The challenges that face higher education require that educators not only
adapt to change but also engage in developing a vision of higher education
for society. Our main goal for graduate training is to prepare individuals
for leadership in shaping the future of higher education through generating
and applying knowledge, advancing the role of higher education in supporting
the public good, and improving institutional practice. This is accomplished
through coursework and experiences designed to increase students’ understanding
of higher education as an academic area of inquiry and practice. Toward this
end, our curriculum is geared toward preparation for administrative, faculty,
research, and policy careers in higher education and related enterprises.
What distinguishes a Higher Education graduate? Our graduates leave the program with a good sense of the work that is needed in higher education and endeavor to make a difference in their career fields. Most employers and faculty would agree that Higher Education graduates:
In the Higher Education Ph.D. program at the University of Michigan School of Education, all students are expected and encouraged to think rigorously; understand and appreciate the craft of scholarship and research; demonstrate interest in and a capacity to make a difference in postsecondary education; be actively committed to diversity; and have aspirations for becoming leaders of the highest integrity. It is the goal of this program to develop leaders for institutions of higher and postsecondary education who can lead institutions effectively, conduct scholarly research, and contribute in a meaningful and distinctive way to the overall development of the profession.
CSHPE doctoral students have four primary concentration areas from which to choose. Each concentration offers a comprehensive, yet focused analysis of the complex issues facing higher education today.
Concentrations
Academic Affairs and Student Development (AA & SD)
Organizational Behavior and Management (OB & M)
Public Policy in Postsecondary Education
Research, Evaluation, and Assessment (REA)
In addition, an Individually Designed Concentration can be created with an advisor's approval.
Academic Affairs and Student Development focuses on the teaching
and learning mission of colleges and universities, and the communities
i
n which this central function occurs. Scholarship in this
concentration includes: academic programs and curriculum; student
learning and development; student access, adjustment, and achievement
in higher education; teaching and research processes; college
and university faculty; and leadership in administrative units
with teaching and learning responsibilities. Three major
perspectives are used in this concentration to inform students’ understanding
of teaching and learning environments: individual learning
and development, institutional factors that affect teaching
and learning in postsecondary contexts, and societal conditions
(social, cultural, and historical) that affect learning and teaching.
Students in this concentration are preparing for teaching, research, and/or administrative careers in postsecondary education. For a potential academic (professorial) or research career, concentrators’ likely areas of research include students, faculty, diversity, teaching and learning, curriculum, history, philosophy, international and comparative higher education, and institutional policy. Administrative careers exist in a myriad of areas within the academic and student affairs structures of colleges and universities, including: student affairs administration, faculty development, student support services (including athletics and academic advising), multicultural affairs, and curriculum development.
The introduction to this concentration is provided by the Gateway course, which is a prerequisite to most courses in this concentration. The remaining courses in this concentration are grouped into three areas: those that address issues related to individual, institutional, and societal level perspectives. Students in this concentration are required to take one course from each of these three perspectives. Note: Some courses address more than one perspective, and are listed accordingly below. However, students may not use the same course to fulfill the requirement for more than one perspective. Students are encouraged to select the best combination of courses to match their career goals and interests, in consultation with their advisor.
Recommended for all Academic Affairs and Student Development concentrators, this Gateway course (or its equivalent) is a prerequisite for other courses in this area and should be taken in the first year.
EDUC 690, Academic Affairs in Student Development in Postsecondary Education
This course focuses on colleges and universities as teaching-learning environments. Class sessions highlight critical issues in the field and introduce key concepts and theories that frame higher education research related to students, faculty, teaching and learning.
Individual Level Courses (minimum of 3 credits)
These courses pertain to the learning and development of students as individuals. Examples of courses that reflect this perspective include:
EDUC 662, Learning and Development in Higher EducationUC
EDUC 769, Enhancing Learning Outcomes for College Students
EDUC 864, The American College Student
EDUC 866, The College and University Professor
Institutional Level Courses (minimum of 3 credits)
These courses pertain to institutional factors that affect teaching and learning. Examples of courses that reflect this perspective include:
EDUC 665, Managing Student Affairs
EDUC 762, Curriculum in Postsecondary Education
EDUC 769, Enhancing Learning Outcomes in Higher Education
EDUC 860, Technology in Higher Education
EDUC 868, Philosophy of Academic Leadership
EDUC 873, Race, Ethnicity and Gender in Higher Education
EDUC 874, Law and Higher Education
EDUC 880, Case Studies in Higher Education Management
Societal Level Courses (minimum of 3 credits)
These courses pertain to societal (social, cultural, and historical) conditions that affect learning and teaching. Examples of courses that reflect this perspective include:
EDUC 759, Higher Education and Society
EDUC 870, International and Comparative Higher and Continuing Education
EDUC 873, Race, Ethnicity and Gender in Higher Education
EDUC 874, Law and Higher Education
Students planning to focus in this area should take the following:
Click below to view a faculty member’s research interests and contact information (links open up in a new window)
The Organizational Behavior and Management concentration
encompasses research, scholarship and practice involving the
structure and dynamics of postsecondary educational organizations.
