- Program Highlights
- Day in the Life
- Active Healthcare Executives
- Experienced Healthcare Managers
- Clinicians in Management
Shape the Future of Healthcare
Develop your potential as a healthcare executive as you learn to improve the quality and efficiency of healthcare delivery.Employ a value-based and outcomes-oriented approach to healthcare management. Focus on healthcare innovation, implementation, population management, risk assessment and access. Explore new ways to create transparency; cultivate lasting relationships among organizations, clinicians and patients; and develop a qualified and confident healthcare workforce. Next
Shape the Future of Healthcare
Broaden your scope.Go beyond the basic foundations of management and finance to look at the bigger picture, including long-term business strategies and the future of the industry itself. Next
Think Bigger.Focus on redefining the global picture of healthcare policy, societal health, statutory and regulatory issues, organizational evolution and overall industry reform.
Get it done.Graduate in as few as 2 years from an online program designed specifically for experienced healthcare leadership professionals. Next
Interact with experts.Learn from industry-experienced faculty and guest speakers who actively make substantial contributions to research and education in healthcare, management and policy.
Build your network.Connect with other students from various facets of healthcare to broaden your understanding of the industry as a whole. Previous
Raising the Bar for Executive Healthcare LeadershipWith increasing responsibility and intensifying demands of your stakeholders, you need to become a proactive leader who can deliver higher quality care, better outcomes and increased value. The USC Price School of Public Policy Executive Master of Health Administration online program features solutions-driven curriculum designed to provide a broad spectrum of competencies for long-term success.
- 36 semester credit hour degree program
- 14 to 15-week semesters
- Program completion in as few as 6 semesters over 2 years
- A final 4-unit applied learning cumulative capstone experience
|Course Name||Curriculum Area||Credit Hours|
|Leading People and Health Care Organizations An exploration of contemporary work force issues and skills development in organizational design, performance measurement, teamwork, conflict resolution, leadership and change management.||Foundation||4|
|Healthcare Economics, Financing and Reimbursement Provides a framework for the economic analysis of health care issues and provides students with an opportunity to apply economic methods to a number of actual healthcare problems.||Foundation||2|
|Managing the Organization’s Financial Health Executives confront and solve problems requiring use of accounting, finance and management control principles; provides core financial skills for non-finance professionals.||Core||4|
|Strategic Management Provides skill development and application in the integrative discipline of strategic management including assessment, strategy formulation, implementation and control.||Capstone||4|
|Managing and Improving Health Methods for monitoring and improving the health of populations. Topics include outcomes management, risk-adjustment, development and implementation of practice guidelines.||Core||4|
|Operations Management Accountability Provide skills needed to understand the statutory, regulatory and market forces driving the need for improved efficiencies and economies; conceptualize population-based health care and the need for improvement in the quality of safety of patient care.||Core||4|
|Development and Monitoring of Quality and Patient Safety and Outcomes Exam various programs at the government and private sector level for improving quality of care and communicating outcomes. Develop skills for improving patient safety, incident reporting and “root cause analysis” in health care organizations||Capstone||2|
|Managing Risk Develop an understanding of the various aspects of risk assumption by physicians and heath care organizations; analyze the models, tools and techniques for managing in a risk bearing organization.||Capstone||2|
|Operational Efficiency Processes in Health Care Organizations Apply Six Sigma and Learn Metric tools to achieve higher quality and improved productivity in heath care processes; develop skills in establishing process baselines and improvement.||Capstone||2|
|Health Information Systems Conceptual framework for database development; relational data management; use of health statistics; health indicators; confidentiality, security privacy.||Core||2|
|Quality of Care Concepts Quality issues and complexities affecting health care; fundamentals of quality improvement programs; examination of quality issues and improvement programs in various health care venues; strategies.||Core||2|
|Information Technology Management Systems in Healthcare Principles and methods of systems analysis; assessment; strategic planning, design consideration; e-health and e-commerce system trends; health care information systems application areas; regulatory requirements||Core||2|
|Frontline Issues in Health Services Administration and Policy Emphasis on current or emergent issues in the health care industry. Focus on impact of recent health legislation and/or health care system responsiveness.||Capstone||2|
|Total Credit Hours: 36|
Day In the Life
Here is an example of a typical EMHA student’s
schedule during their time in the program.
