ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 34 DOI: 10.5929/2013.3.1.1 Dominguez, Garcia, & LaFrance Dominguez, Garcia, & LaFrance a INTRODUCTION

n 2000 the Institute of Medicine (IOM) published To Err is Human: Building a Safer , a landmark Health System, Err is Human: Building a Safer To n 2000 the Institute of Medicine (IOM) published of as thousands medical errors reducing by quality of care increase on the need to attention study which focused The 2000). medical mistakes (Institute of Medicine, of preventable occurring as the result were American deaths Kevin G. LaFrance, MBA, Ph.D., FACHE G. LaFrance, Kevin HEB School of Business Word University of the Incarnate and Administration Daniel G. Dominguez, MHA, Ph.D. Daniel G. Dominguez, MBA, Ph.D., FACHE Chris Garcia, work harder at providing the quality of care (Institute of Medicine 2001). The 2001 study identified six factors believed six factors 2001 study identified believed The (Institute the quality of Medicine 2001). of care providing at harder work all health on an individual basis and called for patients provided the quality to of medical care be closely related to care. and equitable efficient, timely, patient-centered, effective, pursue safe, to organizations care (Institute of Medicine, 2001). In this study researchers expanded the previous focus on patient safety to a more a more to safety on patient focus the previous expanded 2001). In(Institute of Medicine, this study researchers report This that noted with the quality of the key factors of medical care. examination associated comprehensive to providers healthcare requiring by not be corrected could and therefore systemic largely were quality problems study concluded with a clarion call to action and a plan centered on the need to improve patient safety (Institute safety patient improve on the need to action with a clarion call to study concluded and a plan centered for Quality the report, System New follow-on a A Chasm: Crossing In 2000). Medicine, produced of IOM the 2001 perspective a systems and quality safety from patient between relationship the examined which the 21st Century, I selection of a competency model and its application to the course curricula. the course to selection a competency of model its application and CAHME Accreditation Mission, Advisory-Board, Development, Competency, Program Keywords: framework, including the determination of a program vision and philosophy and the establishment of a program and the establishment of a program vision and philosophy of a program the determination including framework, part in the used second and advisory The process of the a discussion with group concludes development board. an urban-based, private university located in the Southwest United States. The authors describeauthors structure the The States. United Southwest the in university located private urban-based, an the incorporating needs by the market to and curricula competencies align the program’s used to and process first part The input. development of the articlecomponents of the program the community’s addresses healthcare centered, model is based on the assumption that competency is related to the ability to demonstrate mission- and the ability to demonstrate model to assumption that competency is based on the is related centered, non-prescriptive article This a comprehensive, and attitudes. provides values, skills, knowledge, market-relevant within in health administration program graduate of a new competency-based the development to approach Within a sea change in the structure and process of providing health services, the field of health administration health services, administration the field of health of providing and process a sea change in the structure Within based on the a teaching-centered model of education from and concretely decisively has moved education or student- learning-centered, The a learning-centeredcompetency to model. assumption that knowledge equals TO SUCCESS HEALTHCARE EDUCATION ON A PATHWAY A PATHWAY ON EDUCATION MANAGEMENT HEALTHCARE DEVELOPING A NEW GRADUATE PROGRAM IN HEALTHCARE HEALTHCARE IN PROGRAM GRADUATE NEW A DEVELOPING OF THE TRANSFORMATION EMBRACING MANAGEMENT: ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 35 the needfor built upontheeducational requirements curriculum acompetency-based ofindividuals already working program was the formulation of a program vision and philosophy statement built upon a mission that centered on A foundational step in the development of the University of the Incarnate Master of Health AdministrationWord (UIW) Program Mission, Vision, andPhilosophy modelanddevelopmentprocess ofthecompetency ofthecurriculum. usedintheselection development group, board. andthedevelopment andapplication ofanadvisory The presents second section the this framework involve thedetermination ofaprogram visionandphilosophy, theestablishment ofaprogram ofthispaperaddressesThe the firstsection components ofaprogram of development Keyaspects framework. development graduate ofacompetency-based program inhealthadministration, ofBusiness. withinaSchool any. This paperisadetailed, non-prescriptive presentation process, oftheframework, andoutcomes related to the accounts andprocess ofthestructure usedto create programs newcompetency-based are believed to befew, if programs to models(Campbell, competency-based Lomperis, Gillespie, &Arrington, 2006).However, published Similar approaches