PROGRAM STATEMENT
The Educational Administration and Higher Education program at The Ohio State University enjoys a long and highly regarded tradition of preparing leaders of educational organizations from primary schools to universities throughout the nation and the world. The program has provided exemplary leadership education at the masters and doctoral levels for over half a century and is consistently ranked among the top programs in the country. The 2006 U.S. News & World Report of America's Best Graduate Schools ranks the Higher Education and Student Affairs program 2 nd in the nation, and the Higher Education Administration program is ranked thirteenth nationally.

The M.A. program in Higher Education and Student Affairs (HESA) is a two-year program designed to meet the requirements for the M.A. professional preparation programs of the Council for the Advancement of Standards in Student Affairs (CAS). Students have three curricular options within this program: 1) Organization and Administration emphasis; 2) Student Development emphasis; 3) Student Development emphasis with a Counseling Psychology minor (faculty permission is required).

PROGRAM MISSION
The mission of the Educational Administration and Higher Education Section is to prepare individuals to fill leadership and professoriate roles in educational administration and higher education and to meet certification requirements for administrative positions in schools. Leadership roles may be in administration, management, policy, organizational development, student development, student affairs, instruction in primary and secondary institutions, post-secondary and higher education institutions, and other educational or human service agencies. The degree programs have a strong emphasis on both theoretical studies and research and the various ways the relationships among theory, research and practice can be understood. Essential to the mission of the Section is the development, implementation, and assessment of educational policy. Academic areas include issues of governance, organizational structure and learning, leadership, organization and human development, student development, gender in education, service learning, instructional leadership, budget and finance, collective bargaining, employment relations, college environmental assessment, equity, gender issues, and law.

PROGRAM UNIQUENESS
The Service-Learning Initiative –- OSU's School of Educational Policy and Leadership offers a variety of formalized curricular, research, and community involvement experiences for graduate students in the Higher Education and Student Affairs program. An important aspect of the Service-Learning Initiative is the development of a program of inquiry which builds upon a strong foundation of community-based teaching, learning, and service. Graduate students have the opportunity to participate in a seminar on service-learning in higher education and apply theory to practice through teaching opportunities in an undergraduate leadership and service course. Research on service-learning is growing and the Service-Learning Initiative is committed to supporting community-based scholarship conducted by graduate students and faculty. Our approach is one of service with community partners in order to facilitate mutually beneficial relationships and meaningful outcomes associated with building capacity in various community contexts.

Study Abroad - In cooperation with Lancaster University and The Ohio State University's College of Education, graduate students have an opportunity to undertake summer internships in higher education at Lancaster University in Lancaster, England. The internship is intended to prepare future US higher education administrators and scholars to engage in a global society. Graduate students undertake an action research project designed to meet Lancaster University's policy and programs needs. Projects are identified by Lancaster faculty and students work under the direction of a Lancaster faculty member or manager and the faculty resident director from Ohio State. Students are expected to work independently and in consultation with their supervisors. Interns develop a project timeline, submit progress reports, and prepare a final project report for dissemination that they present at a formal seminar for the project supervisors and interested members of the Lancaster community. Examples of past projects are determining effective marketing strategies of British MBA programs, exploring the feasibility of developing a film studies program at Lancaster, and identifying influences on overseas students' academic success.

Interns visit schools and Cambridge University and participate in seminars with U.K scholars about class, race and ethnicity, and gender; access and finance of higher education; and European perspectives on the U.S. and its foreign policy. Students also keep a reflective journal and are encouraged to travel extensively on weekends. The entire internship experience is designed to develop cultural insights, cross-cultural awareness, knowledge about British and European Union higher education, research skills, and self-understanding based on respect for difference.

NATIONAL STANDARDS
Meets ACPA Professional Preparation Commission Standards: YES
Meets CAS Standards:
Other/Comments:

APPLICATION AND ADMISSIONS REQUIREMENTS

CURRICULUM INFORMATION

STUDENT DEMOGRAPHIC INFORMATION - Students in student affairs or higher education administration programs  (2005-2006):

PROGRAM FACULTY - Faculty members with areas of specialization and percentage of time devoted to the program.

Ann Allen, Ph.D. ( Michigan State University) - Democratic ideals in public education, governance and policy in education. (Educational Administration)
Leonard L. Baird, Ed.D. ( University of California at Los Angeles) —- Attrition and retention in education, person-environment interaction in higher education, and the impact of college on students. (Higher Education)
Philip T.K. Daniel , Ed.D. ( University of Illinois), J.D. ( Northern Illinois University) —- Legal research, school law, higher education law, and special education law. (Educational Administration)
Ada Demb, Ed.D. ( Harvard University) - Institutional strategy and leadership, internationalization, culture and structure of profession. Corporate and higher education boards. (Higher Education)
Wayne K. Hoy (Novice G. Fawcett Chair), Ed.D. ( Pennsylvania State University) —- Organizational culture, leadership issues, school climate, and organizational behavior. (Educational Administration)
Dan Hoffman, Ph.D. (The Ohio State University) - Field placement, portfolio development, advising of accelerated cohort. (Educational Administration)
Helen Marks, Ed.D. ( University of Michigan) —- School organization, school restructuring, teacher empowerment, community service learning, student outcomes of schooling, and issues of equity. (Educational Administration)
V. Darleen Opfer, Ph.D. ( University of Virginia) —- Group influence, the political aspects of policy making, and the impact of high stakes accountability policies on schools, teachers, and students. (Educational Administration)
Robert F. Rodgers, Ph.D. (The Ohio State University) —- Adult psychosocial and cognitive development, interaction between personality type and development, and Jungian psychology organization development. (Higher Education)
Scott R. Sweetland, Ph.D. (State University of New York at Buffalo) —- Human capital theory and development, postsecondary educational investment, school finance policy reform, administrative training and development. (Educational Administration)
Tatiana Suspitsyna, Ph.D. ( University of Michigan) —- Intellectual transfer of ideas across cultures, women's studies, and organizational theory. (Higher Education)
Franklin B. Walter, Ph.D., Flesher Professor of Educational Administration, (The Ohio State University) —- School Board relations, field experience, administrative issues, and Director of the National Academy for Superintendents. (Educational Administration)
Michele M. Welkener, Ph.D. ( Miami University) –- College Student Development, pedagogy, creativity and learning. (Higher Education)

Last modified 12/12/2005
Information submitted by: Michele Welkener
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