Healthcare Leadership MSc (University of Wolverhampton)
"The Healthcare Leadership MSc programme equips healthcare professionals with advanced leadership skills to navigate complex healthcare environments. You'll gain critical insights into organisational dynamics, team management, and strategic innovation, enhancing your ability to drive positive change in healthcare settings."- Clare Holt, Learna | Diploma MSc Programme Leader
"The University of Wolverhampton is proud to have validated this high-quality Healthcare Leadership MSc. It uniquely blends theoretical knowledge with practical application, preparing healthcare leaders to meet the challenges of modern healthcare systems."- Ben Appleby, University of Wolverhampton Course Leader
Next intake: March 2025Key Facts
The master’s in healthcare leadership offers a comprehensive exploration of leadership theories, organisational behaviour, and strategic management within the healthcare context. You'll cover topics such as ethical decision-making, team dynamics, clinical governance, and change management. This course emphasises the application of leadership principles to real-world healthcare challenges, ensuring you develop practical skills alongside theoretical knowledge.
Our healthcare leadership MSc stands out for its fully online, flexible format, allowing healthcare professionals to study without career interruption. Unlike traditional courses, we offer a global perspective, connecting you with healthcare leaders worldwide.
Faculty
Programme Leader
Dr Clare Holt
Current post: Associate Professor Leadership in Healthcare
- Elizabeth Garrett Anderson Programme, NHS Leadership Academy, University of Birmingham
- Programme Lead MSc/PGDip Leadership in Healthcare, Learna Ltd/University of South...
Validating partner
University of Wolverhampton
The University of Wolverhampton, founded in 1827, is a nationally recognised and internationally respected institution. The University has achieved four stars in the QS international ratings and boasts a 96% graduate employability rate (DLHE 2018). Offering over 500 courses, including 250 undergraduate and 120 postgraduate programmes, many are accredited by professional bodies. With a 190-year history, its research is world-leading, with more than half rated internationally excellent or world-leading in the 2021 Research Excellence Framework (REF).
Next intake: March 2025 Key Facts
Programme Leader
Dr Clare Holt
Current post: Associate Professor Leadership in Healthcare
- Elizabeth Garrett Anderson Programme, NHS Leadership Academy, University of Birmingham
- Programme Lead MSc/PGDip Leadership in Healthcare, Learna Ltd/University of South Wales
- Associate of Warwick Business School
- PhD Relational Leadership
- Executive Coach, AoEC
- Associate CIPD
Dr Clare Holt has worked with a variety of audiences across organizational boundaries, including middle to senior managers, company directors and CEOs, senior civil servants, politicians and peers. A creative thinker, Dr Holt strives to bridge her academic learning and research skills into practical settings across a variety of public and private organizations, particularly in all aspects of leadership in healthcare. Her focus in research, writing and teaching has involved most aspects of leadership, but predominantly features relational leadership, leading change and collaborative engagement in complex times.
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Why Study a Leadership in Healthcare (University of Wolverhampton) Master's with Learna
We have over 10 years’ experience delivering online courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.
100% Flexible
Our courses are 100% online. No fixed study times mean you can log in and learn whenever and wherever.
Multidisciplinary - study in a group of doctors, nurses, pharmacists and other healthcare professionals.
Expert Led
All of our programmes are authored and developed by world leading experts in their field.
Our faculty are selected due to their subject expertise, experience and teaching abilities to ensure the highest standards of educational excellence.
Career Boosting
Get a University Validated postgraduate qualification in just 1 calendar year instead of 2 academic years.
40% of our alumni reported an increase in salary 2 years after studying with us.
Who is this course for?
This MSc in Leadership in Healthcare is designed for healthcare professionals who want to enhance their leadership capabilities and take on more senior roles in their organisations. It is particularly relevant for:
GPs (General Practitioners)
This MSc helps GPs build advanced leadership skills, enabling them to improve practice management, lead more effective teams, and optimise patient care. With healthcare systems becoming more complex, GPs will gain the strategic insights needed to navigate organisational challenges and drive positive change in their practices.
