The Higher Education Administration program seeks to empower diverse scholar-practitioners for service in national and international colleges and universities, committed to Christian values and high professional standards.
Higher Education is one of the fastest growing areas of education in the world today. Graduates at the master’s level typically work in administrative and executive positions in student services such as enrollment, admissions, financial services, athletics and residence halls. The curriculum has an international focus that includes visiting international universities to interact with faculty and students of institutions in different countries around the world.
The MA program in Higher Education prepares students for entry-level and mid-management level positions at public and private colleges or universities and community colleges in different areas of student affairs, such as:
- Admissions and enrollment
- Financial services management
- Residence halls administration
- Religious and social activities coordination
- Athletic and recreation administration
- Health services
- International student services
- Other related areas
Time Limit: Participants must complete the requirements for the MA within four years from the beginning of the first semester of class work after acceptance into the program, irrespective of admission classification.
Delivery: This program is offered on the main campus and in an interactive online format (see School of Distance Education Definitions). The interactive online degree does not require any on-campus time. Participants interact with each other and with instructors throughout all courses via an electronic management platform. The online program requires summer on-campus attendance in the first year. Students are also encouraged to come to campus for graduation.
As needed, electives are chosen in consultation with academic advisor.
- The degree programs require the completion of a portfolio that documents the participant’s work. These portfolios require documentation that evidences a level of mastery appropriate to each degree and can be presented in person or via electronic media. The portfolio must be assessed and approved by a faculty committee. More details on portfolio requirements are provided in the introductory course, LEAD 630, required in all programs. The portfolio serves as a component of the master’s comprehensive examination.
- The curriculum consists of a minimum of 36 credits beyond the baccalaureate degree.
- Many courses are offered as variable credits; therefore, candidates should consider their credit needs when planning their course work and when registering for these courses.
- There is no thesis requirement for the master’s degree program.
Maintaining Active Status
Participants comply with registration guidelines by enrolling in a course at least one semester out of three consecutive semesters until their program is complete. If participants want to remain active and not register for regular course work they will need to register for EDAL 650 Program Continuation at least every third semester. This course has no credit but allows access to faculty advising and access to the Andrews University library. As an alternative to the above, a participant may request to go Inactive. When Active Status is desired, the participant may request reactivation and, if approved, pay the current Reactivation Fee.
Applicants must meet School of Education (College of Education & International Services) admission requirements. Once accepted into this master’s program, students must complete LEAD 630 - Introduction to Leadership as an introduction to the philosophy of leadership and review of the standards that will guide their educational plan.
Graduate Record Examination (GRE)
Students who are applying for admission to the Higher Education Administration MA program are not required to take the GRE. For those students who are seeking the GRE scholarship, the GRE must be taken. The amount of a potential scholarship is related to the score achieved on the GRE as follows:
||50% tuition reduction
||25% tuition reduction
||10% tuition reduction
Student Learning Outcomes
The Higher Education Administration program is guided by a set of competencies that function as student learning outcomes.
Competencies of the Program
Higher Education 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.
- Philosophical foundations—Higher Education functions within the context of multiple perspectives and a personal belief system and worldview that influence their practice.
- Ethics, values, and spirituality—Higher Education 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.
- Human development and career choice—Higher Education 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.
2. Interpersonal Development Competencies: This cluster of competencies focuses on the interpersonal aspects of Higher Education that promote growth and development of others and challenge students to learn and develop in holistic ways.
- Effective communication and mentoring—Higher Education fosters effective communication in all internal and external interactions, to establish and maintain cooperative relationships that are trust-centered, providing empowerment that results in personal and performance improvement toward satisfying mutual objectives.
- Appreciating diversity—Higher Education 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.
- Social responsibility—Higher Education is accountable to others and endeavors to see that family, community, and environmental needs are met in local and in global ways, as appropriate.
3. Leadership and Organizational Development Competencies: This cluster of competencies addresses the organizational aspects of Higher Education, focusing on the achievement of goals and programs that make colleges and universities an educational enterprise.
- Resource development; human and financial—Higher Education appropriately develops, allocates and manages human and financial resources for promoting change and fostering healthy and strategic outcomes.
- Legal and policy issues—Higher Education applies and understands the scope of a legal and policy structure appropriate for their field.
- Organizational behavior, change, and culture—Higher Education understands personal, group, and inter-group behaviors, and how they impact the organizational culture and shape the vision and strategy for facilitating the change process.
4. Research Development Competency: Research skills are necessary for engaging in organizational development, assessment and evaluation, and other Higher Education projects.
- Conducting, evaluating and reporting research—Higher Education 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.