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Higher Education Leadership


Program Objective: To guide future scholars and practitioners to lead positive, long-lasting change in higher education.

Program Description: Understand the challenges faced by administrators and students and learn to apply effective solutions through educational research, planning, methodology and design. Following the core coursework of our higher education administration program, you will select a four-course concentration in:

  • Student Affairs: Serve as a leader and administrator in student affairs. Coursework will provide you with a comprehensive understanding of the adult learner, multiculturalism, student leadership development, and law and ethics.
  • Administrative Leadership: Develop skills to serve as a leader and administrator in academic affairs. You will build a foundational knowledge of policy, politics and pressing issues; leadership in administrative services; organizational structure and governance; and the role of faculty in post-secondary education.

Program Outcomes: Upon graduation, you will receive a master of science degree in higher education administration and be ready to pursue jobs in academic or student affairs. Graduates would be ready for positions or advancement in admissions, advising, career service, residence life, registrar’s offices, diversity programs, academic support, academic programs, and dean’s offices. 

The Master of Science in Higher Education Leadership degree is not designed to fulfill the educational requirements for any educational credential, such as a state teacher’s license or TESOL certification. Professional credentials vary by state and include requirements outside of education, which may include exams, background checks, work experience, and more. Learn about teaching certification requirements through the state departments of education:

Interested in a higher education administration degree? Fill out the form today to learn more. Our admissions representatives will be glad to answer any additional questions you might have. 

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