- Year One – Fall Semester
- Year Two – Spring Semester
- Year Two – Summer Semester
- Year Two – First Residency
- Year Two – Fall Semester
- Year Three – Spring Semester
- Year Three – Second Residency
- Year Three – Summer Semester
After an afternoon of watching football with his friends, Bob reads Marcus Buckingham’s article on the leadership style of great managers in Harvard Business Review. Before bed, he logs on to the online message board for his Leading People and Health Care Organizations (HMGT 520) class and posts his thoughts on the article. He ends up in a healthy debate over managerial strategy with one of his classmates.
Bob has a 30-minute call tonight with his Healthcare Economics, Financing and Reimbursement (HMGT 540) teammate Sheila to discuss their weekly essay review questions. This week’s topic: health expenditures and producing health. After talking through the material, Bob and Sheila divvy up the writing responsibilities and get to work.
Bob finishes his weekly reading for Healthcare Economics, Financing and Reimbursement (HMGT 540). This week’s assignment is Chapter Three of Health Policy Issues: An Economic Perspective. When he’s done, Bob goes to the course discussion blog and comments on a handful of his classmates’ posts. He also adds an original post regarding the question of whether more medical expenditures actually produce better health.
Bob picks up a pizza on the way home from work. He attends a live session for his Leading People and Health Care Organizations (HMGT 520) class from 6:00 to 6:45 over a slice of deep dish with pineapple and anchovies.
Bob views a 90-minute live session online for his Healthcare Economics, Financing and Reimbursement (HMGT 540) class. The session originally took place Tuesday, but he missed it because of other obligations. Fortunately for Bob, recordings of all live sessions are accessible online, allowing him to watch when it’s most convenient for him.
After he gets home from work, Bob takes his family out for dinner and a movie. When he gets home, he finishes up his weekly essay review questions for his Healthcare Economics, Financing and Reimbursement (HMGT 540) class.
Bob wakes up before the family and brings his books to his favorite coffee shop. Espresso in hand, Bob gets a jump start on next week’s reading for both of his classes. Later in the day, after spending some time at the park with his family, Bob has an online chat with the members of his Leading People and Health Care Organizations (HMGT 520) team to do some brainstorming for their presentation at the end of the semester.
Bob wakes up early and spends Sunday morning getting caught up on his reading. Today, he is studying data mining for his Health Information Systems (PPD 511) class and financial risk for his Managing the Organization’s Financial Health (HMGT 565) class. When he’s finished reading, Bob visits the online message board for each class to post his thoughts before heading to the movies to catch a Sunday matinee with the family.
After work, Bob attends a live session online for his Health Information Systems (PPD 511) class from 6:00 to 7:30, during which he takes part in an informative discussion about data warehousing.
Bob’s 5-year-old daughter Mia is home with a fever, so Bob decides to take a personal day. Mia spends the day on the couch watching Dora the Explorer while Bob sits right next to her, studying financial management concepts for his Managing the Organization’s Financial Health (HMGT 565) class.
Bob attends a live session for his Managing the Organization’s Financial Health (HMGT 565) class from 5:30 to 7:00. The session proves to be especially valuable for Bob. He didn’t fully grasp the basics of financial risk after reading the assigned text on Sunday, but now he has a much better understanding, thanks to tonight’s discussion.
After work, Bob participates in a 30-minute conference call to discuss a group project with his Managing the Organization’s Financial Health (HMGT 565) teammates. For this particular project, Bob and his team will be developing a valuation of a public company, which they will present to the class towards the end of the semester.
Bob gets home from work and goes to the message boards for his Health Information Systems (PPD 511) and his Managing the Organization’s Financial Health (HMGT 565) classes. He writes out thoughtful replies to posts from a few of his classmates and even adds another post of his own. Now completely caught up with his weekly class activities, Bob takes his wife Suzie out for a romantic Valentine’s Day dinner.
After doing some research, Bob decides he will base his final project in Health Information Systems (PPD 511) on the implementation of an entirely new IT system and revamped IT staff in a 50-bed ambulatory surgery center. He submits the idea to his instructor and spends a few more hours researching logistics for his final project.
