Master of Science in Education with a Concentration in Leadership in Higher Education
Become a highly effective educational leader in academic and student services in institutions of higher education and related organizations.
12/23/24
Next Application Due Date
1/6/25
Start Classes
Program Overview
What our master’s in higher education leadership program offers you
$16,605*
Total Tuition
As few as 12 months
Program Duration
45
Credit Hours
Develop the foundational knowledge and problem-solving abilities necessary for leadership roles with the Master of Science in Education with a Concentration in Leadership in Higher Education online program from Southern Oregon University. Learn the fundamentals of higher ed policy, practices, systems, and structures to elevate your career opportunities in higher education and related fields.
This 100 percent online program is designed to help you advance your career while you continue working. Learn to practice critical thinking, empathy, and collaborative skills to engage, lead, and effect meaningful change. Through our coursework, you will explore professional ethics and decision-making as they apply to higher education. You will also examine the characteristics of effective professional learning and how learning occurs within organizations from theoretical and practical perspectives.
In this higher education master’s program online, you will:
- develop essential skills to create and lead learning experiences for adult audiences in higher education settings,
- address complex social, political, and fiscal factors, and
- gain knowledge and skills needed for creating an inclusive culture in the higher education environment.
Higher education careers:
- Admissions Counselor
- Director of Financial Aid
- Academic Coordinator
- Dean of Students
- Athletic Directors
SOU is #1 in the “Best Colleges for K-12 Education Degree Programs” rankings in the U.S. by Schools.com, 2020.
Also available online:
SOU offers online graduate-level education programs in a variety of concentration areas. Explore all of our online education programs.
$16,605*
Total Tuition
As few as 12 months
Program Duration
45
Credit Hours
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Tuition
See how affordable SOU can be
Our master’s of science in higher education online program features the same affordable, pay-as-you-go tuition for all in-state and out-of-state students.
Tuition breakdown:
$16,605*
Total Tuition
$369
Per Credit Hour
Master of Science in Education with a Concentration in Leadership in Higher Education Program Tuition and Fees
The following is the tuition breakdown for the MSEd in Leadership in Higher Ed degree program.
| Program | Per Credit Hour | Per 4 Credit Hours | Per Program |
|---|---|---|---|
| MSEd in Leadership in Higher Ed | $369 | $1,476 | $16,605* |
Note: SOU credit hours are quarter hours. 45 SOU hours = 30 semester credit hours.
Fees: There is a $60 application fee and an $85 graduation fee. Proctoring fees, if required, are not included.
*Tuition and fees are subject to change.
Tuition breakdown:
$16,605*
Total Tuition
$369
Per Credit Hour
Calendar
Dates you need to know
This online master’s in higher education leadership program is designed to be flexible for busy professionals.
Now enrolling:
12/23/24
Apply Date
1/6/25
Class Starts
| Term | Start Date | App Deadline | Registration Deadline | Tuition Deadline |
|---|---|---|---|---|
| Winter | 1/6/25 | 12/23/24 | 1/2/25 | 1/10/25 |
| Spring | 3/31/25 | 3/17/25 | 3/26/25 | 4/4/25 |
| Summer 1 | 6/16/25 | 6/2/25 | 6/11/25 | 6/20/25 |
| Summer 2 | 8/4/25 | 7/21/25 | 7/30/25 | 8/8/25 |
Now enrolling:
12/23/24
Apply Date
1/6/25
Class Starts
Have questions or need more information about our online programs?
Ready to take the rewarding path toward earning your degree online?
Admissions
Applying to SOU takes only a few steps
The admission process for our MSEd with a Concentration in Leadership in Higher Education online is simple and streamlined so you can get started right away. Requirements for admission include:
Admission Requirements:
- Bachelor's degree from an accredited institution
- 3.0 GPA cumulative on undergraduate coursework
- No GRE or teaching license required for admission
MSEd with a Concentration in Leadership in Higher Education Online Admission Requirements
- Applicants with a bachelor's degree in any discipline from an accredited institution and transcripts verifying a cumulative GPA of at least 3.0 on a 4.0 scale are granted admission status into the MSEd online degree program.
- We
encourage you to apply with a GPA below 3.0 if you have work or life experience
that would contribute to your success in our program. Applications with GPAs
under 3.0 are reviewed on a case-by-case basis and additional information may
be requested. You may be asked to provide:
- An additional explanation of your intentions in pursuing the degree and a description of your readiness to succeed in an accelerated online degree program, or
- Two or three letters of recommendation speaking to your ability to succeed in an accelerated online degree program, or
- GRE scores of at least 145 Verbal, 145 Quantitative, and 3.5 Analytical Writing.
- Applicants must submit official transcripts from all previous educational institutions attended.
- No GRE or teaching license is required to enter the program.
- International student applicants interested in enrolling in the SOU online MSEd program should contact the Office of International Programs for information related to international admissions and visa restrictions. Contact the Office of International Programs by emailing [email protected].
