA must produce a culminating project that is comprehensive and demonstrates proficiency in program level outcomes. Students apply leadership and analytical skills to design, execute, and evaluate a real-world project or policy analysis addressing a significant issue in healthcare administration. Students may complete an Applied Organizational Project or Case Study Analysis Project. Each pathway emphasizes evidence-based decision making, data analysis, and leadership in change implementation.

Students demonstrate proficiency by producing an integrated, applied capstone project addressing a real organizational or community health problem using appropriate data, evidence, and professional standards. The faculty-evaluated applied project includes the problem definition, literature review, data analysis, stakeholder engagement, and recommendations. Students prepare and deliver an executive presentation as well as a Competency Portfolio and Professional Growth Reflection as part of the full project deliverable for both project types. The capstone course will be completed in the last term. The major professor will assess the graduate and program learning outcomes and is guided by a standardized rubric. The major professor will conduct this assessment and send the assessment form to the COH DAA who will compile data annually. Details are attached.

The MHA program will use a competency assessment form guided by grading rubric that was developed in consultation with the COH DAA. This will be filled out by the Major professor upon review of the product of the student’s culminating project. The competency assessment and rubric is attached.

The Major professor advises the student to ensure degree requirements are met and the student needs and interests are included. The Major professor and two other public health or healthcare administration faculty members will be the signatories.