UNIV-PT MHA Temporary Instructor - Department of Healthcare Leadership and Management

Job Description Summary

We invite applications from qualified adjunct faculty to teach graduate‑level courses in the MHA program (residential and/or online formats). Adjunct faculty will engage in instruction (synchronous and/or asynchronous), assess and provide feedback to students, work with program leadership to ensure alignment with student learning outcomes and the overall program mission, and contribute to continuous program quality.

MUSC is a nationally‑recognized academic health sciences center committed to excellence in teaching, research, and patient‑care innovation. The MHA program prepares graduates for careers as healthcare administrators, executives, policy leaders, and other advanced roles in the healthcare industry.

The program is offered in both residential and online formats and emphasizes healthcare leadership, strategic management, health policy, healthcare finance, and organizational leadership in healthcare settings.

The MHA program is accredited by the Commission on Accreditation of Healthcare Management Education (CAHME). Small class sizes, strong faculty mentorship, and flexible format options make this program well‑suited to working professionals and full‑time students seeking to advance in healthcare leadership roles. The adjunct faculty for the MHA programs will join a dynamic team that bridges academic rigor and real‑world healthcare management practice, supporting learners as they move into roles that drive organizational excellence and strategic leadership in healthcare.

• Serve as an instructor for one or more MHA courses per academic year (typically 2-3 courses per year for adjunct status)
• Design and deliver high‑quality instruction, including lectures (synchronous or asynchronous), discussion facilitation, assignment design, assessment, and feedback
• Maintain office hours (virtual or in‑person) and respond to student inquiries in a timely manner
• Monitor student engagement and performance; intervene or refer to program support as needed
• Collaborate with the division director and other faculty to ensure course content is current, evidence‑based, and aligned with student learning outcomes
• Participate in faculty orientation/training for online pedagogy and residential instruction; abide by university policies on academic integrity, accessibility, and teaching best practices
• Engage in periodic program reviews and mentor students in assigned courses
• Adjunct faculty may also serve as mentors or advisors for applied projects, supporting students through healthcare management analysis, writing, and professional development processes

Faculty teaching graduate and post‑baccalaureate coursework must have earned a doctorate/terminal degree in the teaching discipline or a related discipline. Therefore, the minimum qualifications for this adjunct appointment are:

• Doctoral degree in Healthcare Administration/Management, Business Administration/Management (with at least 18 graduate credit hours in Healthcare Administration/Management), Health Services Management, or a closely related field from a regionally accredited institution. Evidence of successful teaching experience in a Healthcare Administration program in higher education. Demonstrated potential to contribute to research and grant activities in Healthcare Administration.

Alternatively, in rare cases where the terminal degree is lacking, a master's degree in a relevant discipline plus a documented professional qualification may be considered, including:

• At least 18 graduate semester hours in healthcare administration or related discipline; and
• Significant professional experience (e.g., 5+ years) in healthcare administration, healthcare management, healthcare operations, strategic planning, healthcare finance, or related roles, and evidence of continuing professional development (certifications, publications, presentations, etc.) in the field.

• Experience teaching in graduate programs (residential and/or online)
• Demonstrated ability to use learning‑management systems (e.g., Brightspace, Canvas, Blackboard), virtual classroom technologies, and engage…