Courses offered by the Graduate Program in Higher Education Administration are organized into six categories: the four substantive areas of focus described on the previous page, a set of courses associated with essential and fundamental skills for higher education leaders, and the Program’s forward-looking Capstone course.
Note: Students with less than one year of higher education administration experience must complete PAF 9322 Higher Education Administration Internship
The following curriculum pertains to students who began the MSED-HEA program on or after Fall 2022. For students who began the program prior to Fall 2022, you will continue to follow the curriculum you began with. For a review of what the MSED requirements were prior to fall 2022, please see below in MSED-HEA Program Plans & Curriculum Sheets.
This course exposes students to the functions and organization of a broad range of administrative offices, processes, and responsibilities. It places the shared governance culture of higher education in the context of modern management theory and practice. It will describe how the organizational design of various colleges and universities are used to compare and contrast not only structures, but leadership and institutional cultures as well. Students will demonstrate and practice specific tools such as budgeting, cost accounting, metrics and benchmarking. Enrollment Requirements: Prereq: Open to Austin W. Marxe School of Public and International Affairs students; others with Marxe School permission.
This course introduces the fundamental concepts and techniques for managing government and not-for-profit agencies, including schools. This course focuses on structural models; individual behavior, including group dynamics and leadership; effective use and management of human resources; and political and cultural frameworks. Questions of effectiveness, responsibility, and professional relations are considered.
Prerequisite: Not open to students who completed PAF 9302, OR MGT 9300, OR PSY 9788
PAF 9317 Research for the Educational Administrator
3 hours; 3 credits
This course examines the tools and strategies used in educational research. Students learn to be intelligent consumers of research studies. All stages of the research process are addressed: the determination of a problem amenable to research, appraisal of techniques aimed at solution, construction of a research proposal, obtaining and handling data, and evaluation of findings.
PAF 9270 Data Collection and Description
3 hours; 3 credits
Data Collection and Description (PAF 9270) is the first course in the research methods sequence. Upon completion of this course, students can choose between Data Analysis for Public Service (PAF 9171) and Causal Analysis and Inference (PAF 9272). PAF 9270 teaches students how to collect qualitative and quantitative data for domestic and international policy or practice purposes and how to analyze and present data for descriptive purposes. It also teaches students how to interpret existing descriptive analyses to extract relevant and accurate information. The course will introduce the following topics: research questions and concepts, descriptive vs. causal research, case-oriented vs. variable-oriented approaches, sampling, data cleaning, and determining and maintaining data collection for organizations. Students will develop the following specific skills: using spreadsheets, univariate and bivariate descriptive statistics, data visualization, conducting interviews or qualitative observation, analyzing and coding qualitative data, designing and assessing measures, and designing survey questionnaires and procedures. Course sections will use applications tailored towards students’ interests and concentrations (e.g., sections more populated with MIA students will have a greater international focus). (Students who took PAF 9170 or PAF 9172 cannot get credit for this course.)
3 Credits, 3 Hours
This internship provides part-time administrative experience in higher education institutions. It is intended to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. The work assignment requires 150 hours. Class sessions are determined by the instructor. This course is required for Masters of Science in Education in Higher Education (MSED-HEA) students with less than one year of work experience in higher education administration. It may be used as an elective course for students with higher education administration experience. The course is graded on a pass/no-credit basis. The internship pass/no-credit selection does not preclude the completion of another elective course for pass/no-credit. PAF 9322 may be repeated, but only with the permission of the instructor and the Associate Dean of the School of Public Affairs. It is not open to students who have completed PAF 9191, PAF 9192, or PAF 9195.
This course examines the structure and history of American higher education. The existing institutional structure of higher education will be studied, focusing on the main actors and their roles with respect to questions of governance and institutional decision-making. Key policy issues relating to the historical and structural development of higher education will be discussed.
This course focuses on student support services provided in colleges and universities. The emphasis is on contemporary issues and problems of humanizing effective delivery systems in urban nonresidential institutions.
