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 CSHPE 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 CSHPE graduates:
In the Higher Education PhD 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 771, 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 771, 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. Most courses are offered for 3 credits; numbers of credits listed for each category are minimum requirements.
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.
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 to OB&M) (Gateway to Public Policy) (Gateway to AA&SD) Since the Ph. D. is a research degree, the research requirement consists of several courses as follows.
(or equivalent statistics course)Each concentration consists of a set of courses appropriate to in-depth study in the concentration. These are described in the Concentration Descriptions section; students choose the appropriate combination of courses in consultation with their advisors.
Cognate courses are those that are in a discipline or area different from a student's field of study but are related or connected with some aspect of this field. Students choose the appropriate cognate courses in consultation with their advisors. Course credits from a graduate degree outside Education may be used to fulfill the cognate requirement, with approval of advisor.
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 of Education courses. They may be taken from within the preceding categories of courses (gateway, research, concentration or cognate).
Dissertation 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.
Dissertation registration credits are not included in the 60-hour candidacy total number of credits. To review the School of Education's Time To Degree Policy Statement, please see http://www.soe.umich.edu/common/escshpe/downloads/ttdextr.pdf. 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: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)
669. Institutional Advancement and Development in Higher Education.
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. Philanthropy and Higher Education
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)
799. Categorical and Limited Dependent Variable Modeling
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.
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 CSHPE experience is the interaction among students with different professional backgrounds and diverse career goals. Students are provided with 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 inside and outside of the classroom, CSHPE Master's students come to appreciate and understand the multiple frames of reference that may be brought to bear in 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, 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 Master's in Higher Education, CSHPE offers degree options for students with specific interests in the linkages between Higher Education and Medical and Professional Education, Philanthropy, Advancement and Development, Public Policy, and Business through specialized coursework and dual degree programs.
Master Degrees Offered in Higher Education
Master's in Higher Education with a Concentration in Medical and Professional Education
Master's concentration in Philanthropy, Advancement and Development
A Master's of Arts (M.A.) in higher and postsecondary education is offered as preparation for entry- and mid-level administrative positions on colleges and university campuses, in 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 (September through April) 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 and 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 information on either option at cshpe.info@umich.edu.
An integral part of CSHPE Master's curriculum is a two-term (Fall & Winter) 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 the School of Education's Financial Aid link.
MA Higher Ed Home - Overview - Faculty
CSHPE faculty believe that Master's graduates should be knowledgeable about many different aspects of higher education as a field of practice and inquiry. The course requirements are designed to provide a general introduction to the field, knowledge of theories that underlie different areas of practice, and discussion of critical issues within and across these areas.
Master's in Higher Education: Plan of Study The following is an overview of the M.A. program requirements designed to help students achieve these goals. The M.A. requires a minimum of 30 credit hours, including the following:
Core curriculum (6 credit hours)
EDUC 561 Introduction to Higher Education
EDUC 662 Learning and Development in Higher Education or equivalent course.
Two-semester administrative practicum (3 credit hours)
EDUC 777 Administrative Practicum
Throughout their programs of study, students are encouraged to be involved in career-related professional practice. EDUC 777 is a special seminar designed for Master's students to reflect upon the connections between out-of-classroom practice and in-classroom learning. This forum allows students to reflect upon their professional experiences and consider the implications for their field of practice as well as their own professional development and careers.
Students typically complete internships in Fall and Winter semesters of their first year. EDUC 777 meets periodically during the Fall and Winter Semesters of year 1.
Concentration Courses (12 credit hours)
In consultation with their advisors, students should complete 12 credit hours of their degree requirements by selecting from the following concentration courses:
EDUC
563 The Community College
EDUC
622 Proseminar in Higher Education
EDUC
661 History and Philosophy of Postsecondary Education
EDUC
665 Management of Student Affairs and Support Services
EDUC
669 Institutional Advancement and Development in Higher Education
EDUC 670 Financial Management in Non-Profit Organizations
EDUC
690 Academic Affairs and Student Development in Postsecondary Education
EDUC
759 Higher Education and Society
EDUC
761 Postsecondary Institutions as Complex Organizations
EDUC
762 Curriculum in Postsecondary Education
EDUC
763 Financial Management in Postsecondary Education
EDUC
764 Public Policy in Postsecondary Education
EDUC
769 Philanthropy and Higher Education
EDUC
770 Independent Study in Higher and Continuing Education
EDUC
771 Topics in Higher and Continuing Education
EDUC
799 Categorical and Limited Dependent Variable Modeling
EDUC
860 Technology in Higher Education
EDUC
861 Human Resource Development in Postsecondary Education
EDUC
863 Planning, Analysis, and Institutional Research
EDUC
864 The American College Student
EDUC
865 Evaluation and Assessment
EDUC
866 The College and University Professor
EDUC
868 Philosophy of Academic Leadership
EDUC
870 International and Comparative Higher and Continuing Education
EDUC
871 National Economic and Financial Issues in Postsecondary Education
EDUC
872 State Government and Higher 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
877 Dynamics of Organizational Strategy in Postsecondary Education
EDUC
878 Professional Education in Colleges and Universities
EDUC
879 Capital Financing, Asset Management, and Fund Raising in Higher Education
EDUC
880 Case Studies in Higher Education Management
EDUC
881 Public Policy Research and Analysis in Postsecondary Education
EDUC
882 (MEDEDUC 882) Introduction to Medical and Professional Education.
