Curriculum

Students explore the evolution and present structure of U.S. higher education and become acquainted with the values, processes, and language to explore critical issues facing colleges and universities (e.g., opportunity, cost, financial aid, research, freedom of speech, intercollegiate athletics, national and global topics). This course broadens our understanding of U.S. higher education far beyond the individual’s enrollment or employment experience at a college or university. We use basic case study analysis tools to describe different institutional types and settings (e.g., liberal arts colleges, community colleges, public land grant universities, for-profit institutions, faith-based institutions) to help us realize the complexity and diversity of institutions. Instructor(s) and guest speakers share their professional experiences to broaden our awareness of the higher education landscape and career pathways.

Students develop an understanding of the role and importance of policy as well as how policy shapes the context in which U.S. higher education functions. We investigate the controversies, challenges, and benefits endemic to the higher education policy process in federal government, state governments, institutional systems (e.g., University of California system of colleges, the Virginia Community College System), and within individual institutions. Through policymaking frameworks, we learn how different stakeholders in governments, institutions, and non-governmental organizations develop, implement, and assess higher education policies. Students apply their understanding of policy through exploring an area of their choice (e.g., admissions requirements, student-athlete name/image/likeness, college access and inclusion at institutions, international research).

Legal and Ethical Issues in Higher Education

Students develop foundational knowledge of how to understand U.S. laws and ethical principles commonly associated with higher education. We explore, reflect, and critique current and emerging legal issues that higher education professionals navigate, such as duty of care, constitutional and civil rights, athletics and Title IX compliance, discrimination, student records and discipline, campus safety, and study abroad. We learn how to work with legal professionals and other colleagues to address and resolve legal matters. We also critically analyze common ethical dilemmas (e.g., academic freedom, conflicts of interest, fairness and equity) that higher education professionals face.

Finance and Budget in Higher Education

Students are introduced to the financial structure of colleges and universities and the impact of budget activities on areas of planning and operations within an institution. We explore developing institutional and departmental financial plans and designing budgets to implement those plans. Through a pragmatic approach, our focus is on long-term finance strategies, budgetary approaches, budget-making, and resource allocation. We assess how environmental factors (e.g., enrollment trends, government funding, geographical need for jobs) impact colleges and universities by institution type (e.g., community college, liberal arts college, university). We also enhance our ability to communicate about issues related to budget and finance in higher education. In this course we use introductory Excel to add, subtract, multiply, and divide when calculating budgets.

Assessment in Higher Education Organizations

Students examine ways that administrators perform effective, high-quality program assessments in a variety of higher education-related environments. We develop a foundational understanding of the scholarship of assessment and a framework for thinking about how professionals conduct assessment successfully to promote educational quality. Students explore data uses and discuss analysis methods. We also explore the larger public policy context that brings assessment to the forefront of the U.S. higher education agenda. Students apply their understanding through developing an assessment plan (e.g., program curriculum, student orientation, faculty initiatives, international partnerships), which could be used to improve effectiveness of a program, department, institution, or higher education-related organization.

Students gain knowledge of organizational frameworks and examine design and structure, complexity (e.g., assumptions, tensions, and coordination amongst different administrative levels), college and university governance (e.g., board, administrative, and faculty governance), and institutional culture. By studying and reflecting upon real administrative scenarios, we see how administrators, at any level, use course concepts and effectively communicate in organizations and in organizational leadership. Through problem-based learning, we mesh theory and practice of postsecondary institutions to learn how effectively these organizations operate and meet their missions and goals.

Students explore history, theory, and administrative frameworks of internationalization in higher education organizations. Through case studies, briefings and other practical exercises, students realize the role of administrators and institutional leaders in creating internationalization agendas and partnerships with offices inside and outside of the university. Institutional strategy will be considered in the context of external forces—for example, world/regional crises or the priorities of non-university actors. Transformative partnership models and new approaches to internationalization will be studied, and students will become more prepared to successfully lead within the university or other organizations by gaining familiarity with their own intercultural communication skills.

This course examines the "global university" and the role of higher education institutions in addressing global priorities through international partnerships. We analyze the leadership of administrators and faculty in creating the agenda for internationalization and the support of offices throughout campus. Case studies and institutional strategies in theory and practice will focus on transformative partnership models that advance reciprocity and academic quality. Governmental and non-governmental organizations with programs directed to international higher education also will be considered. Recent adjustments made in the field during the COVID-19 pandemic will be discussed.

Students learn how to lead initiatives that advance the mission of higher education organizations and support the diverse identities of stakeholders (e.g., students, faculty, staff, alumni). We begin by reflecting on the intersection of our identities and how this affects our positionality. We apply this understanding to how we recognize U.S.-based racism (e.g., bias, power, privilege, marginalization) and its impact on individuals and higher education organizations. With insight from higher education professionals who promote diversity, equity, inclusion and social justice in their work, students assimilate this knowledge to propose initiatives (e.g., college access, student and employee orientation, classroom teaching and learning, mentoring, policy). Students will gain reflective tools and critical analysis skills to address other systems of oppression (e.g., sexism, ableism, classism, xenophobia, homophobia) in organizations.