have beenusedsuccessfully to convert existing content-based graduate healthmanagement program inhealthadministration withinanurban-based, private university located intheSouthwest United States. andprocess anddiscussesthestructure describes usedto developThis graduate article anewcompetency-based Lomperis, Gillespie, &Arrington 2006;HLA, 2005;NCHL,2004). comprehensive sets of competencies for the profession of health administration (Calhoun et al., 2002; Campbell, education programs andassociated professional organizations rigorouslyto identify anddevelop engagedinefforts However, itwas notuntil thecallfor a common setofcompetencies by theIOMin2003that healthmanagement more thanfour decades(Boyatzis, 1982;Boyatzis, Cowen, &Kolb1995l;Lucia &Lepsinger, 1999;McClelland, 1973). The concept within management related curriculum of competency-based fields has been in the literature for market-relevant values knowledge, andattitudes. skills, centered, isrelated modelisbasedontheassumptionthat competency to to demonstrate theability mission-and to equalscompetency alearning-centered model.assumption that knowledge The learning-centered, orstudent- education hasmoved decisively andconcretely from ateaching-centered modelofeducation basedonthe Within andprocess thisseaofchangeinthestructure ofproviding thefieldofhealthadministration healthservices, be matched (CAHME, withcurriculum 2004). the program’s competencies would bealigned withspecifichealthcare management content which, together, would of positions their students would enter upon graduation (CAHME, 2004). Thestipulated accrediting that body further for accredited allCAHME programs to identify asetofcompetencies related to theprogram’s missionandthetypes 2004 the CommissionIn on Accreditation Educationof Health Management (CAHME) established the requirement (2005). that accrediting bodieswere alsoproviding for outcomes-based, strong support i.e., competency-based, education 2001;Griffith, WardenGriffith, 2001). & Further, the Joint Commission Whitepaper, Healthcare atthe Crossroads stated required by graduates inorder to beeffective inthe (Calhoun,workplace Davidson, Sinioris, Vincent, 2002; &Griffith, quick to seethe need to increase educational outcomes, their focus on important i.e., competencies managerial Health management educators andpractitioners, whoseranks were well represented at the2003IOMSummit, were improvement,quality andinformatics. associated withthefollowing domains:patient-centered care, teams, interdisciplinary outcomes-based practice, in clinicaleducation, callingfor educational reform andrecommending theintegration ofacore setofcompetencies ofMedicine, (Institute 2003). toBridge Quality avisionfor setforth allprogramsThis report andinstitutions engaged various healthcare disciplinesandoccupations, resulted entitled HealthProfessions intheIOMreport Education: A 2002, theIOMconvened asummitfor thispurpose. This national meeting, attended by 150individualsrepresenting a planto reform healthprofessions education inorder to enhance patient care andsafety. quality thesummerof In summitbeconvened also recommendedThe Crossing Chasmreport that an inter-disciplinary to the Quality develop VOLUME 3,ISSUE1 DOI: 10.5929/2013.3.1.1 &LaFrance Garcia, Dominguez, PROGRAM DEVELOPMENT FRAMEWORK b ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 36 DOI: 10.5929/2013.3.1.1 Dominguez, Garcia, & LaFrance Dominguez, Garcia, & LaFrance a David uses the term Philosophy to capture the values, beliefs, aspirations, and ethical aspirations, beliefs, the values, capture to Philosophy uses the term David The program was designed to meet the educational needs of working adults, especially, of working especially, needs meet the educational to adults, designed was program The The term Self-Concept refers to the organization’s distinctive competence, i.e., aspects i.e., of the distinctive competence, the organization’s to Self-Concept term refers The It was envisioned that the program would provide working the ability pursue a students to provide would the program that It envisioned was Who is being served? The proposed program was to be located in a large urban setting of over one urban setting of over in a large be located to was program proposed The is being served?Who It was envisioned from the outset that program faculty would be practitioner-scholars. Specifically, the Specifically, be practitioner-scholars. faculty would program the outset that from It envisioned was Program Philosophy. Philosophy. Program Targeted Students. Students. Targeted Faculty. Self-Concept. Self-Concept. competency-based, MHA degree delivered in a face-to-face, executive-like format, i.e., part-time, non-working hours, i.e., face-to-face,a in format, executive-like delivered degree MHA competency-based, mini-semesters. 