Climate change in Master of Healthcare Administration curriculum: An untapped opportunity
Date
2025
Authors
Hertelendy, Attila
Mitchell, Cheryl
Durneva, Polina
Banaszak-Holl, Jane
Dadich, Ann
Porter, Tracy
Gutberg, Jennifer
Richmond, John
McNulty, Eric
Zang, Ying
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Health Administration Education
Abstract
Extreme weather events fueled by climate change are intensifying. Our study found a paucity of accredited graduate healthcare or health service administration programs in the United States, Canada, and Australia that teach climate change and healthcare administration. We used a mixed-methods approach that included a website audit and program director interviews. Our website audit found that only three (.02%) of 156 accredited programs mentioned climate change in their programs or course descriptions. Course content focused on the societal impacts of climate change but did not address the leadership or managerial implications of how to mitigate and manage through climate crises. Interviews clarified factors that shaped course content, with five themes constructed–namely, curriculum integration and accreditation influence; student-driven curriculum evolution; faculty interest and an interdisciplinary approach; competency knowledge and integration; and the influence of sociopolitical contexts. Based on these findings, accredited programs would benefit from the integration of climate change and healthcare administration education. To be successful, students, faculty, program directors, university executives, and accreditation agencies will need to align their approach to address the climate crisis.
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Citation
Hertelendy, A., Mitchell, C., Durneva, P., Banaszak-Holl, J., Dadich, A., H. Porter, T., Gutberg, J., G. Richmond, J., McNulty, E., Zang, Y., & Singer, S. (2025). Climate change in Master of Healthcare Administration curriculum: An untapped opportunity. Journal of Health Administration Education, 41(1), 63–80.