This course provides an introduction for non-financial managers to the basic issues surrounding the financial management of colleges and universities. Topics to be covered include sources of revenue, such as tuition, research grants, and private gifts; working capital management; debt management; endowment management; and institutional expenditures.
The questions of how higher educational leaders define diversity; of why diversity matters to these leaders; and how leaders might engage students’ diverse identities in their work, are the essential questions that guide the study of diversity in higher education, and that will serve as the essential questions for this course. The course looks at diversity from historical, theoretical and organizational perspectives in order to develop the understanding of the meaning of diversity and how that meaning has changed.
Advanced seminar in which students produce a semester project drawing from the full course of study toward the Masters of Science in Education, Higher Education Administration (MSEd-HEA). Special attention is placed on incorporating aptitudes introduced in the core curriculum. The project may involve policy research, intensive study of an organization, development of a rationale for new or changed service programs, or some combination of these. Open only to MSED-HEA students.
Prerequisites: PAF 9120, PAF 9308, PAF 9317 or PAF 9170, PAF 9330 and PAF 9336
This course is designed for MPA and MSED students interested in learning more about educational policy at the local, state, and federal levels. Students in this course will critically examine the social, political, and economic theories behind current educational policies and policy initiatives, and evaluate their consequences and effects on U.S. public schooling.
This course provides students with an overview of institutional research as both a profession and a mode of inquiry. Students will review the fundamentals of the field in terms of concepts, analytics and management. Additionally, they will also work directly with the analysis and reporting of data.
Prerequisite: PAF 9170
This course examines information systems in institutions of higher education. It explores the processes for developing institutional objectives, identifying informational requirements, and analyzing systems. The course focuses on the information function and on an analysis of analytical and managerial tools available to the college, university, university system, and higher education government agency administrator.
This course examines the academic programs and instructional systems in post-secondary education. The nature and interrelationship of general education and specialized education, liberal arts, and vocational education will be considered. The course looks at distance learning and the increasing globalization of higher education.
This course will provide students with a working knowledge of collective bargaining in the United States. The various collective bargaining units found on a traditional college campus will be examined, such as faculty, administrative, trades, clerical, and graduate assistants. Historical events and future trends in higher education collective bargaining are covered.
This course examines the structure and administration of community colleges, technical institutions, and adult education programs. It looks at the relationship between community colleges and four-year colleges.
This course focuses on issues and problems of higher education in cities. It will cover such subject areas as the role of education in development of the American city; the impact of immigration on schools; the debate over access and quality in neighborhoods; and the ways educational programs are employed in urban economic development.
This course provides an in-depth examination of public policymaking for higher education in the United States. It emphasizes state-level policymaking for higher education but also surveys the role of federal and local governments. It explores the implications of the political setting of higher education for institutional leadership.
The course examines the impact of globalization on higher education systems. Students will identify global, regional, and domestic higher education trends, and analyze how their interactions shape policy agendas. Additionally, students will examine issues such as access, equity, quality, finance, and governance of higher education from an international perspective, while engaging in the global higher education debate.
Pre-requisites: PAF 9330
This course will explore key laws and legal concepts applicable to American institutions of higher education. We will discuss the increasingly complex and evolving legal environment in which our colleges and universities operate. The course will focus on how the law balances the rights and responsibilities of colleges and universities and their many varied constituencies, including faculty, staff, students, and the public at large.
This course will provide students with a working knowledge and history of student development theory and practice that will serve as a foundation for the course. Topics to be covered include understanding and using student development theory, including social identity theories, foundational theories, integrative theories, and ecological system theories. Future trends in student development theory will also be covered.
This course examines policy and managerial issues in educational administration. The topics will be selected by the instructor.
Some previous topics include: Student Development Theory, Higher Education Leadership, The Law of Higher Education, Fundraising and Institutional Advancement for Higher Education, Paying for College, and International Perspectives in Higher Education.
*HEA students may take courses in the MPA and MIA programs as electives with approval from their advisor.