8 week and accelerated academically. academically. Services. envisioned it was Further, with a secondary on research. primary focus be on teaching, MHA faculty of would focus as being qualified as well administrator, as a healthcare experience have the ideal facultythat member would Antonio educational market. As discussed in the next section, this distinctiveness is reinforced by a faculty that may a facultymay by that nextin the discussed market. As section,educational distinctiveness this Antonio reinforced is as practitioner-scholars. be characterized program that create a competitive advantage (David, 2010). From its inception, the program was developed to to developed was the program its inception, 2010). From (David, advantage a competitive create that program competency-driven, It experientially-oriented a values-based, education. health management is this three provide distinctive within the San makes the program that combination and outcomes-based practitioner-focused point well-articulated and accepted core values. This concept is articulated in the Program’s values statement provided in provided statement values is articulated concept in the Program’s This values. core well-articulated and accepted 1. Figure with university mission-centered within a faith-based, is located program The (2010). priorities of the organization MSA (Greater San Antonio Chamber of Commerce, 2005). Further, the city had enjoyed an increase of 20,000 jobs an increase the city had enjoyed 2005). Further, of Commerce, Chamber San Antonio MSA (Greater in 2005 organizations and biosciences in healthcare employed individuals were 108,000 over 2005, and 1995 to from 2005). of Commerce, Chamber San Antonio (Greater At the time the program industry. healthcare growing and significant within an economically employed those already industry and bioscience the healthcare impact had an economic of $14.3 billion on the San Antonio developed, was was also served by two MBA programs, which offered concentrations in healthcare administration. During the time administration. in healthcare concentrations which offered also servedwas programs, MBA two by pursue an MHA in a face-to-face full-time and wished to worked individuals who being developed, was this program the ability do so. to did not have format also draws students from a geographically dispersed rural area to the south of the city. At the time the program was was the time the program At city. the south of the to area dispersed rural a geographically from students also draws market served of Master education was one full-time traditional health administration by the graduate developed, marketThe format. daytime week 16 traditional a in courses offered which program, (MHA) Administration Health Market. Market. is housed in which the program university The 63%. with a Hispanic of approximately population million people, provided? A multi-dimensional mission component structure developed by strategist Fred David provided a guide a guide provided David Fred strategist A multi-dimensional by structure developed provided? mission component model of David’s components The questions (2010). these and other important helped answer that mission related paragraphs. discussed in the subsequent are used in this process clarification in order to answer the following questions: Why does the organization exist, i.e., what is its purpose? is its what i.e., exist, organization does the Why questions: following the to answer in order clarification this particular differentiates serve—what whom does it seek to What Inseeking need is it other words, meet? to services and what the organization characterize will be values what i.e., similar, are those that from organization philosophy statement. philosophy the importance(1990) emphasized of mission organizations of non-profit on the management work seminal Drucker’s healthcare administration to lead program development efforts. This individual also had significant experience as experience also had significant This individual efforts. development program lead to administration healthcare ranked of a nationally director in academics and had been the pursuing a career prior to administrator a healthcare vision and draft initial program the used as a guide to was following The in health administration. program graduate in the . industry. in the healthcare faculty a full-time UIW of was the appointment process creation philosophy and program in the vision step first The the field of within and teaching administration, development, in academic program with experience member ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 37 teaching at the Ph.D. level for amajoruniversity. to theprograms Executive Board. Advisory Fourth, heheldadoctorate ofscience inbiostatistics andhadexperience significantly contributing to thePDG’s to ability attract well-respected, educationally oriented, healthcare executives Antonio’s ChambersofCommerce. Third, well Antonio withintheSan connected hewas very healthcare community, successful asChairoftheHealthand company clinicaltrials andwas alsoserving Wellness committee for oneofSan At thetimehejoinedUIWMHAprogram development theindividual was the effort, founding CEOofahighly as CEO of four different managed care payer organizations and as CEO of a largePhysicianMulti-Specialty Group. healthcare leadershipexperience, with over 20years field, inthemulti-site healthcare to includeserving services pursue a degree while still remaining employed champion on had a extensivefull-time basis. Second, the industry positions. Healsonoted that these individualsdidnothave anMHAprogram available to them,where theycould management inimportant butthelacked academicpreparationto serve necessary intheindustry already working in thegrowing healthcare industry. Further, hebelieved that high-potential candidates for suchpositionswere individual heldastrong beliefthat Antonio San andSouth Texas were indire needofadditionalhealthcare managers CEO possessedfour that proved characteristics to critical thesuccess oftheprogram development effort. First, the champion. role inthecritical CEOwhowould ofindustry serve Thethis individualto local alocalhealthindustry theindividualwhowouldselected leadtheprogramIt was alsothepresident development whointroduced effort. recruitment ofProgram Development Group (PDG)andanExecutive Board membership. Advisory Working closelywithan champion,”“industry theprogram’s visionphilosophy statement was usedasaguideinthe the eventual creation ofmission,vision,andvalues statements for theprogram. asthebasisfordocument recruiting served program development board group members, aswell andadvisory asfor Based onthismissiondevelopment a framework, Vision andPhilosophy statement was drafted (seeFigure 2). This Figure 1.Program Values Statement VOLUME 3,ISSUE1