Nurses
This MSc offers nurses the tools to enhance their leadership roles, improve patient outcomes, and take on greater responsibility in areas like team management, clinical governance, and innovation in care delivery. For nurses aspiring to senior positions, this programme provides the skills to lead change within healthcare organisations.
Physician Associates (PAs)
This MSc equips PAs with leadership skills to manage clinics, lead healthcare teams, and contribute more strategically to healthcare system improvements. It also prepares them to take on senior roles in managing healthcare delivery and operations.
Healthcare Administrators/Practice Managers
This MSc provides them with the leadership and strategic management skills necessary to improve organisational efficiency, enhance patient care processes, and lead teams more effectively. They will be better equipped to manage resources, handle change, and deliver quality improvements.
Public Health Professionals
This MSc gives them the leadership tools to drive public health strategies, manage programmes, and influence policy decisions. With the growing need for effective public health interventions, these professionals can use the knowledge gained to tackle health disparities and improve community health outcomes.
Pharmacists
This MSc in Leadership equips pharmacists with the skills to lead pharmacy operations, collaborate more effectively across healthcare teams, and play a more active role in developing patient care protocols and policies. For pharmacists looking to step into leadership roles, this programme offers the strategic insights they need.
How Will I Learn?
You'll learn through our flexible, interactive online platform, which allows you to engage with clinical cases, complete assignments, and collaborate with fellow students at times that suit your schedule. There's no fixed timetable—simply log in daily to participate in the week's activities.
Learn through engaging discussion
Our teaching approach is highly interactive, using small groups of 10-20 students to foster a collaborative environment where you can engage in thoughtful discussions and receive guidance from your tutor. You'll have access to learning resources and discussion forums that encourage ongoing interaction and deeper engagement with the material.
Throughout your studies, you'll receive support from a dedicated expert tutor and our Student Support Team, ensuring you have the resources needed to navigate the course successfully.
Curriculum
The MSc in Leadership in Healthcare provides a multi-disciplinary learning environment with online delivery, avoiding the need for the release of staff from the workplace. The programme is competitively priced to offer good value for money whilst enabling practising healthcare professionals the flexibility to continue with their professional development, thereby optimising client outcomes. The breakdown of the modules is considerate of the need to blend subjects with those that are rapidly emerging in the discipline. The two-year Masters in Healthcare Leadership will be formed of six 20-credit modules (120 credits) and a 60-credit professional project (180 credits in total).Year 1
Aims of the module:
During the 6 weeks of this module, students will learn and understand why leaders are important and the difference between leadership and management as well as understanding the varying aspects of leadership theory (authentic, charismatic, collective, compassionate leader/follower)
Learning Outcomes
- Systematically examine ‘what is leadership’ and consider its value in complex healthcare organisational structures.
- Critically explore relevant leadership theories in line with understanding ‘followers’ to improve the healthcare organisational environment, taking into account the complexity of interacting social factors.
Module content:
- Is leadership about the individual or the social relationships?
- What do followers potentially admire in a person taking on the role of leader?
- What is power and how does power affect the dynamics of leadership?
- A unique feature of this module will be to understand the value of ethics in organisations. It is expected that this aspect of this module will help leaders to be more ethical in their approaches within a healthcare setting, which is so important for the medical profession.
Aims of the module:
The aim of this module is to explore how leaders can develop and improve healthcare services by recognising and harnessing human potential and recognising how the culture shapes an organisation and a focus on integrated teams across the industry, covering culture, purpose, values and trust.
Learning Outcomes
- Recognise the dynamics of effective teams and how to better enhance the healthcare working environment by exploring organisational culture, and engaging individuals to work collaboratively (integrated teams).
- Comprehensively assess the elements of building a high-performing team in your own healthcare setting, including the importance of common purpose, trust and values.
Module content:
- Theories of Motivation - the application of these theories to improve productivity and innovation.
- Organisational Culture - its impact both on leaders and followers.