EDUC
883 (MEDEDUC 883) Instructional Methods in Professional Postsecondary
Education: Theory and Application.
EDUC
884 (MEDEDUC 884) Development of Professional Expertise.
EDUC
886 (MEDEDUC 886) Program Evaluation.
Cognates (minimum of 6 credit hours)
Many of the issues pursued by higher education researchers are important to scholars in other disciplines and professional fields as well. Consequently, the theoretical frameworks and research methods used to examine these issues are often shared or transported across disciplinary lines. Frequently, elements of different theories are synthesized to create interdisciplinary frameworks and models (i.e., courses offered outside the School of Education). For these reasons, cognate courses are required and should be chosen to develop conceptual knowledge and perspectives.
Although courses from a previous Master's degree program may be used to fulfill the cognate requirement, students should discuss this with their academic advisors.
Research Preparation Requirement (3 credit hours)
EDUC 695 Research and Educational Practice* CSHPE Master's students are expected to understand several approaches to research and their applications in higher education. The overall goal is to develop competencies in critically reviewing the professional literature and interpreting the results of inquiries that utilize a variety of research methods.
* Master's students typically enroll in EDUC 695, a course designed specifically for Master's students that provides an overview of research methods used in educational inquiries. However, students who desire more rigorous statistical preparation may opt to enroll in the doctoral level statistics course, EDUC 793.
For a summary of all Master's requirements, please see the Master's Worksheet
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. (See OVERVIEW for more information.)
Admission in this concentration is through the School of Education. For information about financial aid opportunities, please visit our Financial Aid site.
To consider whether this program will meet your needs and interests.
Medical Education Home - Overview - Faculty
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 concentration might be of particular appeal to individuals in the following fields.
Professionals in Educational Settings
A growing cadre of non-physician professionals are interested or working in medical and professional education settings, and are seeking ways to develop skills and perspectives that will increase their professional effectiveness. Individuals with knowledge and expertise in education can find professionally challenging and satisfying careers in educational administration in professional schools, and also in social sciences research conducted in these educational settings.
Physicians, Clinicians and Faculty in Professional Schools
An increasing number of physicians and other clinicians in academic health care centers, as well as faculty well-versed in other professions who have teaching responsibilities, are seeking advanced training in education to provide them with a conceptual and scholarly foundation for their educational responsibilities, and to enhance their leadership potential.
Students in Professional Schools
Current graduate students in other University of Michigan professional schools such as Medicine, Dentistry, Law, Business or Nursing might have career aspirations that include formal teaching or educational research. The concentration can provide them with a solid foundation in higher education theory and practice, and also with practical approaches to teaching, assessment and evaluation. Note: A dual degree is available through the Ross School of Business Administration.
Master's Concentration in Medical and Professional Education: Plan of Study
The following is an overview of the M.A. Concentration in Medical and Professional Education requirements. This Master's degree requires a minimum of 30 credit hours, including the following:
ED 777 Administrative Practicum
Throughout their programs of study, students are encouraged to be involved in career-related professional practice. ED 777 is a special seminar designed for master's students to reflect upon the connections between out-of-the-classroom practice and in-classroom learning. This forum allows students to reflect upon their professional experiences and consider the implications for their field of practice as well as their own professional development and careers.
Students typically begin internships in Fall and Winter semesters of their first year, ED 777 will meet periodically during the Fall and Winter Semesters of year 1, but students formally register for the class only in the Winter semester.