Included in this concentration is scholarly inquiry into the
administration, governance, management, leadership, organizational
strategy, planning and budgeting, and institutional research
and assessment of postsecondary educational organizations.
This concentration attracts developing scholars and practitioners
who will make a significant contribution to postsecondary education
institutions as administrators and leaders, members of the
professoriate, training and development professionals, or expert
consultants.
Organizational Behavior Home - Overview - Faculty
Students in this concentration are preparing for higher and postsecondary education careers such as: a) executive level positions in college and university management; b) teaching and research in the area of organizational dynamics in postsecondary education; c) training and development in profit or non-profit organizations; and/or d) management consulting. Students who focus in Organizational Behavior and Management often pursue careers in administration, including academic affairs, administration and finance, planning, institutional advancement, student affairs, or external relations. Others pursue faculty positions in a higher education program or positions in a research center or organization.
Individuals interested in training and development or consulting careers will transfer skills in organizational strategy and functioning, management and governance, planning and resource allocation, human resource management, and institutional research/assessment in the postsecondary sector to a diverse array of business-related venues.
Courses in the concentration are grouped into three categories: 1) those devoted to consideration of the external context or environment in which postsecondary education institutions operate; 2) those that span boundaries between institutions and the external environment; 3) and those that focus on the internal contexts of postsecondary education. All address the competencies that practitioners need to successfully manage and lead institutions. Students in this concentration are required to take three advanced courses, at least one from each of the external context, boundary spanning, and internal context categories.
Recommended for all Organizational Behavior and Management concentrators, this Gateway course (or its equivalent) is a prerequisite for other courses in this area and should be taken in the first year.
EDUC 761, Postsecondary Institutions as Complex Organizations
Examines colleges, universities, and other formal postsecondary educational institutions as complex social organizations through the application of basic concepts of organizational theory. Discussion focuses on individual, group, organizational, and interorganizational-level variables and approaches to analyzing colleges and universities as complex social organizations.
External Context Courses (minimum of 3 credits)
Courses pertaining to the external context or environments in which postsecondary education institutions operate. Examples of courses that reflect this perspective include:
EDUC 759, Higher Education and Society
EDUC 871, National Economic and Financial Issues in Postsecondary Education
EDUC 872, State Government and Higher Education
EDUC 874, Law and Higher Education
Boundary Spanning Courses (minimum of 3 credits)
These courses span boundaries between institutions and the external environment. Examples of courses that reflect this perspective include:
EDUC 875, Managing Change and Quality in Higher Educational Institutions
EDUC 877. Dynamics of Organizational Strategy
EDUC 880, Case Studies in Higher Education Management
EDUC 868, Philosophy of Academic Leadership
Internal Context Courses (minimum of 3 credits)
These courses focus on the internal contexts of postsecondary education. Examples of courses that reflect this perspective include:
EDUC 763, Financial Management and Strategy in Postsecondary Education
EDUC 860, Technology in Higher Education
EDUC 861, Human Resource Development in Postsecondary Education
EDUC 863, Planning, Analysis and Institutional Research
Students planning to focus in this area should also take the following:
(minimum of 3 credits). A student’s practicum should focus on a research project related to the Organizational Behavior and Management concentration.GRADUATES' CAPABILITIES
Faculty associated with the Organizational Behavior and Management concentration seek to develop important leadership capacities in students. Students completing a Ph.D. in Organizational Behavior and Management will:
Organizational Behavior Home - Overview - Faculty
Click below to view a faculty member’s
research interests and contact information (links open up in
a new window)
Public Policy Home - Overview - Faculty
The Public Policy concentration includes studies
of the social, economic, and political factors that affect
postsecondary institutions, particularly the impact of local,
state, and federal policies on students, faculty, and other
constituencies. The public policy concentration not only prepares
students for careers in organizations such as state or federal
government agencies, professional associations, or specialized
offices within colleges and universities, 
but also prepares
graduates for academic careers.
Public Policy Home - Overview - Faculty
POTENTIAL AREAS OF PROFESSIONAL EMPLOYMENT
Students enrolled in this concentration are those with a strong interest in public policy who seek to serve as university administrators, educators, policy analysts and researchers in the field of postsecondary education. The Public Policy curriculum enables students to participate more effectively in policy processes and prepares our graduates for a wide variety of positions in institutions of postsecondary education, policy positions at the local, state, national, and international level, and/or positions with non-governmental organizations, educational associations, or policy institutes.
ORGANIZATION OF THE COURSES IN THE CONCENTRATION
The introduction to this concentration is provided by the Gateway course, which is a prerequisite to most courses in this concentration. The remaining courses in this concentration are grouped into two categories: those that address issues related to policy perspectives; and those that span boundaries between institutions and the external environment. Students in this concentration are required to take one course from each of these two perspectives. Note: Some courses address more than one perspective, so are listed accordingly below. However, students may not use the same course to fulfill the requirement for more than one perspective. Students are encouraged to select the best combination of courses to match their career goals and interests, in consultation with their advisor.