Industry Champion. Industry DOI: 10.5929/2013.3.1.1 &LaFrance Garcia, Dominguez,

In thecaseofUIWMHAdevelopment it In was theuniversity president effort, who

b

ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 38

DOI: 10.5929/2013.3.1.1 Dominguez, Garcia, & LaFrance Dominguez, Garcia, & LaFrance

a Guided by the program vision and philosophy statement, a Program Development Development a Program statement, vision and philosophy the program Guided by Graduate programs in health administration have a significant and necessarily and necessarily a significant have in health administration programs Graduate

Executive Advisory Board. Advisory Board. Executive Program Development Group. Group. Development Program

there is evidence that an advisory board able to provide a diverse stakeholder perspective, may enable academic may perspective, stakeholder diverse a an advisory that provide is evidence able to there board experiential insights to the curriculum development process (de los Santos, Dominguez, & LaFrance, 2011), including Dominguez, & LaFrance, (de los Santos, process the curriculum to development insights experiential Finally, 1994). curriculum (Ireland & relevant to Ramsower, leading trends of critical environmental the identification (2009) suggest that it is especially important to include employers of graduates and representatives and representatives of business school graduates it is especially important(2009) suggest that include employers to advisory on school business the of focused success the in Others boards. firms interest an with regional and local of bring critical employers curriculum potential suggest that program of health administration on the development and business, the program under study in this paper is located within a school of business. Business program Business program of business. school within a located paper is this study in under the program business, and the critical input toward provide agencies, and accrediting students, employers, faculty, include to stakeholders, Hammond and Moser outcomes. expected program to curriculum directly related program of relevant development visit experience, as well as experience as a member of the CAHME Accreditation Commission. as a member of the CAHME Accreditation as experience as well visit experience, further the connection health administration emphasize between To emphasis on the business of healthcare. focused operational experience as healthcare administrators and a total of 26 years of teaching experience, almost exclusively almost exclusively experience, of teaching of 26 years and a total administrators as healthcare experience operational and Programs Strategy and CFO and Deputy for Director CIO, included a sitting CEO, group This level. the graduate at site CAHME accreditation extensive with individual an was PDG the in Also group. education medical national a for PDG consisted of four more experienced health administrators, three of whom also possessed doctorates in health of whom also possessed doctorates three health administrators, experienced more of four PDG consisted teaching health experience and had significant fourthThe a senior executive was services or research. management of diverse 17 years of over an average these individuals represented a group, As level. the graduate at administration the discussed above, residence in executive to the formed. In addition was individuals of five (PDG) comprised Group significant contributions of our industry champion, who was formally designated as the program’s executive in executive the program’s as industry of our contributions formally designated significant was who champion, board the engaging advisory to members and in the approach board of executive in the recruitment were residence, competencies. of program and development in the identification This unique combination of characteristics, unified by a passion to meet the needs of the local healthcare industryto meet the needs of the local healthcare by a passion unified of characteristics, unique combination This to the contribute our industry and influence allowed significantly education, champion to targeted through most The administration. in healthcare program and locally supported graduate relevant, of a robust, development Figure 2. UIW MHA Vision and Philosophy Statement and Philosophy Vision 2. UIW MHA Figure ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 39 group inaprevious methodology described work (delosSantos, &LaFrance, Dominguez, 2011),thePDGsought level managersrequiresentry inputfrom competent educationally oriented healthcare executives. Using afocus contemporary,knowledge, specific, market operational in ofthevalues, skills, terms