New Program Proposal
Phase 2 Proposal
Institution: University of Washington Tacoma
Degree-Granting Unit: Nursing Program
Degree (Level): Bachelor of Arts
(Major): HealthCare Leadership
Mode of Delivery __X__ single campus/traditional classroom __X__ video classroom
____ satellite ____ videotape __X__ internet/web ____ other
(Check all that apply)
Proposed starting date: September 2009
Academic Department: Nursing
Representative Marjorie Dobratz, DNSc, Professor
University of Washington, Tacoma
1900 Commerce Street, Box: 358421
Tacoma, WA 98402-3100
Endorsement by Program Director:
Program Proposal: Bachelor of Arts in HealthCare Leadership
I. Program Need
A. Relationship to and ‘Fit’ with Institutional Role and Mission
The proposed Bachelor of Arts in HealthCare Leadership aligns with the mission and vision of the
University of Washington Tacoma in that it is designed to utilize an interdisciplinary approach that
prepares both students for careers in leadership positions across a spectrum of healthcare settings.
Additionally, through internships, new partnerships with area healthcare facilities are fostered.
Opportunities for life-long learning are enhanced as the major in HealthCare Leadership could serve as a
bridge degree for those seeking graduate degrees in Health Administration or Public Policy.
B. Documentation of Need and Demand for Program
Multiple sources and methods were used to garner information and data to support need and demand for a
degree in Healthcare Leadership. Data from that national level and regional level support the need for this
degree. Additional data gather by the Office of Institutional Research and Planning at the University of
Washington, Tacoma show a demand for this major.
National Level Data
Analysis of data from the United States Department of Labor and examination of current universities
enrollment status support a need for a Healthcare Leadership major at UWT. Future employment demands
support this major. A recent report from the American Hospital Association (AHANewsNow, 2008)
reported that “hospitals are strong contributors to the U. S. economy and a steady source of employment,
even during recessions.” (Malamud, 2008).
Department of Labor Data. In a report analyzing the job outlook for medical and health services
managers by the Department of Labor, the following information was reported
“Employment of medical and health services managers is expected to grow faster than average
for all occupations through 2014, as the health care industry continues to expand and diversify.
Job opportunities will be especially good in offices services, and outpatient centers. Applicants
with work experience in the health care field and strong business and management skills should
have the best opportunities” (Bureau of Labor Statistics, 2008-2009)
In the March 2008, the Employment Situation Report (United States Department of Labor) reported that
the unemployment rate increased to 5.1% from 4.8% in February. The current unemployment numbers are
7.8 million with an additional 1.4 million people unemployed, but who have not actively sought
employment within the prior four weeks. Of significance, healthcare employment has increased in March
2008, by 23,000 jobs. In fact, health care has added 363,000 jobs since April 2007. While job losses
have been experienced in construction, manufacturing, and professional and business services, healthcare
employment has added more jobs over than past year as compared with two other growth industries: food
services and mining. In a similar vein, the American Hospital Association reported that the healthcare
sector added jobs that accounted for 45% of all private sector jobs added in 2007 (Malamud, April 2008).
Enrollment Status at Universities with Undergraduate Healthcare Degrees. As part of the needs
assessment for the Healthcare Leadership major at the University of Washington Tacoma, information
regarding enrollment status and trends was conducted using universities that were members of the
Association of University Programs in Health Administration (AUPHA). Personnel from the Office of
Institutional Research and Planning gathered information from these universities (See Table 1). From the
AUPHA list of 62 universities, data was reported for 15 universities.
Overview. Of the 15 universities, all but one has a current undergraduate program. One university
(University of North Florida) is closing its program due to low enrollment. Current enrollment
ranges from 54 to 337 undergraduates.
Table 1: Healthcare Leadership Major Enrollment Status by Universities.
Current# of Students 2006- 2005- 2004- 2003-
Institution or (FTE) 2007 2006 2005 2004 Status of Enrollment
Appalachian State 60 (undergrad) Increasing
Increasing (Bacc.) Steady for
U. of Baltimore 115 graduates
Clayton State U. 337 337 302 285 256 Increasing
East Carolina U. 151 (undergrad.) Increasing (200% in last 3 years)
George Mason U. 170 +/- stable
Increased (doubled in last 4
Howard U. 110 years)
80 (grad.), 25 Steady (grad.) declining
Iona College (undergrad.) (undergrad.)