GATEWAY COURSE
Recommended for all Public Policy concentrators, this Gateway course (or its equivalent) is a prerequisite for other courses in this area and should be taken in the first year.
EDUC 764, Public Policy in Postsecondary Education
Focuses on legislative and executive policy formulation processes at the state, regional, and national levels. Considers theoretical and conceptual approaches to understanding public policy formation, including the role and function of the major organizational factors at each level and their modes of influence in determining policy for postsecondary education. Examines in depth selected current public policy issues that cut across political levels.
CONCENTRATION COURSES
POLICY PERSPECTIVE COURSES (minimum of 3 credits)
These courses focus on issues related to policy perspectives. Examples of courses that reflect this perspective include:
EDUC 768, The Economics of Education
EDUC 871, National Economic and Financial Issues in Postsecondary Education
EDUC 872, State Government and Higher Education
EDUC 881, Public Policy Research and Analysis in Postsecondary Education
BOUNDARY SPANNING COURSES (minimum of 3 credits)
These courses that span boundaries between institutions and the external environment. Examples of courses that reflect this perspective include:
EDUC 759, Higher Education and Society
EDUC 761, Postsecondary Institutions as Complex Organizations
EDUC 860, Technology in Higher Education
EDUC 863, Planning, Analysis, and Institutional Research
EDUC 865, Evaluation and Assessment in Postsecondary Education
EDUC 870, International and Comparative Higher and Continuing Education
EDUC 873, Race, Ethnicity and Gender in Higher Education
EDUC 874, Law and Higher Education
EDUC 875, Managing Change and Quality in Higher Education Institutions
EDUC 880, Case Studies in Higher Education Management
Students planning to focus in this area should also take the following:
(minimum of 3 credits) A student’s practicum should focus on a research project related to the Public Policy concentration.Public Policy Home - Overview - Faculty
Click below to view a faculty member’s
research interests and contact information (links open up in
a new window) 
The Research, Evaluation, and Assessment concentration
is intended to 
develop
the conceptual and technical skills necessary to produce the
highest quality research on higher and postsecondary education,
including: applied research related to institutional research,
educational and administrative evaluation, program review, and
assessment of teaching and learning. In addition to the strengths
provided in this concentration and throughout the Center, students
in this concentration benefit from studying higher education
within a environment unparalleled in the depth of its resources
related to social science research. The faculty affiliated
with this concentration bring a diversity of perspectives connected
to the other concentrations within the Center (academic affairs,
organizational behavior and management, and public policy), offering
students a flexible opportunity to develop a productive career
around the study of higher and postsecondary education.
Students in this concentration are preparing for a wide range of professional positions related to improving the understanding, planning, management and academic performance of higher education institutions and the systems in which they are organized. These include faculty or research positions within higher education programs or centers, as well as programs and centers focused more generally on social science research. Graduates interested in applied research careers work across the full spectrum of higher education institutions, in federal and state agencies of higher education, and in higher education associations. They work in a wide range of areas, including institutional research, academic and instructional affairs, institutional support and administration, evaluation and assessment, planning, President's and Chancellor's offices, student affairs and services, financial affairs and services, and institutional development and alumni affairs.
Courses in the concentration are grouped into four categories: 1) those that focus on the concentration of research; 2) those that focus on related research competencies; 3) those that focus on evaluation and assessment at the institutionallevel; and, 4) those that focus on evaluation and assessment at the state and national level. Students in this concentration are required to take two research concentration courses, and one course from each of the other three perspectives (i.e. Research Competencies, Institutional Level Courses, and State and National Level Courses). Note: Some courses address more than one perspective, so are listed accordingly below. However, students may not use the same course to fulfill the requirement for more than one perspective. Students are encouraged to select the best combination of courses to match their career goals and interests, in consultation with their advisor.
Research, Evaluation, and Assessment concentrators are required to choose two Gateway courses (described below) from Academic Affairs and Student Development, Organizational Behavior and Management, or Public Policy. These should be taken in the first year if possible. (There is no additional REA Gateway courses for this concentration.)
EDUC 690, Academic Affairs in Student Development in Postsecondary Education
This course focuses on colleges and universities as teaching-learning environments. Class sessions highlight critical issues in the field and introduce key concepts and theories that frame higher education research related to students, faculty, teaching and learning.
EDUC 761, Postsecondary Institutions as Complex Organizations
Examines colleges, universities, and other formal postsecondary educational institutions, as complex social organizations, through application of basic concepts of organization theory. Discussion focuses on individual, group, organizational, and interorganizational-level variables and approaches to analyzing colleges and universities as complex social organizations.