ED 882 Introduction to Medical and Professional Education (3)
ED 883 Instructional Methods in Professional Education (3)
And, in addition, in consultation with their advisors, students should complete 6 credit hours of their degree requirements by selecting from the following list of concentration courses:
ED 563 The Community College
ED 665 Management of Student Affairs and Support Services
ED 670 Financial Management in Non-Profit Organizations
ED 690 Academic Affairs and Student Development in Postsecondary Education
ED 761 Postsecondary Institutions as Complex Organizations
ED 762 Curriculum in Postsecondary Education
ED 763 Financial Management in Postsecondary Education
ED 764 Public Policy in Postsecondary Education
ED 860 Technology in Higher Education
ED 861 Human Resource Development in Postsecondary Education
ED 862 Community College Governance and Administration
ED 863 Planning, Analysis, and Institutional Research
ED 864 The American College Student
ED 866 The College and University Professor
ED 868 Philosophy of Academic Leadership
ED 870 International and Comparative Higher and Continuing Education
ED 871 National Economic and Financial Issues in Postsecondary Education
ED 872 State Government and Higher Education
ED 873 Race, Ethnicity and Gender in Higher Education
ED 874 Law and Higher Education
ED 875 Managing Change and Quality in Higher Education Institutions
ED 878 Professional Education in Colleges and Universities
ED 879 Capital Financing, Asset Management, and Fund Raising in Higher Education
ED 880 Case Studies in Higher Education Management
ED 881 Public Policy Research and Analysis in Postsecondary Education
Choose two of the following:
ED 865 Assessment and Measurement in Educational Settings
ED 884 Expertise
ED 886 Program Evaluation in the ProfessionsAlthough courses from a previous master's degree program may be used to fulfill the cognate requirement, students should discuss this with their academic advisors.
ED 695 Research and Educational Practice*
CSHPE Master's students are expected to understand several approaches to research and their applications in higher education. The overall goal is to develop competencies in critically reviewing the professional literature and interpreting the results of inquiries that utilize a variety of research methods.
* Master's students typically enroll in ED 695, a course designed specifically for Master's students that provides an overview of research methods used in educational inquiries. However, students who desire more rigorous statistical preparation may opt to enroll in the doctoral level statistics course, ED793.
For a summary of all Master's requirements, please see the Master's Worksheet
Medical Education Home - Overview - Faculty
To view a faculty member's research interests, click on their name (links open up a new window).
MA/MBA Home - Overview - Faculty - Applying to the Program
| Are you looking for the education and MBA program in K-12 education? Click here. |
The School of Education and the Stephen M. Ross School of Business at the University of Michigan offer a dual degree program enabling a small number of qualified students to pursue concurrent work in higher education and business administration leading to the MA and MBA degrees.
The program is arranged so that all requirements for both degrees are completed in two and one-half to three years of enrollment. The degrees are awarded simultaneously.
This combined degree program is not open to students who have previously earned either the MBA or a Master’s degree in Higher Education. However, students currently enrolled in the first year of either program may apply.
MA/MBA Home - Overview - Faculty - Applying to the Program
Graduate work in the Center for the Study of Higher and Postsecondary Education (CSHPE) in the School of Education provides a theoretical and conceptual grounding in higher education and a deeper understanding of the complexities of management, administration and leadership in these organizations. Higher educational institutions have numerous managerial positions requiring this combination of skills. The Higher Education M.A. degree provides dual degree students with a deep exposure to educational theory and programmatic flexibility that complements the M.B.A. experience. Graduate work in the M.B.A. program teaches students the technical, managerial and financial skills in business management. This dual degree provides an opportunity for students to design a program of study that is appropriate to their academic and career interests.
Degree requirements
Students admitted to this dual degree program must satisfy the following degree requirements:
1) The Higher Education M.A. requires 30 hours of coursework, including:
2) The MBA 57 credit hour degree program including:
For more information regarding the School of Business' MBA courses and requirements, please see their Web site.
The total credit hours for the dual degree program must be at least 66.
The dual program may begin with studies in either school. However, because of the sequenced nature of the core courses in the MBA program, most students will find it advantageous to start with year one in the Business School. During years two and three, courses may be taken in both schools. Students who wish to begin with Education should see a counselor in the Business School to arrange an appropriate plan of study. No course work completed prior to admission in either program may be counted toward the MBA requirements of the dual program.
Please see below for a sample plan of this dual degree program.