Southern Oregon University considers you an international student if you are NOT a:
- U.S. citizen or national;
- U.S. permanent resident or other eligible noncitizen.
Graduate Admission Requirements for International Students:
- Applicants must have a bachelor's degree equivalent to a four-year U.S. bachelor's degree from a recognized university in that country.
- Transcripts from all colleges and universities attended; documents must be official and include an English translation. Applicants are required to have documents mailed to SOU in a sealed envelope from the school, which has not been opened. SOU will not accept scans, faxes, photocopies, or already opened documents.
- If English is not your native language, you will need to submit a TOEFL or IELTS score.
- You do not need to submit a score if you earned a bachelor's or master's degree from a U.S. college/university or completed your education in a native English-speaking country.
If you need to submit official documents by mail, send them to:
SOU Admissions Department1250 Siskiyou Blvd.
Ashland, OR 97520
Have a question? Call us at 800-490-7974800-490-7974.
Courses
The curriculum for the master’s degree in higher education online is all right here
The curriculum for the online MSEd – Leadership in Higher Education program is comprised of 11 courses (45 credit hours), including 25 credit hours of core courses and 20 credit hours of concentration courses.
You must take the following courses.
Duration: 7 Weeks weeks
Credit Hours: 5
Explores issues in education and the context in which they exist. Examines, analyzes and applies concepts in professional ethics and policies, foundational philosophies, research, leadership, and contemporary issues within their focused area of education. Learners will engage in a comprehensive review of research materials available for advanced studies in education. The intent of this course is to guide graduate learners in exploring the purpose of research, to answer questions and acquire new knowledge, thereby making important and valuable contributions to the various fields within the discipline of education.
By the end of this course, students will be prepared to:
- Explain the ideas, complexities, and stakeholders that shape policy
- Conduct research and make professional policy and practice recommendations on a contemporary issue
- Investigate and analyze contemporary educational issues at a local, state, national and international level
Duration: 7 Weeks weeks
Credit Hours: 5
Equips learners with the necessary skills to become critical consumers of research related to their work. Learners will be introduced to a variety of research approaches common to the field of education. Learners will be able to evaluate, and interpret qualitative, quantitative, mixed methods and action research.
By the end of this course, students will be prepared to:
- Evaluate the quality of quantitative, qualitative, mixed methods and action research
- Interpret the findings of quantitative, qualitative, mixed methods and action research
- Describe the strengths and weaknesses of quantitative, qualitative, mixed methods and action research
- Assess for the most common flaws in quantitative, qualitative, mixed methods and action research
Duration: 7 Weeks weeks
Credit Hours: 5
Focuses on the development of culturally responsive discourse and practices in the workplace. Explores how cultural perspectives, experiences and histories shape individuals who work and learn together as members of groups. Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, identity, gender, age, ability, class, language, religion, or communication styles. Students will develop the self-awareness and cross-cultural competence to promote positive and productive relationships in diverse contexts. They will learn to lead and collaborate effectively, to interact thoughtfully, to address barriers of bias, discrimination, and inequity, and to champion inclusive strategies that engage and integrate people of different identities, backgrounds, and worldviews.
Course learning objectives:
- Determine how beliefs, values, and attitudes about diversity developed and can be examined and revised
- Apply terms, concepts, theories, and practices used in diversity literature and discourse to knowledge, attitudes, and skills
- Analyze individual and institutional systems of power and privilege as they pertain to equity, access, and opportunity for diverse populations
- Synthesize historical and contemporary conditions and challenges experienced by diverse populations and explain why they are perpetuated and how they can be changed
- Create a plan of action to foster responsive cultural communication across differences in order to establish and maintain positive and productive work environments
Duration: 7 Weeks weeks
Credit Hours: 5
Translate learning theory, innovative curricular design and 21st century skills into instructional decisions and practice. Engages learners in applying 21st century knowledge and skills to instructional decisions and practices. Introduces learners to learning theory and innovative curricular design. Challenges learners to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas to their professional arena.
Course learning objectives:
- Apply the 21st-century curriculum approaches, theories, and learning models to instructional decisions and practices
- Analyze the emerging policies, trends, and practices that influence educational design and student learning
- Incorporate systematic thinking and instructional design models to their personal practice of curriculum design
- Participate in a professional learning community of educational designers
Duration: 7 Weeks weeks
Credit Hours: 5
Students are guided through the development of a professional project design. Provides students the opportunities to practice research and professional writing skills specific to their area of concentration.
Course learning objectives:
- Identify a problem in their specific professional area through a needs assessment and propose an informed solution that ethically addresses the issue
- Conduct a literature review providing a broader theoretical and contextual framework for the project
- Develop a systematic and ethical process for the design, implementation and evaluation that incorporates appropriate theories, concepts, and strategies for achieving the project’s purpose and goals
- Develop and present a professional project report in APA format
You must take five of the following courses for a total of 20 credit hours. One must be a choice among ED 590, ED 591 and ED 598.