Bob spends the morning reading about healthcare reform for his Quality of Care (PPD 518) class. Since it happens to be a relatively quiet Sunday for Bob, he decides to get his weekly writing assignment out of the way, drafting a three-page commentary on the Affordable Care Act.
After completing this week’s reading for his Managing and Improving Health (HMGT 575) class, Bob adds an original post to the course discussion blog about the role of health advocacy programs in today’s health system.
At lunch, Bob checks the course discussion blog for his Managing and Improving Health (HMGT 575) to see how his classmates have reacted to the post he wrote yesterday on health advocacy programs. . Four of his classmates have already responded, starting a great back-and-forth discussion in which Bob is excited to take part.
Bob is in New York City, traveling for work. After a day of meetings and a jumbo slice of New York pizza, Bob returns to his hotel room where he logs on to participate in tonight’s live session for his Quality of Care (PPD 518) class. He then visits the course discussion board where he replies to a post from one of his classmates regarding healthcare reform.
Bob participates in a conference call with his Managing and Improving Health (HMGT 575) teammates regarding their upcoming essay assignment on advances in population health quality and safety. After a discussion of the subject matter, the team divides up the writing responsibilities. Bob agrees to write a few paragraphs on the difference between the consumer’s view and the institution’s view of quality and safety.
With the day off from work, Bob wakes up early and completes his essay on the difference between the consumer’s view and the institution’s view of population health quality and safety, which he began last night for his Managing and Improving Health (HMGT 575) class. Now completely caught up with his weekly class activities, Bob spends the rest of the day at his family’s annual Fourth of July BBQ.
Bob wakes up to an email from his Managing and Improving Health (HMGT 575) professor alerting him that his topic for the analytical term paper has been approved. Bob has decided to write on the difference between medical ethics and the ethics of population health. Although the paper isn’t due until the end of the semester, Bob decides to get a jump start on his research.
Bob flies to Los Angeles for the Dynamic Executive Leadership residency. He checks into his hotel room and then attends a welcome reception and introductory dinner, where he finally gets to meet some of the peers from his cohort. It’s a fulfilling experience for Bob to finally exchange handshakes with the people he’s been working with for the past year.
After breakfast, Bob and his classmates ride the tram to USC for their first glimpse of the campus. After a campus tour and a photo-op with the famed Tommy Trojan statue, Bob spends most of the day learning what to expect throughout the program from USC administrators, such as the dean of the Sol Price School of Public Policy and the director of Graduate Programs. He also attends an informative presentation by the president of a national healthcare consulting firm on the ramifications of new healthcare reform. At dinner, Bob and his classmates are assigned to teams for their upcoming Executive Challenge Project.
Bob and his teammates get started on their Executive Challenge Project, collaborating to develop healthcare initiatives employing strategy, leadership and innovation concepts learned in class. After lunch, Bob attends a fascinating presentation on contemporary strategic thinking by the executive vice president of a major healthcare management and consulting group. He then participates in a case study analysis with his teammates and discovers that they have a lot in common in terms of their professional goals and interests.
Bob and his teammates get to know each other a little more over breakfast and then regroup to discuss what they’ve learned from the lectures of the past few days. Bob attends a presentation by the president of a large healthcare plan on the impact that new state and global initiatives will have on healthcare. After lunch, Bob reconvenes with his teammates to prepare a panel presentation based on a strategic plan to help a hypothetical organization achieve “Triple Aim” status. At the end of the day, Bob’s team delivers their presentation to rave reviews from their peers and faculty.
Bob wakes up and heads back to campus, where he delivers his final student presentation – an outline of all he’s learned this week and a plan for how this knowledge can be applied to his current organization. The cohort gets together for one last luncheon, where Bob and his teammates receive an award from their peers for the panel presentation they delivered yesterday. After closing remarks from the USC director of Graduate Health Programs, Bob exchanges information with several of his new contacts and even makes tentative plans to get together in the future. It’s been difficult to be away from his family, but both Bob and his wife know that the program is an investment in their future.
It’s the last week of the semester, which means Bob’s got to be especially focused. He spends most of his afternoon on Skype with his Operations Management for Accountability (HMGT 601) teammates, wrapping up their final presentation – a readiness assessment of a prominent healthcare organization regarding its ability to provide high-value care in the new era. Later on, Bob spends an hour reviewing the Health Insurance Portability and Accountability Act (HIPAA) for his upcoming Information Technology Management Systems in Healthcare (PPD 521a) final exam.