expectations and attitudes of Teachout, &LaFrance, 2009). measure thelevel at whichidentified educational outcomes, i.e., competencies, have beenachieved (Dominguez, knowledge, aligned values and skills, attitudes. withspecific competency This then allows programs to quantify and programal., 2006).Linking professional competencies to important requires criteria that classroom experience be believed to to effectiveness becritical managerial (Calhoun, Davidson, Sinioris, Vincent, 2002; &Griffith, Campbell et developing builtupon thedemonstrable behaviors, knowledge, skills, curriculum competency-based andattitudes Leaders inthefieldofhealthadministration education have responded to theIOMcall for educational reform by accreditationCAHME (CAHME 2011). job (Chyung etal., 2007).Finally, 2006; Moon, theyare required to for bealigned withcurriculum programs seeking Further, competencies linkbetween classroom-based provide andoutcomes learning produced animportant onthe intheliteraturesupport (Boyatzis, 1982;Boyatzis, Cowen, &Kolb, 1995;Lucia &Lepsinger, 1999;McClelland, 1973). 2006; Jackson etal., 2007). As previously noted, has well curriculum competency-based recognized andsustained environment and is generally accepted asthe standard for appropriate measuring behavior (Chyung, Stepich & Cox, to ability, as a knowledge, skill, or attitude that positions someone to effectively operate withina given business relate to in a job Boyatzis, effective (Goleman, performance or superior McKee, & 2002). Competence is also referred model. oftheUIWMHA competency each ofthethree modelsinfluenced andbecameapart developmentcompetency process. Still, development, in our discussion of competency as described components of and Communication—the Saint Louis astheguidingframework University modelwas selected intheUIWMHA domains—, Critical Thinking, Management, Science/Analysis, Political andCommunity Development level administrators,of entry andbecauseoftheperceived comprehensiveness andintuitive appealofitssix theSaint LouisBecause University modelwas focused values ontheknowledge,andattitudes, skills, required values andattitudes required healthcare ofentry-level administrators. health administration at Saint Louis faculty University (Campbell etal., 2006)was basedupontheknowledge, skills, in .administration working Athird scholarsandpractitioners modeldeveloped competency by the administrators over thecourse ofacareer, i.e., from management to entry-level CEO, andwere developed by health NCHL, 2004). The NCHLand HLAframeworks are comprehensive ofcompetencies collections required ofhealthcare Healthcare Leadership (NCHL)modelto asmany as300intheHealthcare Leadership Alliance (HLA) model(HLA,2005; significantly inthenumberofidentified competencies,vary ranging from as fewas21inthe National Center for administration have beendeveloped, inrecent years (Campbell etal., 2006;HLA,2005;NCHL,2004). These models Competency andCurriculumDevelopment levelfor healthcare administrators. entry the program development process was tomodelandthenidentifyspecific market adoptacompetency competencies programcompetency-based inhealthcare administration. Once thedevelopment team was formed, step in thenext focused, group ofhealthcare administration professionals well positionedandsuited for thework ofdeveloping a Arguably, thePDGandExecutive Board memberscombined toknowledgeable, Advisory educationally form avery metropolitan area healthsystem, , group practice, insurance, andhealthresearch settings. executives, ofseniorhealthcarecross-section industry includingCEO’s andSenior Vice Presidents from Antonio San local healthcare executives in the program development process. Board membership was comprised of a diverse operational expectations. industry-wide Therefore, theyformed anexecutive board to obtaininputfrom advisory Board Understanding engagement,the value of Advisory the PFG sought to align program competencies with programs to better align (Leisen, educational offerings expectations withpractitioner Tippins, &Lilly, 2004). VOLUME 3,ISSUE1 UIW MHA Competency Model. Competence.Managerial Review ofexisting models. competency DOI: 10.5929/2013.3.1.1 &LaFrance Garcia, Dominguez, Competence ofanindividualthat characteristics hasbeendefinedastheunderlying As previously discussed, developing that reflects curriculum competency-based Several models specific to thefieldofhealthcare competency b ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 40 DOI: 10.5929/2013.3.1.1 Dominguez, Garcia, & LaFrance Dominguez, Garcia, & LaFrance a CONCLUSION The first step in the curriculum development process was to align the 24 to align was process in the curriculum first step development The HA specific competencies and associated measures and dimensions with the 19 healthcare management management with the 19 healthcare and dimensions measures and associated competencies HA specific Curriculum Development. Development. Curriculum making a difference in the lives of the students and the communities we serve. Results to date are very encouraging, very are encouraging, date we serve.to Results communities and the students the of lives the in makinga difference education. Many have resisted the powerful forces at play in the healthcare industry, preferring to maintain the status the status maintain to preferring industry, in the healthcare play at the powerful forces resisted have Many education. Program the Master of