Copyright ©2010 HESA
About The Program
The Master of Science and Doctorate degree in Higher Education Administration, located within the Department of Educational Leadership and Policy Studies began in 1989. The program encompass intergrated courses and experiences to develop an appreciation of the political, economic, and social forces that influence the decisions of educational leaders; and gain relevant experience in higher education administration.
Purpose of Program
The program is designed to provide students with educational opportunities that help them to link theory with practice. The program helps students to understand the role of student and academic affairs professional within the broader context of colleges and universities.
Program of Study
The program consists of a 36-hour block of course work, plus field experience if necessary. Courses are scheduled in 16-week formats during the fall and spring semesters, usually after 4:30 p.m. The summer session classes vary in time and format. The course work provides a substantive knowledge base in higher education and student affairs administration.
Students must hold an internship or full-time job in a related area while completing coursework.
For the culminating activity, most students take a comprehensive examination. Completing a master's project is optional (students choosing this option must will take an additional research class in place of an elective). More in-depth information can be found on the School of Education website.
A sample of courses is listed below:
First Year - Fall semester
ELPS 780 :: Introduction to Higher Education Administration
Students will be introduced to the function and responsibilities of major administrative divisions of a college or university and to the major t asks of administration: planning, programming, budgeting, staffing, managing. An emphasis will be placed on current issues facing higher education and students will be introduced to the major journals of the field. As part of the course requirements, students will spend some time familiarizing themselves with one or more administrative offices on a college campus.
ELPS 882 :: Higher Education in the U.S.
The purpose of the course is to acquaint students in higher education, and students from other areas who intend to work in the post-secondary setting, with the history, philosophy and development of higher education in the United States. The course focuses on three periods: 1) the founding of Harvard to 1965; 2) dissent, disruption, and change, 1965-1979; and 3) the future and crucial issues, the 1980's. European higher education and its early influence on higher education in the United States is also examined.
Elective
First Year - Spring semester
ELPS 883 :: The College Student
The characteristics of college students; impact of college on student behavior, changing attitudes, values, beliefs, and the implications of recent research on traditional and new students for instructional and administrative practices.
ELPS 781 :: Student Affairs Administration in Higher Education
This course is designed to include the study of the history and development of student personnel services in higher education, the role and function of the student affairs administrator, contemporary issues and problems, and an understanding of the organization and role of student affairs administration within higher education settings.
PRE 715 :: Understanding Research in Education
First Year - Summer
Elective
Second Year - Fall semester
ELPS 885 :: Assessment and Program Evaluation in Higher Education
Nature, objectives, and basic procedures of assessment and program evaluation as applied to the various aspects of higher education settings. In addition to basic procedures for evaluating programs, topics covered include accreditation, program review, benchmarking, student outcomes assessment, and evaluation of teaching in colleges and universities
ELPS 884 :: Research on College Students
Examination of the American college student from societal, development, research, and institutional perspectives and to review the policy implications of these findings for college and university administrators and faculty. Topics include research and theory concerning the college student experience, the diverse nature of the student body and its implications for institutional policy and practice, and formulation of individual philosophies and priorities applicable to working with college students.
Elective
Second Year - Spring semester
ELPS 798 :: Theory and Practice in Higher Education (Capstone Course)
This course is required as a final course for all master's students in higher education. It is designed to prepare students for professional life after graduation. Using a case study approach, students will examine the reality of practice in a variety of higher educational settings including relevant political and ethical factors.
Elective
Possible electives include the following:
- Diversity Issues in Higher Education,
- Critical Readings in Higher Education,
- Faculty Issues in Higher Education,
- Postsecondary Finance
- Higher Education Law,
- The Community and Junior College,
- Field Experience in Higher Education,
- or any other graduate level course that the student and his/her advisor deem relevant (i.e., a course in counseling psychology).
Internships
Administrative internships are available through a cooperative program with the Vice Provost for Student Success Office. Admission to the academic program is required prior to the awarding of any related graduate internship placements.
Information on how to obtain an internship, and description of internship positions can be found on the Vice Provost for Student Success website. The listing of available interships is published in December. The number of internships and type will vary from year to year. The application process includes: application, resume, and list of at least three references.
Student Success Internship Interview Days (SSID) :
This year Student Success Internship Interview Days will be held March 25-26 2010.
Students work between 20 - 30 hours a week in these positions and receive a stipend (note: housing positions also receive room and board.) In addition, students will receive in state tuition when they hold an on-campus internship. These positions may be nine, ten, or twelve month appointments.
A few internships have become available at other local higher education institutions through the Vice Provost for Student Success Internship Program. The following are a list of institutions within Lawrence, Topeka, and Kansas City that might provide internships: Baker University, University of Missouri-Kansas City, Washburn University, Rockhurst University, Avila College, Ottawa University, Haskell Indian Nations University, and Johnson County Community College.
Admissions Criteria and Enrollment Information
The Masters of Science in Higher Education Administration is primarily designed for individuals who are just beginning their administrative careers in higher education. Minimum admission criteria include: demonstrated promise of success in postgraduate studies and potential as a collegiate administrator. Previous college transcripts, three letters of recommendations (at least one from someone who knows your academic work), personal statement, resume, and a completed application are required. TOEFL is required of all international applicants who do not have a degree from a U.S. university. See the Graduate School catalog for details. Students with below a 3.0 undergraduate grade point average may be admitted provisionally. The GRE is not required for admittance to the master's degree program, however, an assistantship is required.
Deadlines
Application and supporting documents must be received by February 1st for those seeking internships outside of housing, and March 5th for those not needing internships (applicants currently working in higher education) and those seeking internships only in Housing. Academic decisions will be made by the first week of April. For questions, please call (785) 864-3726.
Transfer of Credit
Six hours of graduate credit may be transferred from another accredited university with the approval of a student's academic advisor.
Strengths of our program
We purposely keep our enrollments fairly small in order to provide guidance and support to students. We admit approximately 20 students every year. The students form a cohort and get to know each other as well as faculty and university administrators.
We attract excellent students from around the country. The excellence of our students combined with the quality of our program is demonstrated by the high job placement rate of our graduates. Specifically, in the last three years all of our graduates have found employment in the field of higher education.
Our program fosters a strong spirit of cooperation with both the Vice Provost for Student Success Office and the Provost's office at the University of Kansas . We believe that these assistantship experiences provide students with an in-depth view of the administrative process in higher education and are crucial to meeting educational and career objectives. Students are encouraged to work with professionals and are provided professional development experiences throughout the program.
One of the other things that that sets our program apart from others is its emphasis on higher education rather than solely on emphasizing student affairs or counseling psychology. We believe that administrators in a higher education setting are better prepared when they understand that larger system of higher education institutions.
Another strength of the program lies in the fact that the master's students take many of their courses with students in our doctoral program. This is beneficial because our doctoral students are typically mid-career professionals with a lot of work experience. As such, master's students find themselves interacting as colleagues with current Deans of Students, Vice Provosts, Registrars, Community College professors, etc.
The three principle faculty members in the program are very active in national organizations and research in the field of higher education. Dr. Susan Twombly, teaches Assessment and Program Evaluation, and nationally known for her research on women administrators, community colleges and curricular issues. Professor Dongbin Kim teaches Introduction to Higher Education. Dr. Lisa Wolf-Wendel teaches The College Student, and conducts most of her research on campus environments that facilitate the success of students of color and women students.