Program Director, MHA Program

Job Summary

The Healthcare Administration Program Director serves as a senior administrative leader within the Department of Health Sciences, reporting to the Chair in the School of Health and Rehabilitation Sciences. The Director is responsible for shaping the program's strategic vision, establishing and enforcing policies, and advancing both new and ongoing academic initiatives essential to the program's and institution's success. Key priorities include supporting student success, evaluating accreditation options, leading budget planning, recruiting and retaining faculty and students, overseeing curriculum development, and guiding program evaluation.

Qualifications

Administrative (40%)

• Provide effective program leadership by responding to issues impacting faculty, staff, and students with strong communication, collaboration, and proactive problem‑solving.
• Direct all academic and operational aspects of the MHA program, including curriculum development, course delivery, scheduling, and faculty assignments.
• Recruit, supervise, and support term lecturers, adjuncts, core faculty, and staff; foster professional growth through mentorship and faculty development initiatives.
• Provide academic advising and mentorship for MHA students to promote engagement, persistence, and success.
• Lead program evaluation, quality improvement, and innovation initiatives to ensure continuous growth and excellence.
• Manage fiscal planning and oversee responsible stewardship of program resources.
• Prepare and lead the submission process for CAHME accreditation and support NECHE accreditation maintenance.
• Ensure program compliance with institutional policies, accreditation standards, and professional best practices.
• Represent the program in Institute‑level meetings, contribute to strategic planning, and help shape institutional goals for excellence and growth.
• Build and sustain collaborations with clinical, research, and academic partners that advance program goals and student opportunities.
• Promote academic integrity, professional conduct, and a safe, inclusive, and supportive learning environment.
• Serve as a role model by exemplifying the MGH Institute's mission and values and encouraging engagement across the department, school, Institute, and community.
• Collaborate with the department chair, dean, and school leadership to address sensitive issues and matters of shared importance.
• Engage in lifelong learning and professional development, while providing mentorship, constructive feedback, and leadership development for faculty and staff.

Teaching (30%)

Scholarship and Service (30%)

Education and Experience

Supervisory Responsibility

Fiscal / Budget Responsibility

Working Conditions

Training / Time Required to Learn Job Responsibilities

Additional Job Details

Remote Type : Remote

Work Location : 100 First Avenue

Scheduled Weekly Hours : 40

Employee Type : Regular

Work Shift : Day (United States of America)

EEO Statement

The General Hospital Corporation is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religious creed, national origin, sex, age, gender identity, disability, sexual orientation, military service, genetic information, and / or other status protected under law. We will ensure that all individuals with a disability are provided a reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. To ensure reasonable accommodation for individuals protected by Section 503 of the Rehabilitation Act of 1973, the Vietnam Veteran's Readjustment Act of 1974, and Title I of the Americans with Disabilities Act of 1990, applicants who require accommodation in the job application process may contact Human Resources at (857)‑282‑7642.

Mass General Brigham Competency Framework

At Mass General Brigham, our competency framework defines what effective leadership “looks like” by specifying which behaviors are most critical for successful performance at each job level. The framework is comprised of ten competencies (half People‑Focused, half Performance‑Focused) and are defined by observable and measurable skills and behaviors that contribute to workplace effectiveness and career success. These competencies are used to evaluate performance, make hiring decisions, identify development needs, mobilize employees across our system, and establish a strong talent pipeline.

#J-18808-Ljbffr