In the first course of the 3-term master’s research project (MRP) sequence, students identify the question that will guide their research. The MRP question often develops out of a student's own higher education-related experiences or interest(s) in practice and/or policy. Students identify conceptual frameworks and complete a draft literature review to connect to research that has already been done and gaps that exist on the topic.  In small-group conversations, students present to outside researcher-practitioners, who, in addition to the instructors, review and provide feedback to incorporate in students' literature reviews and early data collection ideas. Students are also introduced to qualitative (e.g., observation, interviews, content analysis) and quantitative (e.g., existing and newly created surveys) data collection methods and sources, throughout the quarter, as they begin to formulate a draft data collection plan to be ready for MSHE 407.

In the second course of the 3-term master's research project (MRP) sequence, students build upon MSHE 406 to learn additional skills and techniques for collecting original data and/or utilizing existing data. Students finalize a data collection plan then complete an Institutional Review Board (IRB) process as they consider collecting data from various higher education stakeholders (e.g., students, faculty, staff). Students collect data throughout the quarter and analyze some of the results in a written draft data summary. Students also expand their ability to summarize data and communicate in visually compelling ways. At the end of the course, students design a poster and present their MRP progress at an interactive poster session, where peers, faculty, and other guests ask questions and provide feedback to prepare for MSHE 408.

In the final course of the 3-term master’s research project (MRP) sequence, students review and build upon MSHE 406 and MSHE 407 feedback on their literature review, data collection, and data summary sections. Students write a data interpretation leading to research conclusions, implications, limitations, recommendations, and abstract as they ultimately answer their MRP research question – all of which are included in their final research paper (typically ranging from 60-80 pages). Students also write a 2-page executive summary that describes their master's project, which can be shared with targeted audiences (e.g., op-eds, supervisors at internships and work settings, hiring managers) to easily disseminate the results of their research. At the end of the quarter, students present their final project to an audience of peers, faculty, and other guests for discussion. Students also explore, in a panel conversation with program alumni during the last class, how they can use their MRP to advance professionally (e.g., presentations at conferences, journal articles) and/or apply for doctoral programs (e.g., law school, PhD, EdD).

Program-sponsored internships empower students to connect classroom learning to real-world implications in professional practice. In this yearlong interactive course, students receive internship support, set goals for their professional and personal development, reflect on desired career interests, and prepare for the job search.

We provide students with individualized career coaching and workshops on LinkedIn, networking, résumés, cover letters, interviewing, job offer negotiating, and starting a new job well. We engage with program alumni and other expert speakers to learn about higher education functional areas (e.g., academic advising, policy, student affairs, central administration) and how to be successful in diverse workplace settings (e.g., liberal arts colleges, community colleges, research institutions, consulting firms, non-profit and governmental entities). Upon completing this course, students are positioned to be competitive in the job search process—more than 90% of our graduates have received a job offer within 90 days of graduation for the past 15 years.

Students develop an understanding of crisis management models and apply these frameworks to address how crises and mental health issues variably impact people in higher education communities. We introduce the concept of crisis (types and stages), the relationship to legal obligations, the managing of internal and external communications, and the prevalent mental health issues among students, faculty, and staff. We use real-world events (e.g., campus shootings, student activism, natural disasters, pandemic) to understand what these crises mean for internal stakeholders (e.g., students, faculty, staff, administration) and for external stakeholders (e.g., first responders, community residents, alumni, local government) and how they can effectively work together. Students also gain Mental Health First Aid Certification, a highly sought-after credential in higher education administration, through certified Northwestern University trainers.

Students learn the foundation and structure of the enrollment management process, which spans recruitment, admissions, financial aid, retention, and graduation. Higher education professionals are charged with understanding and applying the policies, practices, and tradeoffs necessary to support student success, reflect an institution's values, and achieve its enrollment-related objectives. Students discuss how these professionals address enrollment trends and challenges facing U.S. higher education (e.g., changing demographics, affordability, competition amongst colleges and universities, attitudes regarding the value of higher education, disparities in access to and attainment of college credentials, standardized testing). Students begin the course reflecting on their own college choice and application experience. We deepen our understanding of enrollment management through discussion of real enrollment data, analyzing real case studies, and evaluating enrollment-related policy.

Students examine ways that administrators perform effective, high-quality program assessments in a variety of higher education-related environments. We develop a foundational understanding of the scholarship of assessment and a framework for thinking about how professionals conduct assessment successfully to promote educational quality. Students explore data uses and discuss analysis methods. We also explore the larger public policy context that brings assessment to the forefront of the U.S. higher education agenda. Students apply their understanding through developing an assessment plan (e.g., program curriculum, student orientation, faculty initiatives, international partnerships), which could be used to improve effectiveness of a program, department, institution, or higher education-related organization.

Students gain knowledge of organizational frameworks and examine design and structure, complexity (e.g., assumptions, tensions, and coordination amongst different administrative levels), college and university governance (e.g., board, administrative, and faculty governance), and institutional culture. By studying and reflecting upon real administrative scenarios, we see how administrators, at any level, use course concepts and effectively communicate in organizations and in organizational leadership. Through problem-based learning, we mesh theory and practice of postsecondary institutions to learn how effectively these organizations operate and meet their missions and goals.