Master of Science in Higher Education

Master of Science: 45.0 quarter credits

About the Program

The MS in Higher Education program is designed specifically to prepare highly skilled and knowledgeable practitioners for administrative and management careers in higher education in the United States and abroad. Graduates will be qualified to pursue careers as professionals in university and college offices as well as careers in national and international organizations, foundations, associations, and corporations.

Program Objectives
Students graduating with an MS in Higher Education will possess outstanding leadership, organizational, interpersonal and advocacy skills, including the ability to communicate effectively with internal and external groups. Students will be provided with in-depth knowledge regarding both public and private (non-profit and for-profit) institutions, as well as small and large institutions and multi-campus institutions.

About the Curriculum
The curriculum  incorporates an interdisciplinary approach, with courses offered through the Goodwin College of Professional Studies School of Education and The LeBow College of Business. The program integrates leading learning strategies and instructional technologies into the course delivery. Courses introduce students to best practices, current research, software applications and database management systems. Students demonstrate knowledge and skills through both individual and group projects.

This program is 45.0 credits and consists of 14 courses: 6 core courses, 4 primary concentration courses, 3 elective courses or secondary concentration courses, and 1 capstone course (co-op with portfolio).

Primary concentration areas include:

  • administration and organizational management

Secondary areas of concentration include:

  • academic development, technology and instruction
  • community college administration and leadership
  • enrollment management
  • financial management in higher education
  • institutional advancement
  • institutional research and planning
  • student development and affairs


The program is designed as a part-time cohort model, and can be completed in two years. 

Additional Information

For additional information, visit Drexel University's Higher Education, Administration and Leadership page.

Admission Requirements

Applicants for the program will follow the university standards for admission to graduate study. In addition, the admissions committee will evaluate the applicant's potential and commitment to succeed in graduate study in higher education and at least one of the two program delivery formats. The applicant's potential to contribute to the overall quality of the program of study will also be considered.

Prospective students are required to submit the following:

  • Completed Application Form
  • Transcripts (must be provided for every institution attended)
  • Referrals (two letters are required)
  • Personal Essay

Prospective s tudents must apply through Drexel eLearning using the online application. Additional information about how to apply is available on the Graduate Admissions at Drexel University website.

Degree Requirements 

This Master of Science in Higher Education program consists of 14 courses: 6 core courses, 4 primary concentration courses, 3 elective courses or secondary concentration courses, and 1 capstone course (co-op with portfolio).

Core Courses
EDHE 500Foundations of Higher Education3.0
EDHE 510Governance, Management & Administration in Higher Education3.0
EDHE 520Student Development & Customer Service Management3.0
EDHE 530Higher Education Law 3.0
EDHE 602Managing Campus Operations3.0
EDHE 714Introduction to Research Methods3.0
Capstone
EDHE 715Higher Education Co-op I with Portfolio1.5
EDHE 716Higher Education Co-op II4.5
Primary Concentration
Students complete the four required courses for the primary concentration:
EDHE 540Outcomes, Assessments & Continuous Improvement3.0
EDHE 601Strategic Planning & Evaluation3.0
EDHE 606Higher Education Career Development3.0
ORGB 631Leading Effective Organizations3.0
Electives or Secondary Concentration (See Below)9.0
Students select either any three elective courses (from offerings within the School of Education) or three courses within the secondary concentrations offered. Courses within a student’s primary concentration do not count as electives.
Total Credits45.0