Year 1 |
Fall Term Courses |
Credits |
Accounting 502 |
2.25 |
Marketing 503 |
2.25 |
Business Economics 502 |
2.25 |
Corp. Strategy & Int’l Bus 502 |
2.25 |
OMS 502 |
2.25 |
Finance 503 or 513 |
2.25 |
MO 503 |
2.25 |
Total |
15.75 |
Winter Term Courses |
Credits |
Accounting 552 |
2.25 |
Operations Mgt 552 |
2.25 |
MAP – BA 553 |
7.5 |
Business Elective |
2.25 |
Total |
14.25 |
Year 2
Fall Term Courses |
Credits |
Strategy 503 |
1.5 |
Business Law or Ethics |
1.5 |
Business Elective |
3 |
ED 561 Intro to Higher Ed |
3 |
ED 761 Complex Organizations |
3 |
Total |
12 |
Winter Term Courses |
Credits |
Business Electives |
9 |
ED 777 Administrative Practicum |
3 |
Total |
12 |
Year 3
Fall Term Courses |
Credits |
Education Elective |
3 |
Education Elective |
3 |
Education Elective |
3 |
Education Elective |
3 |
Total |
12 |
Note: At least three terms of full-time enrollment must be completed in Business Administration. Full-time enrollment is defined as 9 credit hours or more of coursework per term.
Sample Note: Credits per term will vary. Your credits per term will likely differ from sample.
Admission Requirements
Applicants interested in the MA/MBA dual degree program must file separate applications to and be admitted by both schools. Applicants must indicate on both applications that they are applying for this specific dual degree program.
Applicants must take the GMAT for admission to Michigan's Ross School of Business. The School of Education will use the GMAT score in lieu of the GRE when applying for the dual degree.
Contact Information
For more information about the dual degree in Higher Education (MA) and Business (MBA), 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
Stephen M. Ross School of Business
Office of Academic Services
Phone: (734) 734.647.4933
Email: rossacadservices@umich.edu
Website: http://www.bus.umich.edu/Academics/
MA/MBA Home - Overview - Faculty - Admissions
Applicants interested in the MBA/MA dual degree program must file separate applications to and be admitted by both the Stephen M. Ross School of Business and the School of Education. Applicants must indicate on both applications that they are applying for this specific dual degree program (please make sure the correct box is checked on the MBA application).
An application fee of $60 for domestic students and $75 for international students must be paid to Rackham: please include a note regarding disposition of the fee to the school not receiving the money.
Applicants must take the GMAT for admission to this dual degree program. For admissions information for the Stephen M. Ross School of Business, please see the School of Business' admissions page on the Web site.
School of Education Admissions Information:
1. Do you have any questions you would like answered before you apply? If so, view the School of Education Frequently Asked Questions or contact the program. If not, continue on to item 2.
2. Fill out a Rackham program inquiry form to get you into our system, so we can inform you of the latest recruiting events and other admissions updates. You can fill out a program inquiry form by clicking here##### (be sure to close the new window to return to this page).
3. Application Process: You will need to complete an application to the Horace H. Rackham Graduate School , which is the overall administrative unit for graduate programs. It is mandatory that you use the Rackham Web application to apply to our programs.
You also need to submit online a statement of purpose, personal statement, resume, official transcripts (hardcopy) from every institution you have attended, three letters of recommendation, and your GMAT scores. International students should also send in their TOEFL scores.
We created an application checklist for your use in keeping track of where and when you send application materials. We recommend that you download and print up an application checklist.
Application Checklist (Adobe PDF)
Application Checklist for dual degree(s) with a K-12 focus (Adobe PDF)
Application Checklist for dual degree(s) with a higher education focus (Adobe PDF)
Fee waivers are available through the Rackham Graduate School for prospective students who qualify for Specialized Fee Waiver Groups.
Please check Rackham's fee waiver Web page to see if you are eligible for one of these groups.
Note: The Office of Student Services matches documents to an application using the name appearing on the Rackham application. If the name on your documents, i.e., transcript, letter of recommendation, etc., is different from the name appearing on your application, please be sure to indicate all former last names or other first names on the Rackham application. Contact the Office of Student Services if you have information about your name that you did not include on the Rackham application.
4. Application Deadlines: For the latest deadline, please see our deadlines page . Please submit all materials by the application deadline.
5. We hope you will get acquainted with us through our web materials, e-mail correspondence, and when possible, a personal visit. Be sure to check out the University of Michigan Web site, the Rackham Graduate School Web site, and the rest of the resources in this program site along with the School of Education Web site. In addition, you may want to view the SOE Bulletin .