Increasing each year by about
U. of New Hampshire 142 68 20 11-12
U. of North Florida Closing Program
260 (major) 40-50
Penn. State U (minor) 260 240 215 190
South U. - Savannah 25 increasing
Chico 50 major, 10 minor 54 29 29 31
Idaho State U. 80 undergrad increasing
Undergrad growing, Masters
Oregon State U. 134 (121 BS, 13 MPH) declining
110 (60 undergrad., 50
Weber State U. grad.) Both increasing
Enrollment Trends. Of the fourteen universities with some type of undergraduate healthcare
leadership focus, twelve universities report increasing enrollment (either by examining their 2006-
2007 enrollment compared to 2003-2004 statistics or by their qualitative report of enrollment
status). East Carolina University reports increasing their enrollment by 200% in the last three
years and Howard University reports doubling enrollment in the last four year. One university
reports stable enrollment and one reports declining enrollment.
Employment Post Graduation. Table 2 lists the types of employment opportunities for graduates of
the various universities. In addition to healthcare organizations such as hospitals and long-term
care facilities, graduates with a healthcare degree are also employed by insurance companies and
pharmaceutical companies as well in governmental positions that focus on public health and policy
Regional Level Data
Regional need for an undergraduate degree in healthcare leadership is supported by data related to state
supported course enrollment and area employment opportunities. Also, community colleges’ information
supports the need for a degree that provides an educational ladder from the associate degree to a bachelors
Data. According to a State Supported Course Enrollment report, workforce state supported courses as
offered from Fall 2002 though Fall 2006 were analyzed “Workforce courses include those offered to train
people for jobs or to upgrade current job skills. Some
Table 2: Employment Opportunities for Healthcare Leadership Graduates
Institution Employment Data (Types of Employers of Graduates, etc.)
Appalachian State Med Groups, Hospitals, Long-term care. 5-15% don't work in health care
U. of Baltimore
Clayton State U.
Hospital, Insurance, State Medicaid, Group Medical Practices
would be the four largest employers.
East Carolina U.
Hospitals, nursing homes, medical practice,
social agencies, Rx and DME sales
George Mason U.
hospitals, long-tem care facilities, insurance companies, pharmaceutical
companies, and research laboratories
. Students with a GPA of at least 3.00/5.00 have been most successful in
Iona College Most of our students actually stay in their originating places of business,
usually hospital or long term care facility,
BUT move up in those ranks. Employers like that.
Few students have begun their own businesses; some have gone to the
U. of New Hampshire
Virtually all of our students pursue careers in health management & Policy,
although some do not.
Directly following graduation, the largest percentage of them go to work in analyst
positions in health care systems or teaching hospitals.
We also have a fairly large group of students going toward insurance companies
and or smaller hospitals.
We have a handful of students every year who move toward public health or
policy positions with governmental agencies or not-for-profit
These positions are also typically as analysts or advocates. We have about 10%
of each graduating class going on directly to graduate school and one or two
who pursue careers in ltc and a similar number with pharmaceutical or medical
U. of North Florida
We no longer offer this program because we had almost no students enrolled.
The program existed approximately 5 years and I think we graduated 13 people.
We are finishing out those in the “pipeline” but not accepting any new students.
Penn. State U
10-15% of our students in each sector: acute care,consulting,
pharm/med supply/med device, ambulatory care, LTC, policy
South U. - Savannah
Has only been in practice for the last 2 years, no graduating class yet.
Fall, 08 will be first
California State - Chico
We have a wide variety of employers, including acute care, various long-term
public health programs, and payer organizations.
Idaho State U. Group practice management, hospitals, long-term care facilities
Oregon State U.
Our graduates are employed by health care delivery and payer organizations
throughout the Pacific Northwest but tend to be concentrated in Oregon
Weber State U.
Hospitals, Health insurance plans, Long Term Care Facilities,
Medical Group Practices
86,378 students took at least one workforce course.” Within the category of courses related to “Higher
Wage Programs, Other Health Tech FTEs grow by 21% from 2002 to 2006. Of the five reported FTE
workforce categories, only nursing has a higher growth (26%)as compared to the “other Health Tech”.