Bob has scheduled his Information Technology Management Systems in Healthcare (PPD 521a) final exam for Saturday morning, giving him just five more days to study. He spends the evening studying patient engagement and changes in patient behavior regarding the adoption of new technology.
Bob has volunteered to put the final touch on his Operations Management for Accountability (HMGT 601) team’s final presentation. Along with the organizational readiness assessment that they completed on Sunday, the group is required to submit a narrated PowerPoint presentation analyzing their findings. Bob records his voice over the slideshow and uploads the final project to be reviewed by his instructor and his peers.
From 6:00 to 7:30, Bob participates in his final live session of the semester for his Operations Management for Accountability (HMGT 601) class. All group presentations, including Bob’s, are unveiled to the class during this session. Bob takes lots of notes on the other teams’ presentations, specifically the three that he is required to review and assess before the end of the week. Before bed, he reads up on healthcare policy to prepare for Saturday’s Information Technology Management Systems in Healthcare (PPD 521a) final exam.
As soon as he gets home from work, Bob gets to work on the last assignment of the semester for his Operations Management for Accountability (HMGT 601) class. After an hour of working feverishly, Bob submits his commentary on his peers’ presentations from last night, which means he is officially finished with the course. Way to go, Bob!
With his coursework for the semester almost done, Bob spends Friday night studying for tomorrow’s Information Technology Management Systems in Healthcare (PPD 521a) final exam. He logs into the USC Libraries to take an in-depth look at the idea of the empowered medical consumer, along with online medical shopping and the role of social media applications.
First thing in the morning, Bob logs on to take his final exam in Information Technology Management Systems in Healthcare (PPD 521a). Students are allowed three hours to complete the exam but Bob finishes in two because he studied so hard! With his work for the semester complete and the holidays right around the corner, Bob heads to the mall to do some gift shopping. He even buys himself a little something as a reward for a successful semester.
Bob spends Sunday afternoon getting caught up on his reading. He finds himself especially interested in the Six Sigma steps to making hospitals run faster and more efficiently, which he’s studying in his Operational Efficiency Processes in Health Care Organizations (HMGT 602) class. When he’s done reading, Bob heads to the HMGT 602 online discussion boards to write an original post. He reads some of the most recent comments from his peers and then replies to a few of them.
After dinner, Bob writes a blog post evaluating new initiatives for improving patient safety for his Development and Monitoring Quality and Patient Safety Outcomes (HMGT 603) class.
Bob’s not feeling so well today, so he decides to stay home from work. In between bowls of chicken noodle soup, Bob manages to complete his weekly contribution to the Professional Tool Box for his Managing Risk in Contracting to Meet Performance Objectives (HMGT 600) class. The Professional Tool Box is a living, growing body of resources put together by Bob and his classmates to use for reference during the course and thereafter.
From 6:00 to 7:00, Bob participates in a live online session for his Development and Monitoring Quality and Patient Safety Outcomes (HMGT 603) class, during which he and his peers review various information portals, including The Joint Commission, National Quality Forum, Leapfrog, IHI, Doctor Compare and Hospital Compare.
After work, Bob logs on to his discussion board for his Managing Risk in Contracting to Meet Performance Objectives (HMGT 600) class. He writes a six-paragraph post on the clinical assumption of risk in accordance with changing federal laws. Before bed, Bob checks the message board again to discover that one of his peers has responded to the post, complimenting Bob for doing a great job explaining such a complicated concept.
Since he’s ahead on his work for the week, Bob opts to spend some time researching topics for the final project in his Managing Risk in Contracting to Meet Performance Objectives (HMGT 600) class. He decides he will focus on evaluating reimbursement models used in clinical health settings and offer an original plan to help minimize risk.
Someone at work gives Bob the company’s baseball tickets, so he meets his friends at the ballpark for an afternoon of fun. When he gets home, Bob is eager to begin work on his Managing Risk in Contracting to Meet Performance Objectives (HMGT 600) project. He accesses the massive collection of online resources offered by the USC Libraries to research the differing reimbursement models used in clinical and institutional healthcare. Then he begins writing the rough draft of his project.