Electives or Secondary Concentration

Secondary Concentration in Adult Education
Select three of the following:
EDAE 601Foundations of Adult Education3.0
EDAE 602Adult Learning and Development3.0
EDAE 603Program Planning: Assessment & Evaluation of Adult Education3.0
EDAE 604Instructional Design and Delivery Strategies3.0
EDAE 605Instructional Skills for Teaching Adults Online3.0
Secondary Concentration in Global and International Education
Select three of the following:
EDGI 500Introduction to Global, International & Comparative Education3.0
EDGI 506Comparative Higher Education Systems3.0
EDGI 508Understanding Research in International & Comparative Education3.0
EDGI 510Culture, Society & Education in Comparative Perspective3.0
EDGI 512Globalization and Educational Change3.0
Secondary Concentration in Higher Education Educational Policy
Required
EDPO 620Education Policy: Concepts, Issues, and Applications3.0
Select two of the following:
EDPO 624Shaping of American Education Policy: Global Forces3.0
EDPO 632Ethics in Educational Policy Making *3.0
EDPO 636Access & Equity in Educational Policy Making3.0
EDPO 640Educational Policy-Making Tactics & Influence3.0
Secondary Concentration in Community College Administration and Leadership
Select three of the following:
EDHE 634Proposal Writing & Sponsored Project Management3.0
EDHE 664Strategies for Educational Success3.0
EDHE 668Transformational Leadership3.0
EDHE 669Diversity in Higher Education3.0
Secondary Concentration in Institutional Development and University Relations
Select three of the following:
EDHE 610Institutional Advancement3.0
EDHE 614Alumni Relations3.0
EDHE 616Institutional Communications, Marketing & Public Relations3.0
AADM 650Fund Development for the Arts3.0
Secondary Concentration in Financial Management
Select three of the following:
BUSN 501Measuring and Maximizing Financial Performance3.0
EDHE 602Managing Campus Operations3.0
EDHE 624Capital Financing, Business Development & Asset Management3.0
EDHE 626Public-Private Funding and Legal Issues3.0
Secondary Concentration in Institutional Research
Select three of the following:
EDHE 640Foundations of Institutional Research3.0
EDHE 644Student Assessments & Academic Program Evaluation3.0
EDHE 646Survey Tools, Statistical Software & Effective Reporting3.0
EDHE 680Foundations of Evaluation3.0
EDUC 803Educational Research Design I3.0
Secondary Concentration in Enrollment Management
Select three of the following:
EDHE 650Introduction to Enrollment Management3.0
EDHE 652Enrollment Marketing, Recruitment & Retention3.0
EDHE 654Financial Aid & Enrollment Management3.0
EDHE 656Enrollment Management Database Systems & Management3.0
Secondary Concentration in Learning Technologies and Instructional Design
Select 3 of the following:
EDLT 536Learning Sciences and Instructional Design3.0
EDLT 537Technologies for Performance Support3.0
EDLT 550Introduction to Instructional Design3.0
ELL 502E-Learning Technologies3.0
ELL 504Learning Technologies & Disabilities3.0
Secondary Concentration in Student Development and Affairs
Select three of the following:
EDHE 652Enrollment Marketing, Recruitment & Retention3.0
EDHE 662Critical Issues in Student Affairs3.0
EDHE 663Safety and Crisis Management3.0
EDHE 664Strategies for Educational Success3.0
EDHE 669Diversity in Higher Education3.0

*

 If students have completed EDPO 632 as part of the primary concentration, it may not be used for the secondary concentration. In this case, students must select another EDPO course from the list.


Education Faculty

W. Edward Bureau, PhD (University of Pennsylvania) Director of the Sacramento EdD. Clinical Associate Professor. Leadership, supervision, and capacity development.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California.) Program Coordinator for the MS in Higher Education Program at the Center for Graduate Studies in Sacramento. Clinical Professor. Higher education leadership and administration.
Ellen Clay, PhD (University of Southwestern Louisiana). Auxiliary Assistant Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh) Director, Higher Education Program. Auxiliary Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Marion Dugan, EdD (University of Pennsylvania). Auxiliary Associate Professor. Language arts, student teaching.
Stephen C. Ehrmann Associate Clinical Professor. Learning technologies, learning science, assessment, evaluation, and professional development strategies, used to help educators make visible improvements in programmatic learning outcomes.
Salvatore V. Falletta, EdD (North Carolina State University) Director of the Human Resource Development (HRD) program at Drexel University.. Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Assistant Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Auxiliary Assistant Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University). Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Elizabeth Haslam, PhD (University of Pennsylvania). Auxiliary Associate Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Jennifer Katz-Buonincontro, MFA, PhD (University of Oregon). Assistant Professor. Educational administration.
Kristine Lewis, PhD (Temple University). Assistant Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland) Dean, Goodwin College of Professional Studies. Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Sonya Martin, PhD (Curtin University, Science and Mathematics Education Centre, Perth, Australia). Assistant Professor.
Michel Miller, PhD (University of Miami, Florida). Auxiliary Assistant Professor. Special education.
Sarah P. Reynolds, EdD (Saint Joseph’s University) Program Director. Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Ellen B. Scales, PhD (Pennsylvania State University). Auxiliary Assistant Professor. Literacy, mathematics education, special education.
Jason Silverman, PhD (Vanderbilt University.) Director of the Program in Mathematical Learning and Teaching. Assistant Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
David A. Urias, PhD (University of Virginia). Assistant Professor. International education, educational assessment, the influence of corporate philanthropy on higher education.
Sheila Vaidya, PhD (Temple University) Associate Director of Research and Outreach Programs. Associate Professor. Educational psychology, school psychology, research design.
Charles A. Williams, PhD (Temple University). Associate Teaching Professor. Prevention of school-aged violence.

Interdepartmental Faculty

Barbara Jean Hoekje, PhD (University of Pennsylvania) Director of English Language Center. Associate Professor. Sociolinguistic theory, discourse analysis, applied linguistics (language teaching, learning, and testing).
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Patricia Henry Russell, MS (Drexel University). Teaching Professor. Probability and statistics.

Emeritus Faculty

Francis Harvey, EdD (Harvard University). Professor Emeritus. Enhanced learning, socio-cultural learning, distance education.
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