The other three programs (Information Tech, Engineering, etc, and Machinists) all reported a loss of
FTEs. Of the workforce FTEs within the “Middle Wage Programs”, Other Health Services” FTEs grow
by 13% from 2002-2006. Of the five reported FTE workforce categories, only “Other Health Services”
showed growth. The other category losses ranged from 1% to 17%. (Washington Community and
Technical Colleges, 2006).
According to an news article (The News Tribune, 15 May 2005), healthcare employment accounted for
12,905 employees working for healthcare organizations listed in the top fifty employers in the Tacoma
region. Of the fifty top employers (in terms of number of employees) nine were related to health care.
Recently, contacts have been established with both Multicare and the Francisian healthcare systems that
will allow access to personnel with technical Associate Degrees to document their specific interest in a
degree with a healthcare leadership major. NOTE: Data will be gathered from both institutions
regarding interest in major as well as data gathered from area healthcare organization’s CEOs
regarding need for major. This will be included in the final HEC Board proposal.
Technical Associated Degree Programs. Currently, it is very difficult for a graduate with a technical
Associate Degree to obtain a bachelor’s degree, as almost all universities/colleges within Washington do
not accept many credits for the technical college courses. Within the Puget Sound area, Bellevue
Community College is the only institution that offers a bachelor’s degree that accepts Associate Degree
technical courses. This new program started Autumn 2007 with 20 students. Unfortunately, this program
is limited to those with radiology technical courses as the degree is a Bachelors in Radiology Technology.
Recently, contacts have been established with TCC, Clover Park, Highline and Pierce Community
Colleges to assist with documenting the specific number of students who would pursue a bachelor’s
degree with a healthcare leadership major. This data is expected to be available by the end of the Spring
2008 quarter. Lori Banaszak from Clover Park Technical wrote: “What a great concept for an
undergraduate degree option. I would suggest you contact our Dean for that division, LaRita Mandley.
She can work with her faculty to make the necessary arrangements for Ruth to speak to the students. We
have, I believe, 14 health-related training programs including day and evening offerings so she should
have quite a few options!! Please keep us posted on the status of this degree - it sounds very exciting and
I hope that we can develop an articulation agreement with UWT to provide a transition for our students.”
NOTE: Data will be collected and added to the HEC Board proposal.
UWT has an opportunity to create a market niche, if agreements can be reached regarding acceptance of a
selected number of technical degree credits. Currently, AD graduates are only able to transfer in 15
technical course credits. Of importance, it should be noted that these students would be expected to meet
the general education transfer requirements. Currently, AD graduates with technical degrees have taken
15-25 credits that might be used to fulfill general education requirements. It is important to recognize that
the AD graduates will need an opportunity and time to fulfill their general education requirements.
University of Washington, Tacoma Information
Two surveys were conducted which purposed to determine specific demand for a healthcare leadership
major. One survey was flawed in terms of being able to determine who selected “health BS” options. The
second survey provides information about the interest in this type of degree from UWT’s lower division
Survey #1. In July 2007, the UWT Office of Institutional Research provided data from a survey of local
community college students about potential demand for a degree in Health. Students who might be
interested in a degree in Health numbered 108/571 (19%). Of those who would consider transferring to
UWT, 30% (108/361) indicated an interest in a degree in “Health.” However, it was not clear from the
survey questions what respondents believed a major in Health entailed since the major was not defined or
described in the survey. For example, it was unclear if students who were interested in a degree in Nursing
selected the “Health” box since “Nursing” was not one of the options in the list. Additional analysis later
revealed that 80 nursing students had completed this first survey. It is likely that these 80 students
selected the “Health” degree option which reduces the number of non-nursing students interested in a
health degree to 28. These numbers are likely to reduce as more information about what a health degree
entails becomes known to these community college students.
Survey #2. A 2008 Needs Survey Program was administered by the UWT Office of Institutional
Research. This survey was completed by lower division students. For the Health Leadership Major, 22
(6.51%) indicated that they would enroll “major in this if offered”, 70 (20.71%) indicated they were
“interested” and 72 (21.30%) indicated they were “vaguely interested”.