Health Administration Word, of the Incarnate the University At as long as possible. quo for to success—to a pathway it offers believing that the transformation, embrace to instead, elected, Group Development content, and then to curriculum. and then to content, management of healthcare underway the transformation along with it, is well and, of healthcare transformation The competency model that incorporated aspects of both the National Center for Healthcare Leadership and the Leadership Healthcare for aspects Center of both the National competency incorporated model that the Program process, the CAHME accreditation by its inception Guided from models. Alliance Leadership Healthcare required to first competencies the program’s align to use CAHME requirements able to was Group Development advisory board, in the identification and development of market relevant competencies. competencies. relevant of market and development advisory in the identification board, competency University model, Louis of the Saint Building upon the six domain, entry-level focus management a market-relevant create able to was Group Development Program graduate Word of the Incarnatethe University clearly articulated vision and philosophy statement. This framework facilitated the effective partnership the effective facilitated of a program framework This clearly articulated statement. vision and philosophy executive focused, educationally practitioner-scholars and a diverse, of experienced comprised group development graduate program in healthcare administration. The program focuses on developing the knowledge, skills, values, and skills, the knowledge, values, on developing focuses program The administration. in healthcare program graduate health Texas within South perform high level to in order a consistently at entry that attitudes managers require level in a effortgrounded was the use of a mission-driven the development industry framework Critical to organizations. This paper describes a non-prescriptive structure and process used to develop an integrated competency-based an integrated develop used to structure and process paper describes a non-prescriptive This the time this paper was written, the program had graduated its second class. A third cohort A third was of MHA students class. its second had graduated the program written, the time this paper was had the program Further, year of didactics. with a fourth its first completing graduation, from away one semester visit in Octoberparticipated site 2012. in a very CAHME initial accreditation successful would be enrolled in a cohort each fall and take one to two courses per mini-semester. in a cohort per mini-semester. be enrolled courses two take one to each fall and would At fall. that class matriculated in the spring the university of 2009, and the inaugural by approved was program The course, 45 hour graduate degree in health administration. in health administration. degree hour graduate 45 course, with the program Consistent courses. the to sequence was process in the curriculum final step development The Students period. a 21 month across mini-semesters in 8-week in the evening, be offered to were mission, courses matrix and matched competencies and required content with specific courses. An example of the outcome of the example of the outcome An courses. specific with content and required competencies matrix and matched in 2007 full list of the criteria required 2. (A Table in is provided process alignment course area, content competency, effort This in a 15 culminated OfficialCAHMECriteriaFall2008andBeyond.pdf.) http://www.cahme.org/ at available is by the PDG and reviewed and endorsed by the Executive Advisory Board. the Executive and endorsed by the PDG and reviewed by the to matrix, the PDG added a column the competency-alignment Advisory approved Board the Executive Once UIW M accomplished was This 2007). (CAHME, developed was the CAHME the time the program at by required areas content MHA Model (see Table 1) consisted of 24 competencies that were targeted to the needs of San Antonio metropolitan metropolitan the needs of San Antonio to targeted were that competencies of 24 1) consisted Table MHA Model (see SLU. used by that similar to a six domain framework across and distributed entry-level health administrators area model were also included in the final iteration of the UIW model. A matrix of the Board’s input and associated NCHL/ and associated input A matrix of the Board’s of the UIW model. included in the final iteration also model were Advisory by the ensure to and modified and PDG Board fed-back, reviewed, was measures and HLA competencies UIW the of iteration final The measures. their associated and competencies the of both relevancyappropriateness and Input was categorized within the SLU framework and then compared and aligned with the competencies from from competencies with the aligned and compared and then framework within the SLU Input categorized was be most to found input was The input. of the the comprehensiveness assess models to SLU the NCHL, HLA and described within the HLA competencies competency though several specified NCHL similar with the highly model, competency input from its executive advisory board, using the Saint Louis University model as a working model University framework. advisory Louis the Saint using board, its executive competency from input Advisory was input Board approval, review and refinement, gathering, information of process an iterative Through process. group focus duringfacilitated a framework (SLU) University Louis collected first using the six domain Saint ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 41 UIW MHACompetency Model Table 1 willbearlastingfruit. our efforts accreditation to site receive visitandfullyexpect initialaccreditation of2013.Still, inthespring onlytimewilltell if as we have of students, notbut only weenrolled successfulcohort haveour fourth CAHME in a very alsoparticipated VOLUME 3,ISSUE1 DOI: 10.5929/2013.3.1.1 &LaFrance Garcia, Dominguez,

b ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 42 (2), (1), (6), 375- DOI: 10.5929/2013.3.1.1 San Francisco: Jossey- San Francisco: Dominguez, Garcia, & LaFrance Dominguez, Garcia, & LaFrance (1), 47-56. in , 11 Quality Management in Health Care, Journal of Healthcare Management, 53 Journal of Healthcare July/August, 307-314. July/August, The Journal of Health Administration Education, 23 Education, JournalThe of Health Administration a REFERENCES Administrative Issues Journal, 1 Issues Journal, Administrative Innovation in professional education: Steps on a journey from teaching teaching on a journey from Steps education: in professional Innovation (13th ed.). Englewood Cliffs, NJ: Prentice Hall. Prentice NJ: Cliffs, Englewood (13th ed.). New York, NY: John Wiley and Sons. Wiley John NY: York, New Journal of Education for Business, for Business, Journal of Education The competent manager. manager. competent The concept management concept Strategic

de los Santos, E., Dominguez, D. G., & LaFrance, K. (2011). Innovation in competency-based program development: development: K. in competency-based program (2011). Innovation G., & LaFrance, Dominguez, D. E., de los Santos, the advisory faculty alliance. board Leveraging to learningK. experiential approach a client-based (2009). Using M. S., & LaFrance, Teachout, G., Dominguez, D. century business practitioners. (2010). F. David, 1135-68. 21st- educate to (2006). Building a competency-based curriculum architecture D. & Cox, D., Stepich, Y., S. Chyung, 91. healthcare K. (2006). Competency-based Gillespie, B. N., & Arrington, T., A. M. C. R., Lomperis, Campbell, Experience. University Louis Saint The education: management Calhoun, J. G., Dollett, L., Sinioris, M. E., Wainio, J. A., Butler, P. W., Griffith, J. R., & Warden, G. L. (2008). Development G. L. (2008). Development Warden, & J. R., Griffith, W., P. A., Butler, J. Wainio, M. E., G., Dollett, L., Sinioris, J. Calhoun, leadership. healthcare competency model for of an interprofessional Calhoun, J. G., Davidson, P. L., Sinioris, M. E., Vincent, E. T., & Griffith, J. R. (2002). Toward an understanding of an understanding Toward J. R. (2002). & Griffith, T., E. Vincent, M. E., L., Sinioris, P. G., Davidson, J. Calhoun, management. in health care and assessment competency identification 14-38. CAHME (2011). Commission on Accreditation of Healthcare Management Education Criteria for Accreditation Accreditation for Criteria Management Education of Healthcare on Accreditation CAHME (2011). Commission http://cahme.org/Resources/Fall2013_CriteriaForAccreditation.pdf from: Available Fall 2013 and Beyond. effective effective Fall 2004 and Beyond. effective Accreditation for Criteria Management Education of Healthcare on Accreditation CAHME (2007). Commission Fall 2008 and Beyond. Visits for Site effective Bass Publishers. Accreditation for Criteria Management Education of Healthcare on Accreditation CAHME (2004). Commission Boyatzis, R. E. (1982). R. E. Boyatzis, A. (1995). D. S. S., & Kolb, Cowen, R. E., Boyatzis, School story learning: The of Management. to of change and intervention at the Weatherhead Table 2 Table Alignment and Course Content, Competency, ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 43 health care operations, to include serving as COO of a full-service ambulatory carehealth care facility. operations, asCOO ambulatory addition to to ofafull-service hisoperational includeserving In care organizations. backgroundhospitals andprimary His includesroles inlogistics, and has more years thantwenty ofhealthmanagement ofhealthcare experience inawide variety settings, including of BusinessandAdministrationthe HEBSchool andtheDirector oftheMasterHealth Administration Program. He Daniel G.Dominguez,MHA, Ph.D. ([email protected]) Management, 46 Warden G.,&Griffith management J.(2001).Ensuring excellence inthehealthcare system. Documents/Ctrl_Hyperlink/doccopy3967_uid121320111135311.pdf National Center forHealthcare Leadership National Center for Healthcare Leadership (NHCL).Four universities begin testing model. NHCLcompetency Moon, Y. (2007).Education reform education. andcompetency-based McClelland, D. C.(1973). Testing for competence rather thanfor “intelligence.” organizations. Lucia, A.D., &Lepsinger R.(1999). Education, 26 Leisen, B., Tippins, M.J., &Lilly, B. evidence. (2004).Abroadened Exploratory salescurriculum: Oakbrook Terrace, IL: The Joint Commission. The Joint Commission. (2005). education. basedoncore curricula competencies:specialty Awhite paperoftheconjoint committee oncontinuing medical Jackson, M.J., Gallis, H.A.,Gilman, S.C.,Grossman, M.,Holzman,G.B., Marquis, D., & Trusky, (2007). S.K. The needfor Education forBusiness, 69 Ireland, R.,&Ramsower, businesstrends: R.