Bob again heads to Los Angeles for the Healthcare Economics and Financial Management residency. He checks in at his hotel and heads downstairs for the welcome reception where he recognizes his teammates from the group project at the first residency. They have dinner together and get caught up on each other’s personal and professional lives.
After breakfast, Bob and his classmates take the USC tram over to campus. The program director welcomes everyone back and talks about what the cohort has accomplished in the past two years with the help of what they learned in the program. Later, Bob sits in on a lecture from an executive at a prominent local hospital on the measures that modern organizations take to streamline budgets. After dinner, the cohort is separated into new teams. Bob is a bit disappointed he won’t get to collaborate with his teammates from the previous residency, but he’s excited to meet some new people and develop new contacts within the cohort.
Bob heads to USC for a morning of powerful presentations, including an in-depth look at healthcare’s changing reimbursement structure and a lecture on the modern nurse’s role in financial policymaking. Bob and his new teammates spend the afternoon getting better acquainted with one another and working on the group presentation they will deliver tomorrow afternoon.
Bob and his teammates have breakfast together before attending an extensive presentation on healthcare financing and policy issues. After lectures from a diverse panel of healthcare executives, Bob and the other students engage in an open discussion on the factors that successful financing and reimbursement models have in common. After lunch, Bob reconvenes with his team to deliver their group presentation – a strategic plan for improving the managerial accounting practices of a hypothetical healthcare organization.
It’s the final day of Bob’s second residency. Just as he did in his first residency, Bob will present a summary of what he’s learned this week and how it can be applied to his current healthcare organization. After the cohort is finished with their presentations, they assemble for one last luncheon. Bob now knows his classmates well. He considers most to be reliable business contacts and many to be friends. The USC director of Graduate Health Programs offers closing remarks and congratulates the cohort on how far they’ve come since the first residency.
Bob spends Sunday morning at his favorite coffee shop, brainstorming online with his Strategic Management (HMGT 570) peer group. For their term project, Bob’s team has been tasked with outlining an innovative management strategy that addresses the industry changes brought about by the Affordable Care Act.
After dinner, Bob spends an hour on his weekly reading assignment for his Strategic Management (HMGT 570) class. When he’s done, he logs on to the class discussion board to post his thoughts on delegation and building a successful organizational hierarchy in today’s healthcare institution.
It’s a sunny day, so Bob decides to spend his lunch hour at the park reading about the various strategies hospitals use to raise capital for his Frontline Issues: Strategic Financial Management (PPD 605) class. When he gets home from work, Bob writes a post on the class blog evaluating the strategies he read about earlier in the day.
From 6:30 to 7:30, Bob attends a live session for his Frontline Issues: Strategic Financial Management (PPD 605) class. The session proves to be beneficial for Bob, who now has a much stronger knowledge of market competition in contemporary hospital management.
Bob drafts a proposal for his Frontline Issues: Strategic Financial Management (PPD 605) term paper topic and submits it to his professor for review. He has decided to create a strategic plan to improve operating room efficiency at his current organization.
Bob logs on to his Strategic Management (HMGT 570) class discussion board to read some of his peers’ most recent posts. He finds that one of his classmates has written an intriguing post on how to promote a safer clinical care environment and finds himself compelled to write a response.
Bob wakes up to an email from his Frontline Issues: Strategic Financial Management (PPD 605) professor telling him that his term paper topic – A Strategic Plan to Improve Operating Room Efficiency – has been approved. With his weekly work finished, Bob decides to get ahead of the game by researching the way his organization’s operating room functions and looking for ways to make it run more efficiently.
Active Healthcare Executives
Your ambition and ability encourage you to aspire to the C-suite. Now you want to excel as an industry trendsetter and positive force for change in the global healthcare community.
- Explore the latest industry developments and trends to help you maintain your creative expertise
- Build on your extensive understanding of advancements in healthcare methodology, technology and practice to enhance your ability to select the best innovative solutions for your organization
- Become empowered to continue to excel in your current organization or succeed in a new challenge in a different organization
Experienced Healthcare Managers
You have dedicated your career to improving the business of healthcare. Now broaden your perspective and gain the necessary tools you’ll need to improve patient care and reach your potential as an executive.