Finally, Chancellor Patricia Spakes reports that the South Puget Sound leaders have expressed a need for
a degree in healthcare leadership. Based on information from these leaders, an initial enrollment of 10
student fulltime equivalents (FTEs) would be a reasonable projection.
Both national and regional data indicate a strong employment need for healthcare leaders. Employment
opportunities are robust including hospital, clinics, insurance, group practice and government positions.
UWT has the opportunity to proactively develop an undergraduate degree with a healthcare major to
insure an adequate supply of personnel with healthcare technical skills and leadership knowledge, skills,
and abilities. Due to the lack of an existing education ladder, UWT has the potential to offer people
within the South Puget Sound area, an opportunity to receive a bachelor’s degree that is mutually
beneficial to the graduate and the South Puget Sound community. Due the graduates with a technical
Associated Degree need to complete their general education courses as well as the need to develop
mechanisms by which some of their technical courses could be accepted toward their bachelor’s degree, it
is recommended that the Healthcare Leadership major begin by focusing on UWT lower division students
who have expressed an interest in this major. By offering this major, the likelihood of keeping these
students enrolled at UWT is enhanced. It is believed that UWT might attract students with technical
degrees to this major starting in Fall 2011.
C. Relationship to Other Institutions
1. The UWT business degree with a minor in health or an IAS degree with a minor in health would be the
closest offerings at UWT to a degree in HealthCare Leadership.
There is not a degree in HealthCare Leadership offered at other area institutions. However, WSU,
Vancouver offers an Allied Health degree that prepares students to apply to Physical Therapy,
Occupational Therapy, or Physician’s Assistant programs. UWS offers an advanced degree in Health
Administration and a bachelor’s degree in Public Health.
2. According to the plan of the proposed degree, the interdisciplinary focus of the degree is unique and
differentiates it from similar programs.
II. Program Description
A. Goals and Objectives
The organizing framework for the UWT HealthCare Leadership Major is based on work done by the
Healthcare Leadership Alliance (HLA). The HLA consists of six “premier professional societies
representing over 100,000 members across the healthcare management disciplines.” These professional
societies are as follows:
American College of Healthcare Executives,
American College of Physician Executives,
American Organization of Nurse Executives
Healthcare Financial Management Association,
Healthcare Information and Management System Society,
Medical Group Management Association and its certifying body-the American Collage of
Medical Practice Executives.
In a two-year development project using job analysis and research, the Healthcare Leadership Alliance
(HLA) identified 300 leadership competencies in five domains and published these as a Competency
Directory. The purpose of this project was “to ensure that healthcare leaders are prepared for future
challenges they will face, and to determine the commonalities and distinctions in credentialing and
professional certification among the various associations.” HLA also believes that this “Competency
Directory also will be used by university educators in health administration to design curriculum.”
Specific Program Goals
With such cross-disciplinary and research support, the HealthCare Leadership Major adopted the five
domains. Goals for each domain are as follows:
Domain #1: Communication and Relationship Management
Use multiple communications strategies that enhance positive human relationships considering
both healthcare clients/customers and work force personnel
Domain #2: Leadership
Demonstrate the ability to integrate both theoretical and experiential knowledge relevant to
leadership in the healthcare environment.
Domain #3: Professionalism
Integrate ethical behaviors into healthcare leadership professional practice.
Domain #4: Knowledge of the Healthcare Environment
Demonstrate knowledge of the healthcare environment that includes synthesis of the cost,
access and quality challenges and is able to propose solutions to these challenges.
Domain #5: Business Skills and Knowledge
Demonstrate basic budgeting, outcomes measurement and information management.
Specific Objectives and Outcomes
Specific course objectives will be integrated with specific program goals. A matrix chart will demonstrate
this integration vertically by domain goals and by the horizontal threads of access, cost, quality and
healthcare work environment. Specific outcomes will be identified in each course syllabus and by the
access plan found in Part III of this document.
1. The Healthcare Leadership Major consists of 90 upper division credits. Of these 90 credits, 55 are
core credit requirements, 20 credits are required electives from health courses or selected
minors/certificate courses, and 15 credits are free electives chosen by the student or to fulfill
graduation requirements/number of credits per the University of Washington guidelines. Students
will be required to identify electives they propose taking with supporting rationale. Students will
have the option to earn a certificate or minor which usually requires 25-30 credit hours.
