The Healthcare MBA curriculum combines core MBA courses with healthcare-specific coursework. Unique in its approach, all courses are taught from the perspective of executives who manage healthcare organizations. The program’s final course gives students the opportunity to write a research paper on an approved topic in the field and complete a Health Policy Analysis Report. Students work directly with a healthcare institution to address real case problems and present findings to the organization’s healthcare executives.
All students are required to complete three residencies. Residencies are offered in an on-campus/online format.
This course examines individual, interpersonal, and small group behavior in healthcare organizations. Focus is on behavior, its causes, and management interventions to improve organizational effectiveness. Research methods to study organizational behavior are used.
This course explores the use of evidence-based management for effective planning and decision-making by today’s healthcare managers. Concepts and theories from the general management literature will be identified for dealing with the emerging issues of the health care industry relating to the delivery of effective, patient-centered care. Field-based examples will be used to illustrate how managers use available information and data to improve the quality of organizational decisions and processes to achieve fiscal sustainability.
This course uses a comprehensive treatment of analysis of health services organizations’ financial statements as aid for decision making; looks at current state of financial reporting practices and impact of published statements on economic systems.
This course is the analysis and application of theory and problem solving for marketing management in the healthcare environment. Emphasis will be on the role of marketing in an organization, planning the marketing effort, management of marketing effort, management of marketing organizations, control of marketing operations, and evaluations of the marketing contributions.
This course is a presentation of the nature, techniques, and uses of accounting from the perspective of people who manage health services organizations. It covers both financial and management accounting.
This course covers analysis, design, and operations organizational systems. The system approach is used to provide a framework or general model of analysis, to which specific concepts, quantitative techniques, and tools can be related.
This course provides an introduction to information systems and their role in health services organizations from a user's viewpoint. It surveys and reviews applications of the basic concepts necessary for understanding information systems. It includes study of the main activities in the development cycle used to acquired information systems capabilities.
In-depth examination of asset, liability and capital structure management, with emphasis on valuation capital budgeting techniques; risk evaluation; working capital management, and methods of short-term, intermediate and long-term financing. Prerequisite: ACG 6026 or equivalent
This course uses cases, guest lectures, and gaming to integrate the analysis and measurement tools, the functional areas and health policy issues. The objective is to develop skill in broad area of rational decision-making in an administrative context of uncertainty.
This course requires each student to conduct a research project on a specific health care management problem in a community or institutional setting. Students are expected to demonstrate the application of the theories, concepts and skills acquired during the didactic portion of their graduate healthcare management education. It is an opportunity for the student to integrate prior learning within a healthcare delivery setting.
Lean Six Sigma is a powerful, proven method of improving business efficiency and effectiveness. In a nutshell, here are the key principles of Lean Six Sigma Business Transformation to bear in mind:
Focus on the customer's true needs and wants.
Learn Critical Thinking skills to identify and understand how the work gets done in the value stream.
Manage, improve and smooth the process flow.
Remove Non-Value-Added steps and waste.
Manage by fact and reduce variation.
Involve and equip the people in the process.
Undertake improvement activity in a systematic way.
The curriculum is a set of techniques and tools for process improvement. It was developed by Motorola in 1986. Jack Welch made it central to his business strategy at General Electric in 1995. Today, it is used in many business sectors.
Six Sigma seeks to improve the quality of process outputs by identifying and removing the causes of defects (errors) and minimizing variability in manufacturing and business processes. It uses a set of quality management methods, mainly empirical, statistical methods, and creates a special infrastructure of people within the organization ("Champions", "Black Belts", "Green Belts", "Yellow Belts", etc.) who are experts in these methods. Each Six Sigma project carried out within an organization follows a defined sequence of steps and has quantified value targets, for example: reduce process cycle time, reduce pollution, reduce costs, increase customer satisfaction, and increase profits.
The FIU residency/orientation program offers students the ability to acquire both the yellow and green belts as a part of their tuition and at no extra cost. (This is a potential cost savings of thousands of dollars if the same instruction was given in the private sector). The students receive instruction from a grand master black belt who has literally written the book on the subject!