- Job Design and Engagement - what are the factors that lead to levels of engagement in your role and how are the conditions created to foster employee engagement?
- The Psychological Contract - defining and critically analysing the concept.
- Talent Management - how it is used in a healthcare setting.
- Diversity and Work-life Balance - considering the reality of diversity, equality and work-life balance in healthcare; its importance and how it could be improved.
Aims of the module:
To apply the theory and practice of clinical governance, quality improvement and patient safety to complex healthcare settings, and learn what is the role of leadership in healthcare with regard to clinical governance? Exploring the activities that it is traditionally composed of, moving on to an introduction to the 5 cultural components.
Learning Outcomes
- Evaluate the role of clinical governance in improving healthcare organisations.
- Systematically navigate the complexities of implementing clinical governance and quality agendas in achieving high-quality care and patient safety.
Module content:
- The various approaches to applying clinical governance in practice, including the considerations how it is not applied in practice. This is applied by looking at the various levels within healthcare organisations: department/specialty; organisational level; hospital governance; finally, any external parties involved.
- A critique of the concepts of Safety-I and Safety-II, defining and discussing psychological safety and how it can be implemented at various organisational levels.
- Considering the differences between what is deemed an 'acceptable' error versus an 'unacceptable' error.
- Incorporating accountability and how this is linked to patient safety.
- Considering its importance in healthcare in relation to a blame culture, considering what Just Culture means in practice.
Aims of the module:
The module explores our understanding of what a 'career' is and compares the true meaning of jobs and vocations. It will explore leading through crisis, including material on wellbeing and recognising the blurred line between mentor, coach and counsellor and how to recognise when to pass on to a professional.
Learning Outcomes
- Evaluate the role of career development tools in complex healthcare organisations.
- Critically appraise the elements of mentoring and coaching and effectively consider ‘wellbeing’ in complex healthcare situations.
Module content:
- What is meant by coaching and mentoring in a workplace setting?
- What makes a high-performing healthcare team?
- Potential differences between team leadership and team management. Students will be asked to consider their own places of work and consider how shared team leadership can be more effective in healthcare.
- Leading through crisis.
- In exploring inter-professional teams, the focus is on the collaborative nature of teams working more effectively across boundaries.
- The aim of the final week is to bring all the learning together and consider how to select effective team leaders by weighing a potential team leader’s social capital against human capital.
Aims of the module:
This module explores the concept of VUCA (volatility, uncertainty, complexity, and ambiguity) and focuses on what strategy means and how organisations can become innovative. It also explores healthcare of the future, sustainability, and values-based healthcare.
Learning Outcomes:
- Analyse the role of strategy in achieving aims and objectives within complex healthcare organisations.
- Advocate the means of developing a culture of innovation to build effective healthcare organisations for the future.
Module content:
- Strategy - what does strategy mean?
- Factors that influence strategy
- How to turn a strategy into performance
- How to make an innovative organisation
- How organisations learn
- Healthcare in the future
Aims of the module:
This module combines all the knowledge of the previous five modules to deliver the most important outcome: “The Change.” It looks at leading change and uncertainty.
Learning outcomes:
- Critically evaluate a range of change models and theories, synthesising and selecting appropriate models for a diverse range of situations.
- Justify appropriate leadership in implementing change, taking into account the ‘problem’ being addressed, organisational culture, and personal responses to change.
Module content:
- Students will be able to understand the difference between Change Leadership and Change Management.
- Also, what are the resistors to change?
- What techniques and/or approaches can help guide change?
Year 2
Aims of the module:
Research Methodologies and Critical Appraisal-
To help students recognise, understand, interpret and apply methods used in healthcare research and critically appraise the various methodologies specific to research in the subject area.
Professional Project-
To develop students’ ability to critically appraise specific areas of clinical, research and/or organisational practice and develop skills in independent research, study and writing for publication.
Content summary:
Research Methodologies and Critical Appraisal-
- Terminology used in epidemiology and research studies such as prevalence, incidence, sensitivity, specificity, false positive and false negatives.