Minor/certificates of interest to healthcare leadership students include the following: Applied
Computing, Asian Studies, Computing & Software Systems, Environmental Studies, Hispanic
Studies, Human Rights, Nonprofit Management, and Urban Studies.
In developing the specific courses for the healthcare leadership curriculum, five domains as
identified by HLA were used as vertical threads: Communication and Relationship Management,
Leadership, Professionalism, Knowledge of the Healthcare Environment, and Business Skills and
Knowledge. The concepts of access, cost, quality and the healthcare work environment provided the
horizontal integrators. Although access, cost and quality are well-known challenges for healthcare
leaders, the concept of healthcare work environment was added as many current research studies
support the relationship of this concept to outcomes that are important to leaders; namely, retention,
team performance and customer/worker satisfaction (See Table 3 and Table 4).
Outline of Course of Study
Table 3: Core Courses-14 courses with 3 New Courses
Domain Course Quarter New Program
Communication & Diversity: Issues of Exclusion & 4 HLM/NSG
Relationship Inclusion (TNURS 407)
Management [Core: Health & Society Minor]
Critical Analysis & Writing to 1 HLM/NSG
Improve Decision Making (TNURS
Interpersonal Relationship 4 HLM/NSG
Ethical Issues (TNURS 410) 5 HLM/NSG
Leadership Healthcare Leadership Strategies 2 Yes HLM
Internship 6 HLM
Professionalism Ethical Issues (TNURS 430) 3 HLM/NGS
Knowledge of Health, Illness & Society (THLTH 1 HLM/NSG
Environment [Core: Health & Society Minor]
Business of Healthcare: Access, 1 HLM/NSG
Cost, & Quality (THLTH 440)
Healthcare Legal and Accreditation 4 Yes HLM
Introduction to Research (TNURS 5 HLM/NSG
Business Skills & THLTH 320 Promoting Health 2 NSG
Knowledge Through Social Marketing
HLM 3xx Healthcare Cost Analysis 3 Yes HLM
TINST 311 Database Management 3 SCC
& Data Analysis
CSS=Computing Software Systems, HLM=HealthCare Leadership Major, NSG=Nursing,
Table 4: Sequencing of Core & Elective Courses
Quarter Course Credits
1 TNURS 350 Critical Analysis & Writing to Improve Decision
THLTH 310 Health Illness & Society [Core: Health & Society
THLTH 440 The Business Of Healthcare: Cost, Access, &
2 THLM 3xx Healthcare Leadership Strategies 5
THLTH 320 Promoting Health Through Social Marketing 5
3 THLM 3xx Healthcare Cost Analysis Challenges 5
TINST Database Management & Data Analysis 5
4 TNURS 407 Diversity: Issues of Exclusion & Inclusion [Core:
Health & Society Minor 3
TNLM xxx Healthcare Legal and Accreditation Issues 5
TNURS 430 Interpersonal Relationships 3
5 TNURS 430 Ethical Issues 3
TNURS 403 Introduction to Research 3
6 THLM xxx Internship 5
Total Credits 90
2. Potential students will meet the general education requirements of UWT. In addition, two lower
division courses are required for admission into the program:
Anatomy & Physiology (1 course) OR medical terminology (1 course)
3. The majority of courses will be drawn from existing Nursing and Health courses with one course
from Computing and Software Systems. Three new courses will need to be developed, including
one course in the Leadership domain,, one in the Knowledge of the Healthcare Environment domain,
and one course in the Business Skills and Knowledge domain (see Table 1).
Health courses currently taught by Nursing as well as courses in Business, Computing and Software
Systems, Interdisciplinary Arts and Sciences, and Social Work can be used to fulfill required and
free elective credits. Examples of Health courses that could fulfill required and free elective credits
include the following: THLTH 415 Representations of Health Policy and Ethics in Film, THLTH
420 Holistic Health, THLTH 425 Viloence in Intimate Partner Relationships, THLTH 430
Adolescent Health in Context, THLTH 445 Women’s Health, Women’s Lives, THLTH 445 Health
in a Developing Nation Study Abroad, THLTH 470 Challenges and Controversies in U.S. Health
Care, THLTH 472 Human Health and the Environment, THLTH 485 Critical Issues in Global
Health, and/or TNURS 402 Families in Society. As indicated by the curriculum, students already
take three Health courses (THLH 310, 320, and 440). Both core courses required in the Health and
Society minor are also required in Healthcare Leadership major (TLHL 310 and TNURS 407).
