Our online Doctor of Healthcare Administration program can help you gain advanced knowledge and business strategies to stay current in today's ever-changing healthcare environment.
Track I is a program of study for students who have a Master of Healthcare Administration (MHA). It allows the student to forgo foundational healthcare administration courses and complete the program in a shorter amount of time.
If you have a master’s degree in an unrelated discipline, see Track II.
Transfer of Credit
If you have completed your MHA, you may be able to transfer 35 additional credits upon enrolling in the Doctor of Healthcare Administration (DHA) program, which can save you time and money. Call an enrollment advisor at 855-646-5286 to determine eligibility and learn more.
Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation/doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation/doctoral study process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 1-866-492-5336.
|Course Code||DDHA 8003||Course||Building a Multidisciplinary Approach to Health||Credits||(3 cr.)|
|Course Code||DDHA 8130||Course||Communications, Marketing, and Public Relations for Healthcare Administration Leaders||Credits||(5 cr.)|
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||DDHA 8500||Course||Health Leadership and Systems Thinking||Credits||(5 cr.)|
|Course Code||RSCH 8210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||DDHA 8050||Course||Global Health and Issues in Disease Prevention||Credits||(5 cr.)|
|Course Code||DDHA 8450||Course||Project and Resource Management in Integrated Systems||Credits||(5 cr.)|
|Course Code||DDHA 8246||Course||Advanced Application of Practice-based Research in Health||Credits||(5 cr.)|
|Course Code||DDHA 8900||Course||Healthcare Quality Management||Credits||(5 cr.)|
|Course Code||DDHA 8600||Course||Governance, Law, and Policy for Healthcare Leaders||Credits||(5 cr.)|
|Course Code||DDHA 8750||Course||Trends and Issues in Executive Level Management for Healthcare Administrators||Credits||(5 cr.)|
|Course Code||DDHA 8800||Course||Data-Driven Decision Making||Credits||(5 cr.)|
|Course Code||DDHA 8901||Course||Research Forum Companion||Credits||(5 cr. per term for a minimum of four terms = 20 cr.)|
|Course Code||DDHA 9100||Course||DHA Research Capstone||Credits||(5 cr. per term for a minimum of 4 quarters until completion)|
In this course, students explore the multidisciplinary nature and integration of professional practice in the health field. Students have the opportunity to utilize their scholarly voice with diverse audiences and with academic integrity to ensure academic and professional success as a scholar-practitioner and social change agent. As leaders in their profession, students discuss critical public health and health services in the health field utilizing a response to a natural disaster, review of emerging issues in the health field, and what it means to be part of a multidisciplinary team to develop community partnerships with key stakeholders to address health issues impacting their communities, agencies, and/or organizations.
An overview of marketing and public relations principles as they relate to healthcare administration, highlighting theoretical concepts that are commonly used in healthcare administration research and practice, is provided to students in this course. Topics include principles of communication, social marketing techniques, public relations techniques, promoting health literacy, identifying key stakeholders and community partnerships, principles of culturally appropriate health services delivery, marketing healthcare services, and ethical practice in healthcare administration.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
In this course, students explore leadership models and theories, the core principles of public health leadership, and the application of systems thinking to public health. They examine how to create strategies and solutions that efficiently utilize public health and healthcare resources. Students also discuss descriptive and prescriptive systems, focusing on the application of these processes to current public health issues and challenges at the organizational and community levels.
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. RSCH 8110 or RSCH 7110 or RSCH 6110.)
Students are provided with an in-depth review of how global health-based strategies are used in the prevention of disease and disability in diverse populations. They explore global health topics and disease prevention activities from the perspective of understanding the determinants of health. Using a cross-disciplinary approach, students examine how economics, social factors, cultural competency, health literacy, health policy, urbanization, globalization, the environment, and other factors influence disease. They consider how research in disease prevention, health determinants, cultural ecology, and global health applies to public and community health efforts.
In this course, students focus on the strategic resource management process in an organizational setting. As leaders in the healthcare field, students explore resource management within the context of the healthcare mission, planning resource allocation, program implementation, and program evaluation. Students have the opportunity to assess their organization's current strategic position and apply relevant theoretical models in healthcare settings to adjust management practices in a changing healthcare environment. Students can also address the organizational dynamics and change management processes of integrated health systems and their networks of hospitals, nursing homes, group practices, and medical offices.