EDUC 764, Public Policy in Postsecondary Education
Focuses on legislative and executive policy formulation processes at the state, regional, and national levels. Considers theoretical and conceptual approaches to understanding public policy formation, including the role and function of the major organizational factors at each level and their modes of influence in determining policy for postsecondary education. Examines in depth selected current public policy issues that cut across political levels.
These courses focus on issues related to the concentration of research. Two of the following three courses are required for students in the Research, Evaluation, and Assessment concentration:
EDUC 863, Planning, Analysis and Institutional Research
EDUC 865, Evaluation and Assessment
EDUC 881, Public Policy Research
Those interested in institutional level work should take ED 863 and ED 865. Those interested in state or external agencies should take ED 881.
These courses focus on research-related competencies. Types of courses that reflect this perspective include:
Survey Research Instrument Design, Sampling and Analysis, etc.
Information Systems Design and Management
Case Study or Advanced Program Review or Evaluation
Qualitative or Ethnographic Methods
Simulation and Modeling
Students are encouraged to take at least two courses from the types of research competencies suggested above. Those may be offered within the School of Education or within other areas in the university. The choice of these courses should be made in consultation with the student’s advisor.
These courses focus on evaluation and assessment at the institutional level. Examples of courses that reflect this perspective include:
EDUC 762, Curriculum in Postsecondary Education
EDUC 769, Enhancing Learning Outcomes
EDUC 860, Technology in Higher Education
EDUC 864, The American College Student
EDUC 866, The College and University Professor
EDUC 873, Race, Ethnicity and Gender in Higher Education
EDUC 875, Managing Change and Quality in Higher Education Institutions
These courses focus on evaluation and assessment at the state and national level. Examples of courses that reflect this perspective include:
EDUC 768, Economics of Education
EDUC 871, National Economic and Financial Issues in Postsecondary Education
EDUC 872, State Government and Higher Education
Students planning to focus in this area should also take the following:
. Students whose concentration is Research, Evaluation and Assessment are required to take six (6) credits of EDUC 767—the equivalent of two terms. These should focus on a research project that is consistent with the student’s area of interest. Graduates' Capabilities
Students completing the doctoral program in Research, Evaluation, and Assessment will have a strong capacity to conduct research and provide leadership in the area of research. Students who focus in this area will have the capability to do the following:
Click below to view a faculty member’s research interests and contact information (links open up in a new window)
Ind. Design Home - Overview - Faculty
Doctoral students who wish to propose an alternative to the four established concentration areas may propose an Individually Designed Concentration by preparing a formal request within one year of initial enrollment.
The request should include:
The Individually Designed Concentration should combine work in the Center with work in other departments and schools within the University. The course sequence must include, or be equivalent to, the regular CSHPE Gateway, Elective, Concentration and Cognate courses (as outlined below). The cognate sequences must constitute a coherent set of courses, seminars, or independent study projects. Similarly the research practicum, comprehensive qualifying examination (CQE) and dissertation must focus on topics or experiences related to the proposed concentration. The formal request must be approved both by the student’s advisor and the Center Director.
Ind. Design Home - Overview - Faculty
Students planning to focus in this area should develop an academic plan with a faculty member whose background or research interests match the desired topic of study. Each plan will be uniquely designed, however it must include all requisite research classes and a combination of the following:
GATEWAY COURSES:
EDUC 690, Academic Affairs in Student Development in Postsecondary Education
EDUC 761, Postsecondary Institutions as Complex Organizations
EDUC 764, Public Policy in Postsecondary Education
CONCENTRATION AND ELECTIVE COURSES: These should be selected to be consistent with the student’s particular interest in the selected topic, with approval of the student’s advisor.
COGNATE COURSES: These should reflect a student’s interest in the selected topic and provide an in-depth focus on some aspect of that area in postsecondary education. Selection of cognate courses should be discussed with the student’s advisor early in his/her program.
EDUC 767, Research Practicum in Higher and Continuing Education
Self Design Home - Overview - Faculty
To develop a plan of study, students interested in pursuing an Individual Concentration must select and work with a faculty member whose background or research interests match the desired topic of interest.
Progress - Plan of Study - Assistantships - Course Descriptions - Timelines
At the time of admission, each student is assigned an academic advisor from among the faculty members of the concentration in which the student has been admitted, and on the basis of shared professional interests.
Together the student and advisor develop a plan of study and assistantship experiences that are appropriate to the student's background and career interests. Higher Education course descriptions, including syllabi, are available online, as is a general progress toward degree timeline. As a student’s interests and ideals are honed with gained knowledge and experience, a change of advisor may be in the student’s best academic interest. Faculty work closely together in an annual academic review of student progress to help ensure each student’s needs are being met and that all students are achieving progress toward degree.
Progress - Plan of Study - Assistantships - Course Descriptions - Timelines
Doctoral study in higher education through the Center for the Study of Higher and Postsecondary Education (CSHPE) is characterized by the following:
The doctoral program of study is organized as follows. A total of 60 hours2 of graduate courses must be taken prior to achieving Dissertation Candidacy. Most courses are offered for 3 credits; numbers of credits listed for each category are minimum requirements.