4. The major mode of course delivery will be a mix of face-to-face and online interactions. Student-
faculty interaction will be both synchronous and asynchronous with use of discussions forums, chat
room and physical/virtual faculty office hours. Other than general faculty orientation to BlackBoard,
no additional technology skills will be required by faculty.
TABLE 5: Program Faculty
Name Rank Status % Effort in Program FTE/year
Year 00: Ruth E. Rea Associate Prof PT 50% .5
Year 01: Ruth E. Rea Associate Prof PT 50% .5
Year 02: Ruth E. Rea Associate Prof FT 100% 1.0
Year 03: Ruth E. Rea Associate Prof FT 100% 1.0
Year 04: Ruth E. Rea Associate Prof FT 100% 1.5
To Be Determined Assistant Prof FT 50%
Year 05: Ruth E. Rea Associate Prof FT 100% 1.5
To Be Determined Assistant Prof FT 50%
TABLE 6: Size of Program*
Year 1-2009 Year 2-2010 *Year 3-2011 Year 4-2012
101 101 -Graduate
Total FTE 10 20 25 30
indicates year started major
*Expected admission of students with Technical Degrees who have completed General Education
Table 7: Headcount and FTE Numbers*
No. of Year 1 Year 2 Year 3 Year 4**
Headcount 10 20 25 30
FTE 10 20 25 30
*Considered only those enrolled in major. Data indicate 70 lower division students with
“interest” and 72 “vaguely interested” in healthcare leadership courses.
**Year 4: Please indicate the year in which the program plans to reach full enrollment.
2. It is thought that the students who initially enroll in the Healthcare Leadership major will be fulltime.
However, students who enroll with a technical degree might chose to take course part time due to
work commitments. Thus while the program growth in Year 3 and Year 4 reflects a growth of 5
FTEs to account for this type of enrollment.
3. Efforts to recruit and retain students of color or who have disabilities will entail the program
recruiter meeting with potential students at their place of employment (ensuring that a wide-range of
industries are identified and canvassed). Additionally, a program administrator will serve as an
advisor to students throughout their time in the program, helping them with any difficulties and
pointing them to appropriate University resources.
Even with a small number of students it would be necessary to have an administrator for the program. It is
not feasible to add additional responsibilities to the roles of current Nursing Program clerical and
TABLE 8 Clerical/Support Staff
Name Title Responsibilities % Effort
Year 00: To Be Program recruiting, developing marketing 50%
Determined Coordinator materials, advising, reviewing
articulation agreements, ongoing
evaluation procedures, filing
Year 01: As Above As Above As Above 50%
Year 02: As Above As Above As Above 50%
Year 03: As Above As Above As Above 50%
Year 04: As Above As Above As Above 50%
Year 05: As Above As Above As Above 50%
III. Program Assessment
A. Assessment Plan
The effectiveness of the academic program for the Bachelor of HealthCare Leadership will be regularly
assessed to validate the impact of the program on the community and achievement of the goals of the
program. Community impact will be conducted post graduation. Since the students in the program will
have post-technical degrees, it is expected that students will be applying the result of their learning
experiences within their respective practice settings. Data for comparison will be obtained at program
completion and at regular intervals there after from graduate surveys and surveys of employers of
An assessment of student and program outcomes of a Bachelor of HealthCare Leadership program will be
conducted utilizing multiple methods. The goals of the program will guide the assessment process. These
Upon completion of the Healthcare Leadership curriculum, the student will be able to:
1. Use multiple communications strategies that enhance positive human relationships considering both
clients/customers and work force personnel.
2. Demonstrate the ability to integrate both theoretical and experiential knowledge relevant to
leadership in the healthcare environment.