- Interpreting graphical representation of epidemiological and statistical data such as Kaplan-Meier curves, forest plots and meta-analyses.
- Calculations used in the assessment of research data such as relative risk, absolute risk and number needed to treat. Statistical tests and their applications including t-tests, ANOVA and chi-square.
- Qualitative research methods.
Fundamentals of evidence-based practice and its application into the clinical setting.
- Principles of health economics, audit and quality improvement/assurance systems.
- Establishing patient registers and the value of disease-specific registers.
- Research into educational principles for both healthcare practitioner and patient.
Professional Project
This module will depend on the creation of a piece of work based upon a specific clinically related project relevant to the student’s practice. This project may comprise:
- Literature review and appraisal of the evidence.
- Audit of practice including organisational or clinical.
- Review and implementation of evidence-based practice.
- Qualitative or quantitative research (formal research involving human subjects is not anticipated).
- Case(s)-based and quality of service review with critical appraisal.
- Case report, review of literature and organisational assessment.
Assessment Methods
This programme emphasises learning through active participation in case-based discussions, reflection, and real-life scenarios. Students engage with clinical cases that mirror everyday practice, fostering problem-solving and evidence-based application from the very beginning.
Across the modules, assessments are integrated with learning. Each week, you will work through two to three clinical cases, discussing and reflecting on them with peers under the guidance of an expert tutor. These discussions form the core of your learning and are also the basis for your assessments.
Our innovative teaching methods are designed to help you translate this learning into real-world clinical practice. You'll need to regularly log in to participate in discussions, ideally on a daily basis, and commit approximately two hours per day to your studies. Our dedicated Student Support Team is available to assist with any challenges you may encounter, from navigating our online platform to managing deadlines.
How Foundational Knowledge is Developed
The programme is structured so that foundational knowledge is introduced through carefully designed clinical cases. Each case is crafted to highlight essential concepts and progressively deepen your understanding as you apply critical thinking and evidence-based analysis. This hands-on approach ensures that you are not only acquiring theoretical knowledge but also learning how to apply it in a practical, clinical setting.
This programme is suited for professionals who thrive in an online, discussion-based learning environment. Please note that this course focuses on interactive, applied learning through peer collaboration and case discussions. You will be fully supported, encouraged and led through the programme to success and graduation!
Year 1
- Every week students are presented with two/three case-based scenarios that are reflective of every day clinical practice and research.
- Your tutor will post a number of questions and prompts to aid students in a formal discussion of each case.
- These discussions are facilitated throughout by your tutor and are then assessed at the end of every module.
The reflective journal is used by students throughout each module to monitor personal progress. This is guided by weekly feedback from your tutor and is graded at the end of every module. The journal typically includes the following:
- Initial expectations and reasons for taking the course.
- Module and/or personal learning objectives.
- Description of events, issues and learning points within current personal practice.
- Change in every day practice due to knowledge gained on each module.
- A description of what has been learned during the module.
At the beginning of each module, students are presented with a module assignment. The module activity may take the form of an individual piece of work, such as an essay on a relevant topic, or may be a group activity, such as the creation of a marketing plan. This activity tests a student's ability to work independently or work within a team: to select, sift and analyse information, interact with colleagues and apportion group member’s roles and derive a solution to the module task.
The diverse assessment methods within each module are designed to test the expected characteristics of Masters graduates. These include critical awareness of current issues and developments in leadership, critical skills, knowledge of professional responsibility, integrity and ethics and the ability to reflect on their own progress as a learner.
Year 2
This module runs over an 8 week period and is designed to develop skills in critical appraisal and knowledge of research methodologies. The module consists of mandatory formative assessment activities to support your learning and development prior to the Professional Project module.
Students will work with their supervisor to submit a professional project proposal for their chosen topic.
Students will deliver an abstract (1000 words) outlining their proposal and, if deemed necessary, develop and submit documentation for the University’s ethical committee approval.
- Students will create a dissertation, the theme of which has been developed in discussion with their tutor.
