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 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 students must apply through Drexel Online 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 Law3.0
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

Jennifer Adams, EdD. Associate Clinical Professor.
Kristen Betts, EdD. Clinical Professor. Higher education administration and governance; instructional design and technology; program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania) Program Director of the EdD, Sacramento. Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Sociological explorations of emotions occurring in organizational contexts; organizational development. Contextual issues confronting organizations, such as organizational learning, organizational culture, and communities of practice
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). Clinical Professor. Higher education leadership and administration.
Ellen Clay, PhD (University of Louisiana, Lafayette). Assistant Clinical Professor. Professional development opportunities for teachers in the area of mathematics and mathematical thinking.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
Salvatore V. Falletta, EdD (North Carolina State University) Program Director, Human Resource Development. 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.
Timothy Fukawa-Connelly, PhD (University of Maryland). Assistant Professor. Undergraduate mathematics education; Examples of mathematical concepts; Statistics education; Proof presentation.
Kathy D. Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management; Transformational leadership; Adult learning; Career development; Organizational effectiveness; Change management.
Rajashi Ghosh, PhD (University of Louisville). Assistant Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Rod P. Githens, PhD (University of Illinois). Associate Clinical Professor. Increasing access to self-sustaining careers through workforce development; Online education.
Roger Geertz Gonzalez, PhD (The Pennsylvania State University). Associate Clinical Professor. Higher education; Student affairs; College Student Civic Engagement; Latinos and Higher Education; Comparative/International Education.
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.
Allen C. Grant, PhD (Louisiana State University) Program Director, Educational Administration. Assistant Clinical Professor. K-3 virtual schooling; Virtual school leadership; Collaborative Technologies; 21st Century learning skills.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies; Science education; Curriculum design; Preparation and development of science educators; Physics in Philadelphia.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. 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.
Penny Hammrich, PhD (University of Minnesota). Professor. Urban education; gender equity; sports science; science literacy and education; conceptual change learning.
Paul Harrington, EdD (University of Massachusetts) Director, Center for Labor Markets & Policy. Professor. Health labor markets; Teen and young adult job access; Disability in the labor market; College labor market; Workforce development, planning, and evaluation.
Francis Harvey, EdD (Harvard University). Associate Professor. Enhanced learning, socio-cultural learning, distance education.
Elizabeth Haslam, PhD (University of Pennsylvania) Program Director of Learning Technologies. Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Deanna Hill, JD, PhD (University of Iowa, University of Pittsburgh) Program Director, Higher Education. Assistant Clinical Professor. Educational law and politics; Access and equity; Critical race theory; Global and international education.
Jennifer Katz-Buonincontro, MFA, PhD (University of Oregon). Assistant Professor. Educational administration; Adult learning; Survey & instrument design; Role of emotion in cognitive (creative) abilities; Psychology of developing creative thinking & problem-solving abilities in leaders.
Kristy Kelly, PhD (University of Wisconsin-Madison) Program Director of Global and International Education. Assistant Clinical Professor. Politics of knowledge; Women and educational leadership; Transnational feminisms; Feminist pedagogies; Training and adult education.
Vera J. Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Literacy teaching and learning K-12, information and digital literacies, preservice and inservice teaching development in diversity theme online courses, sociocultural issues related to teaching English Language Learners and engaging immigrant parents.
Bruce Levine, JD (New York University School of Law) Program Director of Educational Policy. Assistant Clinical Professor. Relationship between US private sector and not-for-profit funders with K-12 systems and higher education; Global/humane/moral/civics education; Holistic approach to urban education.
Kristine S. Lewis Grant, PhD (Temple University). Associate Clinical 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.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquense University). Associate Clinical Professor. Positive Communication and Collaboration among Educators, Service Providers and Families of Exceptional Children; Legal Rights of Exceptional Children; Alternative and Early Dispute Resolution in Special Education.
Kenneth J. Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor.
Michel L. Miller O'Neal, PhD (University of Miami, Florida). Assistant Professor. Special education; Autism Spectrum Disorders; Program evaluation
Joyce Pittman, PhD (Iowa State University of Science and Technology) Program Director of the EdD, Harrisburg. Associate Clinical Professor. Educational and digital equity; Online learning pedagogy; Educational reform, policies and practices/teacher education.
Fredricka K. Reisman, PhD (Syracuse University) Director of Drexel/Torrance Center for Creativity and Innovation. Professor. Learning K-8 mathematics; Applying creativity and innovation to engineering education; Applying creativity and innovation to learning in educational and corporate settings.
Lori Severino, EdD (Neumann University) Program Director for Special Education. Assistant Clinical Professor. Reading Comprehension strategies; Brain research in reading; Secondary Reading Assessments.
Jason Silverman, PhD (Vanderbilt University) Director of the Program in Mathematics Learning and Teaching; PhD Director. Associate 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.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Nancy Butler Songer, PhD (University of California, Berkley) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early Literacy Development; Digital and Information Literacy; Learning differences; Urban education.
Sarah P. Ulrich, EdD (St. Joseph's University) Program Director, Teacher Education. Associate Clinical Professor. Emphasis in Cross Cultural, Language and Academic Development
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) Psychology and Education Stoneleigh Foundation Fellow. Associate Teaching Professor. Prevention of school-aged violence; Bullying awareness, education and prevention; Outcomes for youth in placement; Social skills and learning in school–aged youth.
M. Hope Yursa Assistant Clinical Professor.

Interdepartmental Faculty

Jacqueline Genovesi, PhD (Drexel University) Director of Museum Education Certificate; Vice President, Education, the Academy of Natural Sciences. Assistant Clinical Professor. Museum education, interpretive strategies and museum leadership.
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

Bernard Lentz, PhD (Yale University) Vice Provost for Institutional Research Emeritus. Professor. Institutional research in higher education; Educational and labor market impacts of work-integrated learning; Economics of higher education; Racial and gender equity among faculty in higher education and the learned professions.
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