3. Integrate ethical behaviors into leadership professional practice
4. Demonstrate knowledge of the healthcare environment that includes awareness of cost, access, and
quality challenges and is able to generate solutions to these challenges
5. Demonstrate basic budgeting, outcome measurement, and informatics abilities
Student attainment of the five program goals will be assessed using the following sources: a portfolio that
contains selected student academic work and a written summary of progress in the Bachelor of Healthcare
Leadership program, oral and written responses to case studies focusing on healthcare leadership and
evaluations of field experiences.
Potential Impact of the Healthcare Leadership Program on the Community:
Graduation rates: This outcome reflects the number of students entering, dropping out, length of time in
program and numbers graduating.
Data to be obtained include: applications and acceptance rates, graduate rate, attrition rate, time to
complete the program and number of underrepresented groups in graduates. A follow-up of students
who withdraw from the program will be conducted to determine reasons for dropping out and
identification of plans for returning or for further study.
Patterns of employment: This outcome reflects employment patterns of graduates related initial
employment after graduation or to changes in employment over time since completing the program.
Data obtained will include position and scope of responsibility 1, 3, and 5 years post graduation.
Program satisfaction: This outcome reflects the satisfaction level or evaluation of the program by major
constituencies such as alumni and employers.
Data will be obtained at year 1, 3, and 5 years after graduation from a representative sample of
graduates. In addition, data will be obtained at years 2 & 4 post graduation from the employers of
these alumni. Data collection will be obtained through survey conducted by the University of
Washington, Office of Educational Assessment using questionnaires designed specifically for the
Healthcare Leadership program.
B. Student Learning Outcomes Assessment Plan
Use multiple communications strategies that enhance positive human relationships considering both
clients/customers and work force personnel: This outcome reflects the student’s ability to communicate
orally and in writing, responsive to the needs of diverse populations, negotiate differences and deal with
Data will be obtained from responses to case studies that discuss communication and relationship
management, selected papers included in the portfolio representing issues of diversity,
communication and critical thinking and evaluations of field placements in healthcare leadership
Demonstrate the ability to integrate both theoretical and experiential knowledge relevant to
leadership in the healthcare environment: This outcome reflects the student’s skill in reasoning,
analysis, research, and/or decision making relevant to healthcare leadership.
Data will be obtained from a portfolio containing a representative sample of papers from courses
requiring reflective, persuasive, or research writing. These selected papers will be used as a guide to
demonstrate progress in throughout the HealthCare Leadership program in a written Summary of
Integrate ethical behaviors into leadership professional practice: This outcome reflects the student’s
ability to reflect critically upon and to apply principles of ethics to diverse situations and dilemmas.
Data will be obtained from evaluations of field placements in healthcare leadership practice and
responses to case studies that discuss ethical behavior and decision making in healthcare leadership
Demonstrate knowledge of the healthcare environment that includes awareness of cost, access, and
quality challenges and is able to generate solutions to these challenges: This outcome reflects the
student’s ability to think critically about healthcare management and to explicate through field
experiences and selected papers responses to the business of health care.
Data will be obtained from evaluations of field placements in healthcare leadership practice and
selected papers included in the portfolio responding to issues of cost, quality and access in health
Demonstrate basic budgeting, outcome measurement, and informatics abilities: This outcome reflects
the student’s ability to develop budget and evaluation measures as a leader in health care and to
understand systems that store, process and communicate information.