- Supervision will normally involve direct online support involving planned progress, supporting research activity and reading student work.
- Supervisors and students will agree on a communications plan, which may involve emails or online chats. Some students may employ the use of freely available chat or audio conferencing facilities for live discussion with supervisors.
- Students will have access to online forums where they can develop their research capabilities together.
- All communications with tutors will be logged on the Professional Project forum by the student, and consist of brief summaries of discussion.
Entry requirements
Since our courses for health professionals are conducted entirely online, they are accessible to both UK and international registered healthcare professionals.
Applicants will typically hold a first degree or equivalent (including international qualifications) in a relevant professional healthcare field, such as a medical or nursing degree.
Registered healthcare professionals without these recognised qualifications will be considered on an individual basis and a wide range of prior experience may be taken into account. In some cases, applicants may be asked to submit a piece of work for assessment in order to confirm that they are able to work comfortably at postgraduate level, and demonstrate the requisite clinical and professional knowledge.
Documents Required
- A copy of your updated CV including your address and date of birth.
- A copy of your undergraduate degree certificate.
- The name and email address of someone who is able to provide a reference, this can be a work colleague, employer or former tutor.
- A detailed personal statement explaining why you would like to undertake the course.
- A copy of your proof of English competency (see below).
English Language Requirements
Proficiency in the English language is also essential to completing our courses. If English is NOT your first language, we ask for proof of competency during the application process. We are able to accept an IELTS overall score of 6.0 (with a minimum of 5.5 for each band) or an equivalent qualification.
If you do not meet these requirements, please don’t worry. The University of South Wales run a number of English Language Programmes at the Centre for International English to prepare you for your academic studies. You can also contact our admissions team on admissions@diploma-msc.com for more information on the qualifications we accept.
Should you have already successfully completed the 1 year Postgraduate Diploma and wish to convert to the MSc and complete only the second year of the programme this is possible. Please contact our admissions department admissions@diploma-msc.com to find out more.
Course Fees
Option 1: Upfront Payment in full. Option 2: Interest free payments every other month for the duration of the course.
| Date | Instalments | Up-Front Payments |
|---|---|---|
| Deposit | £895 | £9,760 |
| 1st May 2025 | £893 | |
| 1st July 2025 | £893 | |
| 1st September 2025 | £893 | |
| 1st November 2025 | £893 | |
| 1st January 2026 | £893 | |
| 1st March 2026 | £733 | |
| 1st May 2026 | £733 | |
| 1st July 2026 | £733 | |
| 1st September 2026 | £733 | |
| 1st November 2026 | £733 | |
| 1st January 2027 | £735 |
† Deposits are non-refundable
†† Prices are subject to review following each intake
Option 3: Lower your monthly payments by spreading the cost for between 2 and 8 years with a loan from our lending partner Lendwise*.
*Subject to eligibility criteria.
Learna | Diploma MSc has a partnership with Lendwise which is a leading private student loan provider, to help UK students fund their course fees should they require financing. Lendwise is a UK-based education finance platform through which candidates can fund their postgraduate and professional qualification studies at leading educational institutions.
A Lendwise loan comes with a fixed interest rate for the duration of the loan (between 2 and 8 years) and no early repayment penalties. The interest rate offered will depend on the overall applicant profile and the application process is entirely online.*
*Other sources of funding are available.
Learna | Diploma MSc does not offer financial advice, recommend or endorse any financial product. You should always check the suitability of the product that is of interest to you. If you are in any doubt as to its suitability, we suggest that you seek independent professional advice.
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Why Learna
We have over 10 years’ experience delivering online diploma courses, giving you access to flexible, affordable distance learning in partnership with world-leading educators.
Our courses are some of the most affordable of their kind, providing value for money without compromising on quality. We also don't apply an international surcharge. No fixed timetable means you can log in & learn on the go, at your convenience.
Being totally online means we can select the very best tutors and resource editors, no matter where they’re located.
Connect with multidisciplinary people around the world to expand your insights & broaden your career prospects.
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