There are opportunities through both the School of Education and the Rackham Graduate School for merit and need based fellowships. To find out more, we encourage you to review review the Graduate Financial Aid Resource Guide. The Office of Fellowships and Recruitment is the contact for the Rackham Graduate School (734-764-8119).
We are delighted to learn of your interest in the University of Michigan and this program. We encourage you to visit the campus to discuss your interests with faculty and students. Visits are most helpful if made prior to or during the application process. In addition to arranging individual campus visits, you are encouraged to attend the annual Graduate Information Day . This is a great opportunity for you to meet with School of Education faculty and staff, some of our current students, and other prospective students. We wish you the best of luck in pursuing your graduate studies and encourage you to contact us (above) if you have any questions about the University of Michigan or your program.
Still have questions? If so, please visit the School of Education Frequently Asked Questions , or contact the Office of Student Services .
Questions about the status of your application? Check your application data and status online, via Wolverine Access. Please allow 7 days after submitting your application before checking your web application status on Wolverine Access. To do this you will need to use a login ID and password, and confirm some personal data before viewing your application:
For applicants who are current students or employees
1. Log into Wolverine Access using your existing UMICH uniqname login and click New and Prospective Student Business
"For applicants who are new to the University you will need to create a secure login using a UM Friend Account and then log into Wolverine Access at https://friend.weblogin.umich.edu/
1. Create a Friend Account by clicking on the following link: Create a Friend Account.
NOTE: If you have questions about creating a UM Friend Account you may go to http://www.itd.umich.edu/itcsdocs/s4316
2. Log into Wolverine Access at https://wolverineaccess.umich.edu/ and click New and Prospective Student Business
If you have any further questions, contact the Office of Student Services at (734) 764-7563 or ed.grad.appl@umich.edu.
If you are interested in other School of Education programs, return to the "Academic Programs" home by clicking on the tab above or by clicking here.
MA/MBA Home - Overview - Faculty - Applying to the Program
Faculty: To view a faculty member's research interests, click on their name (links open up a new window).
Progress - Plan of Study - Internships - Course Descriptions
At the time of admission, each student is assigned an academic advisor from among the CSHPE faculty members based on shared professional interests.
Together, the student and advisor develop a plan of study appropriate to the student's background and career interests. Higher Education course descriptions, including syllabi, are available online. Faculty work 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 their degrees.
Progress - Plan of Study - Internships - Course Descriptions
In the CSHPE Master's degree programs, each student works with a faculty advisor to create a Plan of Study that is relevant to the student's professional goals. This academic plan will encompass three major components for exploration.
The first involves developing a comprehensive understanding of higher education. Through the course work, a student 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 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 faculty consider 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. This experiential learning element includes an internship, spanning two semesters (fall & winter), which provides students with the opportunity to develop specialized skills in a particular functional area and/or to explore the inner workings of higher education offices with which they are less familiar. Internship experiences also enhance the students' development of professional networks that will aid in career success upon graduation.
Choose from the following Master's degree programs to see specific plan of study requirements.
Master's concentration in Medical and Professional Education
Master's concentration in Philanthropy, Advancement and Development
Dual Degree in Higher Education and Public Policy
Dual Degree in Higher Education and Business
Progress - Plan of Study - Internships - Course Descriptions
Upon acceptance into the CSHPE master’s program, all students will be given a detailed description of the internship matching process. Highlights include that each student will be:
If you do not find internships that match your interests, you may instead elect to research potential positions in offices across University of Michigan or in other area institutions. CSHPE may be able to offer limited support for this path.
Progress - Plan of Study - Internships - Course Descriptions
Following is a list of courses offered for Master’s 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)
669. Institutional Advancement and Development in Higher Education.
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. Philanthropy and Higher Education
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)
799. Categorical and Limited Dependent Variable Modeling
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)
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:
Natalie Bartolacci - nplosky@umich.edu
I am a part-time Master’s student at CSHPE. I have a Bachelor’s degree in English and Political Science from the University of Michigan. Though the setting of U-M was not new to me as a student, graduate school is a whole new world from my undergraduate experience. It is
exciting and invigorating to be around students and faculty who are passionate about higher education.
I entered the program thinking that I knew exactly which classes I wanted to take and which direction I wanted to go. After my first year, I realized that my interests had broadened and that there was so much more to learn than I originally had thought. I feel like I am in a good program to explore these interests with amazing faculty members.I have worked at the University of Michigan for the past five years, first at the Center for Research on Learning and Teaching and now at Rackham Graduate School. I knew that I wanted to continue a career in higher education, but I felt that I was lacking some of the fundamental theories and a broader understanding of the field of higher education. I decided to continue working full-time while pursuing my education part-time and my current position serves as my “internship” requirement for the program.