I. Common Curricular Experiences (9 credits)
Three curricular experiences are required of each student. The first two provide broad overviews of postsecondary education, from both contemporary and historical perspectives. The last experience listed is one in which the student integrates concepts from scholarly literature to answer a question posed by the student.
EDUC 622, Proseminar in Higher Education
EDUC 661, History of Postsecondary Education
EDUC 899, Comprehensive Qualifying ExaminationII. "Gateway" Courses to Concentration Areas (minimum of 6 credits)
A "Gateway" course provides an introduction to a concentration, and typically serves as a prerequisite course for advanced study within the concentration. Students are required to take two of the following three gateway courses. (Gateway selection will be dependent on the concentration requirements and the student’s research interests).
EDUC 761, Postsecondary Institutions as Complex Organizations
EDUC 764, Public Policy in Postsecondary Education
EDUC 690, Academic Affairs and Student Development in Postsecondary EducationIII. Research Requirements (minimum of 18 credits)
Since the Ph. D. is a research degree, the research requirement consists of several courses as follows.
EDUC 793, Introduction to Quantitative Methods in Educational Research
EDUC 795, Quantitative Methods for non-Experimental ResearchA course in Qualitative Methods
An advanced methods course for dissertation-related researchEDUC 765, Research Design in Higher and Continuing Education
EDUC 767, Research Practicum in Higher and Continuing EducationIV. Concentration Courses (minimum of 12 credits) selected in consultation with advisor
Each concentration consists of a set of courses appropriate to in-depth study in the concentration. These are described in the Concentration Descriptions below; students choose the appropriate combination of courses in consultation with their advisors.
V. Cognate Courses (minimum of 6 credits)3
A cognate course is one that is offered outside the School of Education (including those cross-listed across Schools). Students choose the appropriate cognate courses in consultation with their advisors.4
Course credits from a graduate degree outside Education may be used to fulfill the cognate requirement, with advisor's approval.
VI. Electives (remaining credits to meet 60 hour requirement)
Elective courses may be used to constitute the remainder of the 60 hours to complete the Program of Study. These may be School of Education courses, or non-school or Education courses. They may be taken from within the preceding categories of courses (gateway, research, concentration or cognate).
VII. Dissertation Precandidacy and Candidacy
EDUC 990, Dissertation Pre-Candidacy
EDUC 995, Dissertation CandidacyDissertation registration credits are not included in the 60-hour candidacy total number of credits. In accordance with the School of Education's Time To Degree Policy, a candidate will be required to make a candidacy registration once every two years from the term of achieving candidacy or their last candidacy registration to remain active. It is possible that a candidacy registration may be required as part of an assistantship/ fellowship/award offer, as a condition for readmission, or as a condition for the approval of an extension of time.
Notes:
1 - Students entering Fall 2002 have the option to follow this Program of Study or the one in place for the 2001-2002 academic year.
2 - Up to 6 hours of course waivers or substitutions are allowable, with approval of advisor.
3 - Graduate courses cross-listed across Schools may count as cognate courses; to do so, students should register under the number used in the other school.
4 - Course credits from a graduate degree outside Education may be used to fulfill the cognate requirement; discuss this decision with your advisor.
Progress - Plan of Study - Assistantships - Course Descriptions - Timelines
Upon application to the CSHPE Doctoral program, students are automatically considered for admission and fellowship awards. Although funding availability and policies may change from year to year, the following serves as a general guideline for understanding the process.
School of Education Scholarships
The most common funding package offered to incoming CSHPE students is a School of Education Scholarship. Students offered this package will receive a letter outlining:
Award Length
Ranging from 1 semester to 4 years
Applies to Fall and Winter Semesters, unless otherwise specified
Assistantship Type*
Graduate Student Research Assistant (GSRA);
Assistantship Employment Fraction
.25 = 10 hours of work per week on average; or
.50 = 20 hours of work per week on average
Stipend Rate
Current guidelines are available from the Office of Human Resources and Affirmative Action
Benefits Included
Assistantship appointments of .25 or greater cover GradCare health benefits
Assistantship appointments of .25 or greater cover tuition (Spring/Summer terms excluded unless otherwise specified)
* First-year CSHPE doctoral students awarded School of Education Scholarships are typically assigned to GSRA positions.
Rackham School of Graduate Studies Fellowships
In cases where applicants meet specific eligibility requirements, individuals
may be considered for university-wide fellowships through the Rackham
School of Graduate Studies.
There is no separate application for consideration unless you are contacted
directly by CSHPE or the School of Education Office of Student Services.
The School of Education forwards nominations from its incoming pool of
admitted students to Rackham for consideration. Recipients are then selected
by Rackham fellowship selection committees from a university-wide pool
of nominees.
