MHA Competencies

Our MHA Program uses the National Center for Healthcare Leadership (NCHL) competency model as the framework for curriculum planning and operation. Texas Woman’s University was one of the “Founding” organizations along with other universities and healthcare groups, who worked together to develop the initial model. Our functional model is a blend of v.2.1 and v.3.0. The NCHL model (v.3.0) is organized around four “action” domains and three “enabling” domains. The Action Competency Domains describe leaders in the context of doing their work. The Enabling Competency Domains describe preparation and development activities leaders need in order to effectively lead in their organization. Within these domains, students completing the MHA program will master the 17 competencies that are the priority of this program and listed below.

TWU MHA Key Competency Model (17)

(Competencies were revised June 2023)

The Action Competency Domains include:


  • Relationship Building/Networking (L21) - The ability to establish, build and sustain professional contacts for the purpose of building networks.


  • Accountability (L1) - the ability to hold people accountable to standards of performance or ensure compliance with the long term good of the organization in mind.
  • Analytical Thinking (L3) - The ability to understand a situation, issue or problem by breaking it into smaller pieces or tracing its implications in a step-by-step way.
  • Communication Skills Oral/Written (L6) - The ability to speak and write in a clear, logical, and grammatical manner in formal and informal situations.
  • Performance Measurement (L17) - The ability to understand and use statistical and financial methods and metrics to set goals and measure clinical as well as organizational performance.
  • Process Management and Org Design (L18) - The ability to analyze and design or improve an organizational process incorporating the tools of quality management.
  • Project Management (L20) - The ability to plan, execute and oversee a large scale project involving significant resources, scope and impact.


  • Collaboration (L5) - The ability to work cooperatively with others, to be part of a team.
  • Team Leadership (L26) - Sees oneself as a leader of others from forming a team, holding the team members accountable both individually and as a group for results.


  • Change Leadership (L4) - The ability to energize stakeholders and sustain their commitment.
  • Innovative Thinking (L14) - The ability to apply complex concepts, develop creative solutions, or adapt previous solutions in new ways for breakthrough thinking.
  • Strategic Orientation (L24) - The ability to consider the business, demographic, cultural, political and regulatory implications of decisions and develop strategies that improve long-term success of the organization.

The Enabling Competency Domains include:


  • Financial Skills (L8) - The ability to see the potential in and understand the use of administrative and clinical information technology and decision-support tools. Manages budgets and assets and explains financial metrics.
  • Human Resource Management (L9) - The ability to implement staff development and other management practices that comply with legal and regulatory requirements and optimize the performance of the workforce.
  • IT Management (L12) - The ability to see the potential and understand the use of administrative and clinical information technology and decision-support tools



  • Self-Development/Awareness (L23) - The ability to have an accurate view of one’s own strengths and development needs, including the impact that one has on others.
  • Self Confidence (L22) - A belief in one’s own capability to accomplish a task and select an effective approach.

The Student Centric Competency Model


  • Student baseline self-assessment of competency knowledge after first semester
  • Introductory Meeting with Faculty Advisor


  • Direct assessment of competency achievement provided to each student by course Instructor at end of course on the competencies linked to the course and placed by student into Portfolio.
  • Aggregate data reported to Program Director for analysis for program improvement.


  • Internship competency evaluation (if completed).
  • Review of core competency achievement documents to date with Faculty Advisor.


  • Competency evaluation as part of Capstone.
  • Portfolio presentation (Faculty validated student self-assessment of competencies)
  • Myers-Briggs Leadership Assessment
  • Student Exit Survey

Page last updated 3:09 PM, September 5, 2023