Please contact me if you have any questions about what it is like to be a part-time student in the program.
Inger Bergom – inbe@umich.edu
I am a master’s student in the CSHPE program. I received my BA in music from Grinnell College. After beginning a graduate program in music composition, I realized that path wasn’t for me. I was more interested in how the program was structured and run than I was in actually writing music. Since my primary interest is college student development and learning outcomes, I looked at graduate programs for student affairs/college student personnel and programs for higher education administration in general, like Michigan’s. I decided on Michigan because here I can study college student development within a broader institutional and social context. I’ve developed an understanding of how student learning and development is affected by forces outside of student affairs, like public policy, state and federal law, and the governance and organization of an institution.
I hope to work as a student affairs administrator at a small or mid-sized institution. Because I have gained an understanding of some of the major issues facing higher education as a whole, I feel equipped to become a leader in student affairs who can work to promote diversity, commitment to public good, and global and intercultural awareness. In addition to gaining professional preparation and a knowledge base in higher education, I have received wonderful support from faculty and staff and have been impressed by the diversity of backgrounds and ideas represented in my cohort. I would be happy to talk with anyone who might be interested in the program!
Leah Beasley (beasleyl@umich.edu)
Are you interested in applying to a Higher Education program? If so, you've come to the right place. Just follow the steps below. Links will open up in a new window, close the window to return to this page.
Learning More about the CSHPE
Doctoral and Master's programs in Higher Education vary widely from university to university. Therefore, it is important to understand the specific goals, course offerings, faculty research interests, and overall resources offered at a given institution. Before deciding to apply, research what the University of Michigan Center for the Study of Higher and Postsecondary Education (CSHPE) has to offer in order to determine fit between your interests and our program.
Learning More about the School of Education, the Rackham Graduate School, the University of Michigan, and Ann Arbor
CSHPE resides within the School of Education (SOE). Over the past 30 years, the School of Education has been consistently recognized for scholarly and instructional excellence and provides excellent resources for CSHPE students. Additional information about the school is available through the SOE website.
All School of Education graduate programs are ultimately administered through the Horace H. Rackham School of Graduate Studies along with a majority of the non-professional graduate degrees across campus. Similar to the School of Education, Rackham offers a host of resources and administrative support to help see you through to completion of your degree. It is recommended that you use the Rackham Web application to apply to our programs.
The University of Michigan is located in Ann Arbor, MI. Explore the city and what it has to offer.
Exploring Your Options
Do you have any other questions you would like answered before you apply? If so, view the School of Education Frequently Asked Questions or contact CSHPE.
Getting Up-to-Date Information
Fill out a Rackham program inquiry form so that we can inform you of the latest recruiting events and other admissions updates (be sure to close the new window to return to this page)
Visiting the Campus
Prospective students interested in arranging a visit to the program should contact us at cshpe.info@umich.edu.
Researching Funding Opportunities
Review the information related to CSHPE Doctoral Assistantships and/or Master's Internships.
Applying to the Program
Students interested in admission to the Master's or Doctoral programs are required to submit application materials per instructions below.
Fee waivers are available through the Rackham Graduate School for prospective students who qualify for Specialized Fee Waiver Groups. Please check Rackham's fee waiver Web page to see if you are eligible for one of these groups.
Application Process: You will need to complete an application to the Horace H. Rackham Graduate School, which is the overall administrative unit for graduate programs. Use the Rackham Web application to apply to our programs.
We have created an application checklist for your use in keeping track of where and when you sent application materials. We recommend that you download and print up this application checklist.
Application Checklist (Adobe PDF)
Application Checklist for MA Dual Degrees in Higher Education applications only (Adobe PDF)
Meeting Application Deadlines
It is imperative that students interested in admission to Master's or Doctoral programs in Higher Education meet all deadlines for submitting applications and relevant materials. Deadlines may differ slightly for Doctoral and MA students and are posted at the School of Education Critical Deadlines site.
Following-Up on a Submitted Application
You can check your application data and status online, via Wolverine Access. Please allow 7 days after submitting your application before checking your web application status on Wolverine Access. To do this, you will need to use a login ID and password, and confirm some personal data before viewing your application.
Asking Further Questions
View the School of Education Frequently Asked Questions or contact CSHPE. If you are interested in other School of Education programs, return to the "Academics" home.