Duration: 7 Weeks weeks
Credit Hours: 4
Focuses on exploring professional ethics and decision-making by looking at contemporary practices, policies, principles and issues within a variety of settings in education. Examines ethical dimensions of leadership through both traditional and nontraditional paradigms. Students reflect on personal ethical stances, examine the influence of ethics and values on decision-making, and analyze and critique ethical issues in a variety of contexts to frame professional ethical perspectives. Provides MEd students with information on the thesis/project process and proposal format and enables them to develop and refine ideas for potential research.
Course learning objectives:
- Students will be able to identify ethical frameworks in the field of education and analyze how they apply to a variety of educational settings
- Students will be able to identify the influence of values and ethics on decision-making and leadership in contemporary educational contexts
- Students will be able to analyze and critique leadership styles, practices, and policies through an ethical lens
- Students will be able to articulate personal ethical stances and frame their own professional, ethical perspectives as they apply to education and education leadership
Duration: 7 Weeks weeks
Credit Hours: 4
Addresses the challenges of incorporating creativity into the workplace and higher education both as an issue of personal creative development and as a leadership issue related to nurturing creativity and innovation in others. Offers an opportunity to acquire and practice multiple strategies for fostering creativity and innovation in oneself and in others.
Course learning objectives:
- Students will be able to identify and apply theories of creativity and innovation appropriate to the workplace and higher education
- Students will be able to analyze and critique models and examples of creativity and innovation in the workplace and higher education
- Students will be able to design a creativity and innovation plan tailored to their workplace, educational setting, or industry
Duration: 7 Weeks weeks
Credit Hours: 4
Examines higher education administration leadership through a social justice and equity lens. Relates justice, sensitivity to power and privilege, and equitable outcomes to shared governance, decision-making, economics and finance, labor relations, policy and planning, higher education law, institutional research, and organizational culture.
Duration: 7 Weeks weeks
Credit Hours: 4
Introduces learners to current research and best practices in academic and student affairs with special attention towards the learning environments and factors that influence college and university student success. Examines institutional strategies for organizing, staffing and funding the extensive array of programs and services designed to meet college and university students’ economic, social, cultural, developmental (older adolescents through adult learners), and academic needs.
Course learning objectives:
- Investigate the major theories, research, and practices that guide the work of student and academic affairs
- Explore the role of research, assessment, evaluation, and best practices play in supporting student success in higher education
- Analyze the critical relationship of student and academic affairs to the learning mission of higher education and its role in facilitating integrative learning
- Research and describe how patterns of development and educational experiences differ among various subgroups of college students, especially groups of students who differ by age, social identities, and personal capacities that affect how they interpret experiences; and develop working critique of these patterns
Duration: 7 Weeks weeks
Credit Hours: 4
Examines the history and practice of adult learning in today’s world. Relates the research, theory, and practice of cognition and learning; humanistic psychology; and adult learning to the workplace and higher education, with an emphasis on critical thinking and critical perspectives.
By the end of this course, students will be prepared to:
- Examine adult learning in today’s world with a focus on the individual and situational differences
- Research and apply, the theory and practice of cognition and learning, humanistic psychology, and adult learning to the workplace
- Identify the unique goals and purposes of adult learning and integrate them into their practice
- Apply holistic practices of andragogy in their specific professional area
Duration: 7 Weeks weeks
Credit Hours: 4
Equips learners with the pedagogy and andragogy to develop effective strategies to engage adult learners. Topics include: theory into action; effective adult teaching characteristics; learning interventions to support adult learners: self-directed, active/project-based, problem-based, experiential, and collaborative learning.
By the end of this course, students will be prepared to:
- Analyze and evaluate important concepts and theories associated with adult learners and learning [Foundational]
- Research strategies and learning interventions to support adult learners [How to Learn]
- Use knowledge of adult learners and learning to develop effective and engaging strategies [Application]
- Identify effective adult teaching characteristics and integrate them into their personal practice [Integration]
- Participate in a professional learning community of adult educators [Human Dimension]
Duration: 7 Weeks weeks
Credit Hours: 4
Explores how learning occurs within organizations and characteristics of effective professional learning. Examines standards, models and conditions for implementing and sustaining learning within and across organizations. Explores learning designs that reflect adult learning theory, incorporate stakeholder voice and choice, and support continued growth as individuals advance along the career span. Topics covered from theoretical and practical perspectives include understanding people, motivation, group dynamics, communication, leadership, power, politics, conflict, diversity, culture, decision making, change and organizational structure.
By the end of this course, students will be prepared to:
- Identify key theories and best practices of a learning organization
- Integrate objective, compassionate, inclusive communication into one’s interpersonal relations
- Evaluate effective team dynamics that foster a shared vision through team learning
- Create plans to holistically improve an organization by identifying a problem/issue within an organization, identifying leverage points for change, and mapping goals for systemic improvement
*Tuition and fees are subject to change.
