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Welcome to the Higher Education Leadership program. This academic program is very unique in philosophy, concept, and delivery.
We believe that higher education leaders should be equipped with a firm understanding of leadership, culture, and teamwork in order to lead complex organizations and implement their myriad administrative responsibilities.
We understand that adults learn best when new theories, concepts, and information are integrated into familiar contexts, when there are ongoing opportunities for collaboration and discourse, and when the "big picture" is always present. Consequently, the program's learning model is cohort-based and content is built around broad themes that encompass components of the complex organization we know as higher education.
The model is implemented by delivering content in three modalities: face-to-face through monthly on-site workshops (40 hours of knowledge building and teacher directed), on-line (discussion and reflection and teacher directed), and through field experiences (40 hours exploration and application and student directed). It features a unique blended-course delivery format that takes advantage of faculty expertise in the use of Internet technology. Opportunities for program specialization are available through electives incorporated into the program.
Your cohort is comprised of your classmates, where each cohort begins together and stays together throughout the program.
Individuals currently holding, or interested in, leadership positions in higher education will find this program flexible and accommodating to their needs. Courses are primarily offered on weekends (Friday evening and all day Saturday) with supplemental on-line coursework.
The higher education leadership profession encompasses a wide range of duties and skill sets. The profession requires skill and experience in working with people within an academic community with specialized skill sets in finance and personnel management as well as public relations, technology transfer and strategic planning. A wide range of administrative and management positions comprise the profession including the following: curriculum development, student support and guidance, student advisement, assessment and management, student recruitment and admissions, research support, publications, management information and statistics, alumni relations, and international student services, as well as external relations.
According to the Bureau of Labor Statistics higher education is becoming more "service oriented" and there is an increasing need for management positions primarily due to the large number of retirees over the next few years (US Department of Labor, 2006). Furthermore strong demand for higher education leaders is projected through 2014. The Bureau also reported that there are more than 130,000 higher education administrators currently working in institutions of higher learning in America, mostly in public universities. A review of an Internet job search website revealed that more than 1600 higher education administration positions are currently open across the nation; this does not include locally advertised positions (AcademicKeys.com for Administration).
Salaries in higher education administration positions are above the national average for white collar employees. As reported by the College and University Professional Association for Human Resources in America, median annual salaries for selected administrators in higher education in 2004-05 were as follows (US Department of Labor, 2006)
|Chief Development Officer||$114,400|
|Dean of Students||$75,245|
|Director, Financial Aids||$63,130|
|Director, Student Activities||$45,636|
This Masters of Science in Higher Education Leadership program is designed to train aspiring higher education leaders through rigorous course work. This program will prepare students for entry-level management and leadership positions in four-year, community and technical colleges and universities. One general purpose of this program is to produce graduates that are more effective in their offices and more satisfied with their work so that the overall environment has experienced an increase in value both in the work accomplished and employment satisfaction.
Candidates are required to hold a bachelors degree from an accredited institution; no other certification is required. Successful applicants must have at least a 2.75 GPA at the undergraduate level.
A score of 700 or higher on the combined verbal and quantitative components and a score of 3.5 or higher on the analytical writing assessment is required for the GRE. For those candidates who have taken the GMAT, scores of 450 and higher are accepted.
All students are required to have a completed Approved Program Form during the first semester of the program.
To meet exit comprehensive requirements, program members are required to submit a completed portfolio and field study in their last semester of coursework for evaluation by a faculty panel. Those students who have successfully completed all course work, portfolio and field study requirements will be approved for graduation.
|61-652||Leadership Issues in Higher Education||6||Fall 2011|
|61-654||Higher Education Administration||6||Spring 2012|
|61-657||Introduction to Institutional Research||3||Summer 2012|
|61-656||College Students in America||6||Fall 2012|
|61-658||Law, Policy, and Finance in Higher Education||6||Spring 2013|
|TBD||To be Determined||3||TBD|
|TBD||To be Determined||3||TBD|
|Dr. Max Fridell
MS Higher Education Leadership Program Coordinator/
Associate Professor, Professional Education
Office: Brown Hall
|Dr. Matt Symonds
Assistant Professor, Health and Human Services
Office: Martindale Hall 208
|Ms. Joyce Luke
Secretary, Department of Professional Educational
Office: Brown Hall 200
Departments and Offices
Office: Administration Building 257
|Department of Professional Education
Office: Brown Hall 200
|Northwest Online Help Desk Information