If a student is selected for a Rackham fellowship that is equivalent to or supercedes the School of Education offer (e.g. Rackham Merit Fellowship, Regents Fellowship), the student will be funded through the Rackham fellowship rather than the School of Education fellowship. Announcement of Rackham awards will be forwarded by mail to individual recipients with details about the new offer and its terms. New students awarded Rackham fellowships will continue to fulfill the assistantship responsibilities with faculty in CSHPE. But the terms of hours worked, benefits coverage & stipend will be determined by the guidelines of the Rackham fellowship.
Progress - Plan of Study - Assistantships - Course Descriptions - Timelines
Following is a list of courses offered for Ph.D. students by CSHPE. For a comprehensive list of courses offered by the School of Education, please see the School of Education Course Descriptions.
561. Introduction to Higher Education. (3)
563. The Community College. (3)
661. History and Philosophy of Postsecondary Education. (3)
662. Learning and Development in Higher Education. (3)
665. Management of Student Affairs and Support Services. (3)
690 Academic Affairs and Student Development in Postsecondary Education. (3)
695. Research and Educational Practice. (3)
759. Higher Education and Society. (3)
761. Postsecondary Institutions as Complex Organizations. (3)
762. Curriculum in Postsecondary Education. (3)
763. Financial Management and Strategy in Postsecondary Education. (3)
764/POLSCI 734/PUBPOL 732. Public Policy in Postsecondary Education. (3)
765. Research Design in Higher and Continuing Education. (3)
767. Research Practicum in Higher and Continuing Education. (3)
768. Economics of Education. (3)
769. Enhancing Learning Outcomes in Higher Education. (3)
770. Independent Study in Higher and Continuing Education. (1-3, may be elected more than once)
771. Topics in Higher and Continuing Education. (1-3, may be elected more than once)
792. Methods in Educational Research: Qualitative. (3)
793. Introduction to Quantitative Methods in Educational Research. (3)
795. Quantitative Methods for Non-Experimental Research. (3)
860. Technology in Higher Education. (3)
861. Human Resource Development in Postsecondary Education. (3)
863. Planning, Analysis, and Institutional Research. (3)
864. The American College Student. (3)
865. Evaluation and Assessment in Postsecondary Education. (3)
866. The College and University Professor. (3)
868. Philosophy of Academic Leadership. (3)
870. International and Comparative Higher and Continuing Education. (3)
871. National Economic and Financial Issues in Postsecondary Education. (3)
873. Race, Ethnicity and Gender in Higher Education. (3)
874. Law and Higher Education. (3)
875. Managing Change and Quality in Higher Education Institutions. (3)
877. Dynamics of Organizational Strategy in Postsecondary Education. (3)
880. Case Studies in Higher Education Management. (3)
881. Public Policy Research and Analysis in Postsecondary Education. (3)
882. Introduction to Medical and Professional Education. (3)
883. Instructional Methods in Professional Postsecondary Education. (3)
Progress - Plan of Study - Assistantships - Course Descriptions - Timelines
Pre-Candidacy Coursework
Typically, students spend the first two to three years of their doctoral studies completing courses selected in consultation with their faculty advisors as part of the student’s Plan of Study.
Annual Progress Review: Each March faculty assess student progress toward degree completion (successful completion of courses, CQE, professional experiences in research, teaching, administration, etc., and other indicators of progress).
Comprehensive Qualifying Exam (CQE)
The Comprehensive Qualifying Exam (CQE) serves as a bridge between completion of required courses and independent scholarship associated with the student's dissertation research. Students typically take the CQE at the end of the third year and after completion of 60 credits. The CQE is a rigorous, semester-long activity which involves a critical, integrative literature review focused on a significant issue or problem (topic) in higher education. For further details, please review the CQE Guidelines.
Candidacy
Admission to Candidacy is an acknowledgement of a student's potential to complete the requirements for the doctoral degree. Advancement to candidacy is not automatic. Upon successful completion of the CQE, students must submit a request to the Office of Student Services to advance to candidacy. For more detailed information, please see the Candidacy Deadlines for School of Education Students.
Dissertation Proposal
All doctoral candidates are required to develop a dissertation proposal, detailing the intended research and the rationale behind it. The development of the proposal is guided by a proposed committee chair (typically the student’s faculty advisor). Comprehensive instructions for the proposal process, the formation of a dissertation committee, as well as several other dissertation-related procedures can be reviewed at the Dissertation Procedures for School of Education Students Web site.
Ambassadors are current students and alumni who have agreed to answer your questions about CSHPE. Please contact any of the students or alumni listed below if you are interested in exploring the program from a student’s point of view.
If you have general Higher Education questions, please contact the CSHPE
program directly. Remember: To help us alert you to recruitment events
and the latest admissions updates, be sure to also fill out a graduate
program inquiry form.
Current Students:
Brett S. Alpert (Ph.D., Organizational Behavior and Management, 2005 cohort)
alpertb@umich.edu
Hi! Originally from Southern California – I spent 4+ years in the private sector before heading back to school to pursue a career in higher education administration/leadership. I decided to apply and accept admission to the University of Michigan’s Higher Education Program after learning of its: long-standing, strong reputation in the field; vast array of course offerings; large core of well-regarded faculty members with diverse research interests; and long list (roughly 50 years worth) of successful alumni.