The goal of this course is to provide participants with an understanding of the methods and principles of applied research (quantitative, qualitative, and/or mixed-method designs) in health, focusing on cultural sensitivity, appropriate literacy levels, and Community-Based Participatory Research (CBPR). Students gain an appreciation of advantages and limitations of this approach, and skills necessary for participating effectively in CBPR projects. Additional topics include the role of funding in health research and principles of community health assessment. Students learn to identify and prioritize problems, then assess and utilize community resources to address these problems. Students also develop their Doctoral Study Premise.
The focus of this course is on the development of leadership strategies and competencies to support healthcare and organizational quality delivery of care. Emphasis is placed on a systems approach exploring the organizational structures that impact healthcare quality performance and, ultimately, patient outcomes. Using macro (enterprise-wide) and micro (individual and team performance) perspectives, students examine the leadership roles, which define, develop, and support decisions affecting quality strategies. Students in this course address how key organizational theories, principles, and concepts relate to achieving the effective and efficient delivery of safe healthcare services. Through the development of a quality program initiative, students demonstrate an understanding of the impact an initiative has on organizational structure, its environment, and the system's leadership. RSCH 8201 and RSCH 8210.)
Students in this course examine healthcare organization governance principles, health laws and mandates, and health policy issues and practice, which directly impact healthcare leaders. Using case studies and hypothetical situations, students assess leadership roles and key ethical principles and challenges underpinning healthcare organizations. Students apply an interdisciplinary approach that employs sociological, political, economic, and ethical perspectives to increase performance and assure quality in healthcare delivery. Topics include healthcare policy, advocacy, laws, mandates, contracts, and ethical obligations to provide quality healthcare by being stewards of their organization.
Healthcare administrators, more than ever before, are facing challenges and opportunities, given the dynamic nature of the healthcare industry. In this seminar-style course, students address how executive-level managers leading complex health systems can use strategic planning, risk management, and innovative business practices to take advantage of healthcare trends, as well as the current social and economic forces that guide strategic planning of healthcare systems. Students explore ways to improve Board of Director relationships, address financial challenges, and implement healthcare reform measures. As a result of this course, healthcare leaders are better able to visualize and address the quickly changing landscape of healthcare delivery per the guidelines outlined in the Patient Protection and Affordable Care Act of 2010. Students also have the opportunity to address the cultural issues that are present in the healthcare environment.
To make informed decisions, healthcare administrators need to synthesize an abundant and wide variety of data. Students in this course are provided with techniques to transform data into the information needed to make critical decisions. Data mining, using operational data, methods for interpreting data, and the use of technology in the collection and application of data are explored. Students apply data-driven decision-making skills to practical application through the use of contemporary and practical case studies. They also apply techniques for presenting data to stakeholders. RSCH 8201, and RSCH 8210.)
The purpose of this forum is to assist students with making initial progress toward earning a Doctor of Health Administration (DHA) degree. Students begin working on the prospectus with their chair and become familiar with the resources available for doctoral students. The course offers doctoral students the opportunity to integrate their program of study and demonstrate knowledge of an in-depth exploration of a healthcare administration issue or problem. Students will engage in regular scholarly discussions with a faculty chair and fellow doctoral students, submit Quarterly Plans, and progress toward completion of the DHA degree. Information and resources related to the doctoral study, residencies, research and writing, and doctoral program expectations are provided for guidance.
In this capstone course, doctoral students have the opportunity to integrate their program of study and demonstrate their knowledge into an in-depth exploration of a healthcare administration issue or problem. Students complete an applied practice-based project independently, with the guidance of a capstone supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and carry out and analyze a research protocol and project.Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
|Course Code||DRWA 8000||Course||Doctoral Writing Assessment||Credits||(0 cr.)|
This course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will be guided toward any further recommended or required writing support needed to meet writing proficiency standards. This required course is free. Students will be enrolled automatically in it after they complete their first term of their doctoral program.