About Higher Ed Administration
The Higher Education Administration program is designed for masters and doctoral students interested in higher education administration in colleges and universities. The program focuses on the study of the organization, academic structure, finance, personnel management, and current trends and issues in higher education administration and student services.
Competency-Based Student Learning & Development Outcomes
Higher Education Administration requires theoretical knowledge and practical application in the following core competencies:
1. Self-Development Competencies: This cluster of competencies focuses on the self awareness, intellectual growth, and the personal and professional identity required for inspiring and supporting the development of college students.
2. Interpersonal Development Competencies: This cluster of competencies focuses on the interpersonal aspects of Higher Education Administration that promote growth and development of others and challenge students to learn and develop in holistic ways.
3. Leadership and Organizational Development Competencies: This cluster of competencies addresses the organizational aspects of Higher Education Administration, focusing on the achievement of goals and programs that make colleges and universities an educational enterprise. (CAS 7)
4. Research Development Competencies: Research skills are necessary for engaging in organizational development, assessment and evaluation, and other Higher Education Administration projects.
CAS Student Learning & Development Outcomes
The Higher Education Administration program adopts the Student Learning and Development Outcomes developed by the Council for the Advancement of Standards in Higher Education (CAS), as follows: intellectual growth, effective communication, enhanced self-esteem, realistic self-appraisal, clarified values, career choices, leadership development, healthy behavior, meaningful interpersonal relationships, independence, collaboration, social responsibility, satisfying and productive lifestyles, appreciating diversity, spiritual awareness, and personal and educational goals.
a. Philosophical foundations – Higher Education Administration functions within the context of multiple perspectives and a personal belief system and worldview that influence their practice. (CAS 15)
b. Ethics, values, and spirituality – Higher Education Administration functions from a set of principles and personal values that guide their work, promote healthy behavior, and influence decision-making and their relationships with others. (CAS 5, 8, 13)
c. Human development and career choice – Higher Education Administration is committed to continuous learning and personal development, articulating career choices based on assessment of interests, values, skills and abilities resulting from formal education, work experience, community service and volunteer experiences. (CAS 3, 4, 6, 16)
a. Effective communication – Higher Education Administration fosters effective communication in all internal and external interactions, to establish and maintain cooperative relationships. (CAS 2, 11)
b. Appreciating diversity – Higher Education Administration values one’s own identity and culture and articulates the advantages and challenges of a diverse society, promoting multicultural awareness and positive regard for differences. (CAS 9, 14)
c. Social responsibility – Higher Education Administration is accountable to others and endeavors to see that family, community, and environmental needs are met in local and, as appropriate, in global ways (CAS 12)
a. Resource development; human and financial – Higher Education Administration appropriately develops, allocates and manages human and financial resources for promoting change and fostering healthy and strategic outcomes. (CAS 10)
b. Legal and policy issues – Higher Education Administration applies and understands the scope of a legal and policy structure appropriate for their field.
c. Organizational behavior, development, and culture – Higher Education Administration understands personal, group, and inter-group behaviors, and how they impact organizational history, needs, and goals. (CAS 11)
a. Conducting, evaluating and reporting research – Higher Education Administration understands the logic and processes of scientific inquiry, explains major research methodologies, formulates empirically-driven research problems, selects appropriate research designs, conducts basic data collection and analysis and adequately communicates research findings and implements the findings in the workplace.