Looking back now… I couldn’t be happier with the decision I made to attend UM. I have broadened my research interests and knowledge in the field of higher education, am more prepared to fill a variety of leadership roles, and have made professional and social contacts that I am confident will last a lifetime.
Geisce Ly
(Ph.D., Organizational Behavior & Management (2004))
geisce@umich.edu
I have three primary career interests: 1) to be a university administrator; 2) to be the executive director of a leadership institute; and 3) to be an executive coach.
I chose CSHPE because of its research intensive focus, self-directed philosophy, and countless resources to help me achieve my goals.
Everybody here (students, staff, and faculty) is a resource and they've been very supportive, helpful, and motivating. In fact, I've been able to gain other relevant work experiences by asking questions and pursuing various leads (i.e., writing curricula as a educational consultant, facilitating UM's leadership trainings and challenge programs, coordinating social events for the Office of Multicultural Student Affairs). In short, by diversifying my experiences and broadening my skills and knowledge, I will be more well-rounded when I become a university administrator.
Karen Moronski
(Ph.D., Public Policy in Postsecondary Education, 2007 Cohort)
moronski@umich.edu
I'm originally from Buffalo, NY and received my Ed.M. from the University of Buffalo and a B.A. in Mathematics from Daemen College. My research interests are K-16 policies, how academic preparation affects college access and persistence, and the impact of financial aid policies.
I love it here at Michigan – Ann Arbor is a great town, CSHPE is an excellent program, and I have an awesome cohort. What makes this such a great program is the people. The numerous opportunities to collaborate with faculty and other students on research projects have greatly enhanced my research abilities. The diverse backgrounds of my classmates bring interesting perspectives to our discussion of higher education issues. My advisor, Ed St. John, constantly challenges me to do research that will truly make a difference (which is one of the main reasons I came to Michigan). Michigan has exceeded my expectations and I have no doubts that I made the right decision in coming here.
Pelema I. Morrice, M.A.
(Ph.D., Independently Designed Program, 2006 Cohort)
pmorrice@umich.edu
After several years as an assistant director of admissions I decided to return to graduate school and pursue a doctoral degree. At the conclusion of my studies I hope to accomplish two main goals: effectively lead and direct the admissions operations of a college or university and bridge the gap between sound educational research and effective practice in enrollment management. Thankfully the University of Michigan and the Center for the Study of Higher and Postsecondary Education have provided me with the tools to accomplish these goals. As a current student I am more than happy to answer any questions you may have regarding our program and I sincerely hope you consider the joining our educational community.
Molly Ott
(Ph.D. in Academic Affairs & Student Development, 2005 cohort)
Hi, my name is Molly Ott and I am in my fourth year of the CSHPE doctoral program … After earning my bachelor’s degree from Notre Dame, I was a business technology consultant for several years then made the switch to higher education. My master’s degree in Educational Policy & Leadership is from Marquette University and prior to entering CSHPE, I worked in student affairs at Alverno College and DePauw University. I chose this doctoral program for a combination of personal and professional reasons. When I visited the program after being admitted, the collegiality and openness of the faculty and students made me feel extremely comfortable. The strong working relationships and friendships that I’ve developed since have definitely reinforced my initial sense of fit. Also, the Center’s emphasis on research – both in coursework and in assistantships – was a key factor in my decision, as was as the opportunity to take advantage of Michigan’s amazing courses and faculty expertise in the social sciences writ large. My research interests relate to the sociology of higher education, including issues of stratification and inequality, and I’ve found many opportunities to challenge myself about these questions at Michigan. I am confident that my classes, summer research work, and especially the experiences I’ve had working as a research assistant to Jan Lawrence and Steve DesJardins have prepared me to begin my dissertation and re-enter the workforce either in a faculty or full-time research capacity.
The master’s degree programs in higher and postsecondary education are structured to provide individuals with a general understanding of higher education as a field of practice and inquiry, while allowing the flexibility for students to 
probe more deeply into areas of specialized interest. A distinct feature of the master's degree program is the interaction among students with different professional backgrounds and diverse career goals. Students have opportunities to work together in Master’s required courses as well as with doctoral students in cognate and elective courses. As they work together on assignments and discuss issues in and out of class, CSHPE Master’s students come to appreciate and understand the multiple frames of reference that may be brought to bear on higher education decision making.
Graduates of the program are qualified to participate in a wide range of higher education settings, including: college and university administration or staff, state and national public policy agencies, government offices, higher education systems offices, professional associations, consortia, regional and coordinating bodies and accrediting agencies. They assume a wide variety of roles and work on key activities such as admissions, advising, administration, and policy analysis.
In addition to the general Masters in Higher Education, CSHPE offers options to students with specific interests in the linkages between Higher Education and Medical and Professional Education, Public Policy, and Business through specialized coursework and dual degrees.
