Master of Education

MEd with a concentration in Higher Education Administration

You’re a natural born leader. You build character. Inspire dreams. Encourage creativity and build confidence. But most of all, you instill a love of learning. Education is a specialized business, so lead the field with our MEd Higher Ed Administration degree. You will learn everything from human resources, to crisis management, to budgeting. Whatever you should be faced with, you’ll be ready.

Graduate Program Tabs

The MEd concentration in Higher Education Administration is designed to prepare students for professional careers in a broad range of higher education settings. Graduates will be prepared for roles involved in student life, student enrollment, orientation, student academic advising, financial services, administration and management of academic programs, administration of sports programs, and campus security programs. The degree will also provide a solid foundation for future doctoral work in higher education.

This online course of study is for professionals looking to pursue a career in a non-academic aspect of higher education. Most students are currently working in areas such as admissions, financial aid, student affairs, and athletics with an ultimate goal of moving into a management position. The degree provides a great overview of the higher education landscape, while exposing students to the purpose and functions of a variety of the key departments at a typical college or university.

Tiffin University’s M.Ed. Higher Ed Administration program was recently recognized as one of the best in the nation. Tiffin University has been continuing to grow online master’s degrees for many years and has excellent faculty, staff, and support services to help students succeed.

 

Did you know?

  • According to the U.S. Bureau of Labor Statistics, the median pay for post-secondary education administrators as reported in 2010 is $83,710 annually, or $40.24 per hour.
  • Post-secondary administration employment is expected to grow by 19 percent through 2020 according to the U.S. Bureau of Labor Statistics.

Higher Education Administration Concentration 18 hours

  • EDU520 Issues in Student Affairs
  • EDU552 Educational Leadership
  • EDU572 World History of Education
  • EDU585 Student Enrollment and Retention
  • EDU590 Assessment and Student Learning
  • EDU624 Crisis Prevention and Intervention in Education
  • EDU635 Human Resource Management in Educational Organizations
  • EDU640 Higher Education Finance and Budgeting
  • EDU642 Higher Education Athletic and Sports Management

MEd Core Curriculum 12 hours

  • EDU514 Higher Education Administration Writing Process
  • EDU532 Diversity In Education
  • EDU541 Educational Research
  • EDU615 Ethical & Legal Issues in Education
  • EDU646 Connecting Research, Theory, & Practice
  • EDU680 Capstone Project

Total MEd 30 hours

 

This is a sample course sequence to illustrate course offerings for this major. Consult the official Academic Bulletin for detailed registration and advising information.

Online - Offered in two terms per semester starting in January, March, May, July, August and October

Student Enrollment and Retention (EDU585) - This course covers a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments, ways to attract and retain a pool of students based on the goals of the educational organization in selectivity in enrollment practices. The student will learn the procedures involved in the application process, methods of marketing the university and programs to attract applicants to the university. The course will also cover predictive models. The course will focus on undergraduate enrollment, covers both graduate and professional school enrollment. Students learn the roles involved in admissions and retention of students through academic, social and athletic integration.

Assessment and Student Learning (EDU590) - This course introduces how to develop assessment programs to support student learning. Higher education administrators will need to understand assessment techniques. In addition, the student will learn how to employ the applicable assessment strategies to insure that the goals of the organization are ultimately attained. The student will learn to identify evidence and use this evidence for assessment of and improvement of program objectives. This course will contain assignments that will guide the student in performing effective, high quality assessment and program evaluations.

Crisis Prevention and Intervention in Education (EDU624) - This course will cover effective institutional management of crises impacting students and the stability of the educational organization. The curriculum covers an overview of the types of threats and hazards facing higher educational institutions. The student will learn traditional crises models of response, but also identify models of prevention. Identification of risk factors impacting organizational security will be covered, including student and employee mental health issues, alcohol and other drug use, and campus violence. Students will learn to structure systems to manage immediate emergency situations, and use assessment tools to identify changes in processes to enable strengthened safety structures. Students will learn to engage with the community and law enforcement to prevent and manage campus crises.

Higher Education Finance and Budgeting (EDU640) - This course focuses on the language and processes in budget development and management. A study of budgeting models for public and private organizations. This course includes the factors involved in implementing institutional budgets. Application to case studies.

If you want to learn more about our online or on-campus programs for working adults, click here.

Testimonials

  • I could not have asked for better faculty. I love how small the class sizes are because I really know the majority of my professors pretty well. More importantly, they know me really well and are aware of my future goals and aspirations. I know that I could seek help from any one of my mentors and they would give me the best advice that they had.

    -Beata Krembuszewski '17

    TU helped grow my network and give me experience by meeting students from other cultures and countries, and learning from a range of professors. Anyone who wants to feel connected to their fellow students, to their personable professors, and the community
  • “There is always gonna be a little doubt in any person's mind when it comes to new things. But for me, I think proving people, who said I couldn't do it, wrong is my biggest motivation. There's really nothing that seems impossible to me anymore, the world is constantly changing and I feel like I am much more capable of adapting to those changes now compared to when I was walking on to TU's campus for the first time.”

    Alexandra Tozzie
    Class of 2018
    Louisville, Colorado

    Students in game room
  • "What I love about Tiffin University is the fact that I am learning about real-life experiences inside the classroom. Once I graduate, I know I will be prepared for a career in my field. I am thankful for the support I have received from my professors and classmates."

    - Hasan Abdul Elah, UAE

    "What I love about Tiffin University is the fact that I am learning about real-life experiences inside the classroom. Once I graduate, I know I will be prepared for a career in my field. I am thankful for the support I have received from my professors and
  • “I was faced with the pressure of being the very first to graduate from college in my immediate family. Not coming from a wealthy or 'well off' background, college was just a very faint thought, even approaching my senior year in high school. I dealt with self-esteem issues throughout my high school career and I found it hard to see myself anywhere than where I was. My perceived challenges were rooted from me and my surrounding circumstances. Here at TU, I was able to overcome my fears and put myself in a position that wouldn’t have been possible otherwise. Becoming a Dragon was the best decision I have ever made.”

    Nellene Arnett
    Class of 2017
    Toledo, Ohio

    Students in game room
  • "TU gave me the extra boost needed to move forward with accomplishing my dream of becoming a small business owner. With the help and encouragement of my professors and coach, I was able to take that leap into the business world knowing I could not succeed if I did not take risks."

    – Emily Miller

    "TU gave me the extra boost needed to move forward with accomplishing my dream of becoming a small business owner. With the help and encouragement of my professors and coach, I was able to take that leap into the business world knowing I could not succeed

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