Data will be obtained from responses to case studies, selected papers included in the portfolio that
discuss issues budgeting and outcome measurement and evaluations of field placements in healthcare
A. Details of Program Costs
Table 9: Program Financial Details
Prep Year Year 1 Year 2 Year 3 Year 4 Year 5
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Faculty base Assoc Prof: Assoc Prof: Assoc Prof: Assoc Prof: Assoc. Prof: 1FTE Assoc. Prof: 1FTE
salary $37,000 $37,841 $77,195 $78,739 Asst. Prof: .5FTE Asst. Prof: .5FTE
.5FTE .5FTE 1FTE 1FTE 50% 50%
Benefits $9,065 $9271 $19,299 $20,078 $29,722 $30,316
Total-Faculty $46,065 $47,111 $96,494 $98,817 $144,036 $146,916
Program $20,262 $20,262 $20,667 $21,081 $21,502 $21,932
Benefits $6484 $6484 $6717 $6957 $7,203 $7,347
Total-Clerical $26,746 $26,746 $27, 384 $28,037 $28,705 $29,280
Year 1 Year 2 Year 3 Year 4 Year 5
2009-1- 2010-11 2011-12 2012-13 2-13-14
Postage $600 $600 $600 $600 $600
Telephones ?? cell formula $40 $60 $60 $80 $80
Dues/membership $100 $200 $200 $300 $300
Photocopying/Printing $1100 $1200 $1300 $1400 $1500
Marketing $14,316 $2000 $1000 $1000 $1000
Total $16,156.00 $4,060.00 $3,160.00 $3,380.00 $3,480.00
Goods & Services
Supplies $1,000 $1,000 $1,500 $1,500 $2,000
Special Computer Software $1,000 $1,000 $1,000 $1,000
Other: Computers $2,000 $2,000
Textbooks $1,000 $700 $700 $1,200 $1,200
Total $5,000 $2,700 $3,200 $4,700 $4,200
Faculty $500 $1,000 $1,000 $1,500 $1,500
Staff $75 $75 $75 $75 $75
Total $575 $1,075 $1,075 $1,575 $1,575
Library Acquisitions $1,000 $1,000 $1,500 $2,000 $3,000
Total $1,000 $1,000 $1,5000 $2,000 $3,000
Total Direct Costs $96,588 $132,751 $135,790 $184,396 $188,451
Indirect If Applied to Program $9,651 $13,271 $13,579 $18,440 $18,845
Total New Costs for the Year $106,247 $145,984 $149,369 $202,836 $207,296
Costs Carried Forward $106,247 $252,231 $401,600 $604,435
Total Costs for Program $252,231 $401,600 $604,435 $811,731
B. Summary of Program Costs
Table 10: Program Financial Summary
Year 1 Year 2 Year 3 Year 4 Year 5
Administrative Salaries & Benefits @ 29.5% $ - $ - $ - $ - $ -
Faculty Salaries and Benefits @ 30.5% and 24.5% $ 47,111 $ 96,494 $ 98,817 $ 144,036 $ 146,916
TA/RA Salaries & Benefits
Clerical Salaries & Benefits @ 32% $ 26,746 $ 27,384 $ 28,037 $ 28,705 $ 29,280
Other Salaries & Benefits @ 12% $ - $ - $ - $ - $ -
Financial Aid specific to the program
Contract Services $ 16,156 $ 4,060 $ 3,160 $ 3,380 $ 3,480
Goods and Services $ 5,000 $ 2,700 $ 3,200 $ 4,700 $ 4,200
Travel $ 575 $ 1,075 $ 1,075 $ 1,575 $ 1,575
Equipment $ - $ - $ - $ - $ -
Lease or Acquisition (attach form III.a)
Other (itemize) $ 1,000 $ 1,000 $ 1,500 $ 2,000 $ 3,000
Indirect (if applied to the program) $ 9,659 $ 13,271 $ 13,579 $ 18,440 $ 18,845
Total Costs (By Year) $ 106,247 $145,984 $ 149,369 $ 202,836 $ 207,296
Total Costs (For Program Not Esclated for Inflatation) $252,231 $ 401,600 $ 604,435 $ 811,731
General Funds: State Support $ 52,000 $104,000 $ 130,000 $ 156,000 $ 156,000
Tuition and Fees(total) $ 53,457 $110,160 $ 144,575 $ 173,490 $ 173,490
Internal Reallocation *
Other Fund Source (specify)
Total Revenue $ 105,457 $214,160 $ 274,575 $ 329,490 $ 329,490
United States Bureau of Labor Statistics, Employment Situation Summary: March 2008
United States Bureau of Labor Statistics, Occupational Outlook Handbook, 2008-2009
Malamud, M. (April 14, 2008), Public underestimates how much hospitals drive local economies. AHANewsNow
Area’s Top 100 Employers May 15, 2005
Washington Community and Technical Colleges (Fall 2006). State Supported Course Enrollment: State FTEs by
Academic, Workforce, Basic Skills and Pre-college Fall 2002 through Fall 2006