(1994).Critical Views from abusinessschool’s board. advisory Press. (2003). ofMedicine Institute National Academy Press. (2001). ofMedicine Institute (2000). ofMedicine Institute healthcareleadershipalliance.org/HLA_Competency_Directory_Guide.pdf Healthcare Leadership Alliance (2005). Educational Leadership Journal, 13 &Moser,Hammond, K., E. (2009).Curriculum instrument. advice board: from Asurvey your advisory the healthmanagement andpolicy. onthe national summitonthefutureGriffith, J.R.(2001). ofeducation in and practice report Executive summary BusinessPress.MA: Harvard D.,Goleman, Boyatzis, R.,&McKee, A.(2002). Drucker, P. F. (1990). 222. address andevaluate criteria CAHME program effectiveness. VOLUME 3,ISSUE1 DOI: 10.5929/2013.3.1.1 &LaFrance Garcia, Dominguez, Journal ofContinuingJournal Education intheHealthProfessions, 27 (3), 197-207. San Francisco: San Jossey-Bass/Pfeiffer. (4), 228-237. Managing thenon-profit organization. (4), 190. Health professions education: Abridgeto quality. Crossing chasm:Anewhealthsystem forthe21stcentury! the quality To errishuman: healthsystem Buildingasafer Health care atthecrossroads: Strategies forimproving healthcare profession education. (3), 59-72. The art andscience Pinpointing models: ofcompetency criticalThe art success factors in The ofHealthAdministration Journal Education Supplement HLA Competency Directory. Competency HLA [newsletter] 2,no. 2(Fall 2004):2,5.Available from: http://nchl.org/ ABOUT THEAUTHORS Primal leadership:Realizingthepower ofemotionalintelligence b New York: HarperCollins Publishers. Journal ofHealthAdministrationJournal Education, 26 is anAssociate Professor ofHealthAdministration in Available from: http://www. (2), 124-128. Asian PacificAsian Education Review, 8 .Washington, DC:National Academy Press. Washington, DC:National Academy American Psychologist, 28 Journal ofHealthcareJournal Journal ofMarketingJournal , 5-18. Washington, DC: Academy of (2), 337-341. (1), 1-40. Journal of Journal (3), 207- . Boston, ADMINISTRATIVE ISSUES JOURNAL: EDUCATION, PRACTICE, AND RESEARCH 44 - - - - DOI: 10.5929/2013.3.1.1 Dominguez, Garcia, & LaFrance Dominguez, Garcia, & LaFrance is an Associate Professor of Health Administration in of Health Administration Professor is an Associate is an Associate Professor of Health Administration in the of Health Administration Professor is an Associate a teaching and researching at the university level. He received his M.B.A. from Syracuse University and his Ph.D. from from Ph.D. his and University Syracuse from M.B.A. his received He level. university the at researching and teaching include strate interests Birmingham. at His of Alabama University research the School Professions, of Health Related satisfaction and consumer and managed care. leadership, health care management, gic experience in a wide variety of health care settings including and primary care organizations. His primaryand hospitals including settings back varietywide a in experience care health of organizations. care financial as chief recently most culminating operations, health care and in finance, includes roles ground experience years of ten over has LaFrance experience, to his operational system. In addition ten hospital for a officer Kevin G. LaFrance, MBA, Ph.D., FACHE ([email protected]) FACHE Ph.D., MBA, G. LaFrance, Kevin years of health management than twenty-five has more Dr LaFrance the HEB School of Business and Administration. underserved and uninsured populations with a special emphasis on federally funded community health centers and funded community health centers underserved with a special emphasis on federally populations and uninsured relationships. and inter-professional of inter-organizational development received her M.B.A. with a healthcare concentration from Florida State University and her Ph.D. in Healthcare Admin in Healthcare Ph.D. and her University State Florida from concentration with a healthcare her M.B.A. received and a long-time member of the (FACHE) She is a Fellow University. State the Pennsylvania from and Policy istration to care to access improve to on how center interests research Her current Executives. of Healthcare American College roles in patient administrative services, public affairs, facilities planning, and health care operations, to include serv operations, care and health planning, facilities services, public affairs, administrative in patient roles she has experience, and a full-service operational to her In addition hospital. center afloat of a dental ing as COO Garcia years. four over for level the graduate at courses taught and has in experience extensive Chris Garcia, MBA, Ph.D., FACHE ([email protected]) FACHE Ph.D., Garcia, MBA, Chris experience health management of than twenty years has more Garcia Dr. HEB SchoolBusiness and Administration. of includes Her background and primary hospitals settings including varietyin a wide care of health organizations. care assessment, CQI in healthcare delivery, and interprofessional education and practice. practice. and education and interprofessional delivery, in healthcare CQI assessment, experience, Dominguez has fourteen years of experience teaching and researching at the graduate level. He received He received level. the graduate at and researching teaching experience of Dominguez fourteen has years experience, His of Iowa. the University from Health Management in Policy and and his Ph.D. University Baylor from his M.H.A. and competency leadership/ development, program on center interests research current