- Gain a clear perspective of the future of the healthcare industry to help keep your organization ahead of the curve
- Become empowered to delegate daily operations so you can focus on developing high-level healthcare policy
- Learn to develop and implement innovative solutions to healthcare challenges while balancing the needs of patients and various stakeholders
Clinicians in Management
You have been on the front lines and know what it takes to make a difference for individuals in your care. You also have experience managing a practice or a department. Now gain a higher level of expertise and confidence to lead change holistically in your healthcare organization.
- Help redefine services, goals and objectives to encourage a focus on population-based outcomes
- Encourage and facilitate staff to view healthcare as a holistic process
- Maximize the value of healthcare services by ensuring patients get the most treatment for their healthcare dollars
- USC Prestige
- Embracing Innovation
- Establishing Value
- Transformative Leadership
- Enhancing Quality
- Adopting Technology
Join a Tradition of Pride and ExcellenceAs one of the world’s leading private research universities, the University of Southern California has built its reputation on a standard of excellence. Fostering a vibrant culture of public service, USC encourages students to cross disciplinary as well as geographic boundaries in their pursuit of knowledge. At USC, you will join with others from around the world intent on making a positive contribution to better healthcare. Next
The Sol Price School of Public PolicyThe USC Executive Master of Health Administration online program resides within the prestigious Sol Price School of Public Policy. Through the advancement of education and research, the Price School empowers students to find innovative solutions to the most critical issues facing our global society. Many of those challenges are directly tied to the delivery and management of healthcare. The hallmark of the EMHA program at the Price School is the development and application of methods to optimize organizational performance to meet the healthcare demands of today and tomorrow. Next
A Proactive Approach to Solve Current and Future ChallengesThe EMHA online program is designed to prepare you to succeed regardless of government regulations or changes in the healthcare landscape. Five multidisciplinary themes help you gain a comprehensive understanding of the healthcare system so you can more effectively recognize impending change and outline strategic options to maximize the capabilities of your organization. The educational process will help you define efficient means to deliver quality care, improve outcomes and increase value. Previous
Accreditation & RankingsThe University of Southern California is accredited by the Western Association of Schools and Colleges (WASC). WASC, a 501(c)(3) organization, is recognized as one of six regional associations that accredit public and private schools, colleges and universities in the United States. The WASC Accrediting Commission for Senior Colleges and Universities can be contacted at:
985 Atlantic Avenue, Suite 100 Alameda, CA 94501 Office: 510.748.9001 Fax: 510.748.9797 www.wascsenior.org
USC and the USC Price School of Public Policy have earned impressive rankings.USC Price School ranks #23 among 272 best universities nationwide, according to U.S. News & World Report. In addition, in 2017 USC Price School ranked:
- #3 out of 15 in Health Policy and Management
- #4 among 272 schools of Public Affairs
Embracing InnovationTo make effective innovative changes, it is essential to have a comprehensive understanding of how healthcare systems currently work. The EMHA online program provides you with this knowledge base as you learn to drive innovation and lead an organizational expansion from a patient-focused to a population-focused approach. Next
During the program you will:
- Assess various methods of leadership
- Examine population and organizational risk factors
- Consider the statutory and regulatory issues affecting healthcare delivery
- Analyze the health outcomes of larger populations to fuel evidence-based practice
- Examine how individual roles, responsibilities and performance indicators are measured and quantified
- Apply analytic methods to optimize organizational capacity, capabilities and development Previous
What are the factors that influence the cost and effectiveness of health outcomes? Answering that question confidently and accurately is a core task of healthcare administrators. To learn to provide the highest possible healthcare value for every dollar spent, students in the EMHA online program:
- Perform economic analyses of various issues from a population level to thoroughly comprehend the dynamics that influence healthcare delivery systems
- Acquire competence in solving financial problems by applying core financial skills
- Gain insights into how an organization can evolve for maximum cost effectiveness while preserving positive health outcomes
Regardless of your career path when you enter the program, developing a broad range of professional competencies is essential to providing executive-level leadership.
The EMHA online program offers you the opportunity to:
- Explore Six Sigma and Lean Methodology principles that help you lead the way to improving healthcare organizations
- Develop professional competencies in financial management and business strategy
- Address the emerging issues in healthcare financing brought about by federal and state regulatory requirements
Quality outcomes are an important measure of success for you and your organization.