Degrees Offered
Master's in Higher Education with a Concentration in Medical and Professional Education
A Master of Arts (M.A.) in higher and postsecondary education is offered as preparation for entry- or mid-level administrative positions in colleges and university units such as student affairs, financial aid, development, community relations, etc. Alternatively, graduates also pursue careers with professional associations, or various agencies (e.g. governmental, non-profit, etc.) related to higher education issues.
This program is designed with the full-time student in mind. Coursework is offered primarily during the academic year between the hours of 9:00 AM - 5:00 PM. The typical time to completion is three semesters, a year and a half (Year 1: Fall & Winter Semesters; Year 2: Fall Semester). It is possible to complete the program either part-time or full-time at an accelerated pace over 12 months. Please contact CSHPE for more info on either option.
An integral part of CSHPE Master’s curriculum is a year-long internship, selected by individual students based upon personal career goals. These opportunities are developed specifically for Higher Education master's students and most include a paid hourly stipend. For information about further financial aid opportunities, please visit our Financial Aid site.
MA Higher Ed Home - Overview - Faculty
In the CSHPE Master’s program, individual students work with a faculty advisor to formalize professional interests and to create a Plan of Study that is relevant to the individual’s specific career goals. This academic plan will encompass three major components of exploration.
The first involves developing a comprehensive understanding of higher education. Through the course work, a student in the Master's program will become acquainted with: historical events in the evolution of U.S. higher education; critical and emerging issues in the field; organizational structures and functional areas within colleges and universities; and the psycho-social development of students. A student in this degree program will also develop specialized expertise within higher education and related disciplines and fields.
The second major component of academic exploration involves developing competencies around data collection, data interpretation, and the use of data in higher education decision-making. CSHPE sees these skills as critical in the modern higher education landscape. Master’s students are therefore trained in basic statistics and research design.
A third major component of exploration involves career-relevant practice. The Master’s Internship provides students with hands-on experience working in higher education settings. The Administrative Practicum provides students a forum through which their practical experiences and expanding theoretical knowledge base can be brought together for a richer understanding of individual interests, the profession, and the overall field of higher education.
MA Higher Ed Home - Overview - Faculty
Faculty: To view a faculty member's research interests,
click
on their name (links open up a new window).
The
Center for the Study of Higher and Postsecondary Education (CSHPE) and
the Gerald
R. Ford School of Public Policy (FSPP) offer a dual degree program, leading to a Master of Arts in Education (MA) and
a Master of Public Policy (MPP) degree. This program is arranged so that requirements
for both degrees can be completed in two and one half years (5 terms); however,
some students may require more than 5 terms to complete the program.
Public Policy Home - Overview - Faculty
A small number of qualified candidates pursue concurrent work in higher
education and public policy. The program is designed for students interested
in broad policy issues that affect higher and postsecondary education,
such as state governance and coordination, financial aid funding, and
affirmative action in admissions and hiring.
The typical sequence of study is to spend the first year in either the Ford School or the School of Education and the second year in the other program. Students may begin at either school.
Students must satisfy the degree requirements of each school and should consult with their advisor about graduation requirements for each degree. A total of 65 credit hours are required for the dual degree.
The MA degree requires that a minimum of 27 credit hours be taken in the School of Education, including the following:
The MPP degree requires that a minimum of 32 credits be taken at the Ford School, including the following:
Once the 59 required credit hours have been completed, the student must complete 6 credit hours of electives that are selected in consultation with the student’s advisor. Coursework in introductory research methodology, advance-level policy courses beyond the core, and cognates may satisfy requirements for both schools. When a core course is waived, the student is expected to take another course from the school that has waived the requirement.
Students must file separate applications to and be admitted by both schools. An application fee must accompany each application. Students currently enrolled in either program may apply to the dual program during the first year of study.
For more information or an application, please contact:
The School of Education
Center for the Study of Higher and Postsecondary Education
Office of Student Services
Phone: (734) 764-7563
Email: ed.grad.admit@umich.edu
Website: http://www.soe.umich.edu/highereducation/admissions/index.html
The Ford School of Public Policy
Office of Admissions
Phone: (734) 764-0453
Email: fsppadmit@umich.edu
Website: http://www.fordschool.umich.edu
Public Policy Home - Overview - Faculty
Faculty: To view a faculty member's research interests, click on their name (links open up a new window).
Master's Concentration in Medical and Professional Education
The Concentration in Medical and Professional Education is a collaboration between the School of Education and the Medical School at the University of Michigan (UM). Courses offered through both schools meet requirements for a Master's Degree in Education from the UM School of Education, and provide learners choosing this concentration with additional training that has breadth across educational disciplines, and depth within medical and professional education.
Courses offered through this concentration may be of particular interest to students in higher education, as well as students in other professional fields such as non-physician professionals interested or working in medical and professional education settings, physicians and other clinicians in academic health care centers who have teaching responsibilities, and individuals with career aspirations that include formal teaching or educational research. (S