The EMHA online program helps you to achieve such outcomes by preparing you to:
- Develop and implement strategies designed to enhance patient safety and improve the quality of care
- Understand risk factors, measure performance and assess opportunities for improvement
- Effectively track clinical performance to improve population-based outcomes
A comprehensive understanding of how technology plays a major role in healthcare delivery transformation provides a solid foundation on which to make executive information technology decisions. The EMHA online program examines innovative ways to use information, such as measuring patient outcomes and experiences, across multiple clinical settings: inpatient, long-term care, specialty outpatient and primary care.
The program helps you:
- Understand federal and state data collection and usage requirements
- Learn processes for creating user-friendly and accessible practitioner/patient portals
- Adapt new technologies that enable the assessment of organizational performance
- Admissions Requirements
- Academic Calendar
- Financial Aid
- Computer Requirements
- Bachelor’s degree from a regionally accredited institution
- GPA of 3.0 or better
- Transcripts from each institution attended; a University of Southern
California alumnus does not need to submit official transcript
- 3 letters of recommendation
- Professional resume
- Personal statement of purpose – a brief personal statement describing your pursuing the Executive Master of Health Administration degree, how the degrees will enhance or transition your career and what you hope to contribute to the field
Pursue Your Passion. Get Started
Busy professionals appreciate an admissions process that is straightforward and intuitive. We’ve streamlined the process to help you apply as quickly and painlessly as possible. Should you have any questions, feel free to contact an enrollment adviser for assistance by filling out our brief inquiry form. To find out just how easy enrollment can be, follow the link below:
The USC Price School’s EMHA flexible, online format allows several convenient start dates throughout the year.
Application Deadline: April 1, 2016
Term Start Date: May 4, 2016
Term End Date: August 16, 2016
Application Deadline: July 1, 2016
Term Start Date: August 31, 2016
Term End Date: December 13, 2016
Application Deadline: November 1, 2016
Term Start Date: January 11, 2017
Term End Date: April 18, 2017
|Per Credit Hour:||$1,800|
|Per Term:||$10,800 (6 units)|
|Total Tuition:||$64,800 (36 units)|
|$975 charged with tuition for HMGT-520 course, $975 charged with tuition for HMGT-570 course
|Other Fees:||$1,000 – $2,000 depending on
cost of airfare and lodging for residency
The ability to pay for your education is always an important consideration. Many organizations offer tuition assistance to employees and, in some cases, cover 100 percent of tuition costs. Programs and policies vary among employers. Consult your human resources office to learn more about tuition assistance at your organization.
Many options are available to fund your graduate education. The USC Financial Aid Office administers federal and private programs to assist you.
For more information on applying for Financial Aid, please visit USC Financial Aid.
When participating in this leading online degree program, it’s imperative to have the tools for a successful virtual experience.
You will need:
- Most current operating system
- High-speed Ethernet or wireless connection
- Web camera (webcam)
- Chat software with video capability
- Sound card and speakers
- Current Web browser (see below) with Flash installed
PC: Internet Explorer 6, 7, and Firefox 3.6 for the PC.
Mac: Safari 4.0 for the Mac.
Faculty and Alumni
Internationally Recognized, Accessible VirtuallyThe internationally recognized USC Price School EMHA online program faculty members share a passion for two academic endeavors: research and teaching. They are eager to assist you on your journey to acquire exceptional healthcare administration skills. Next
At the Price School, you can look forward to learning from:
- Forward-thinking professionals focused on innovative solutions
- Substantial contributors to research and education in healthcare, management, policy and the interrelated fields
- Interdisciplinary experts with real-world executive experience in healthcare reform, Accountable Care Organizations (ACO), health finance, community outreach, health insurance and more Previous
You Can Rely on Our Strong Network
The diverse Trojan Alumni Network, more than 300,000 members strong worldwide, hosts hundreds of events and programs around the world each year and makes benefits and services available to all alumni. In particular, the USC Alumni Career Services website enables alumni to search for jobs, research organizations, attend webinars and network with fellow Trojans at events and online. Additionally, the Trojan Alumni Network distributes more than $2 million in scholarships annually.