Candidates who complete the program are competent and knowledgeable educational leaders who have the skills and ability to effectively communicate in both written and verbal formats and collaborate with the institutions constituents, and stakeholders, to respond to community needs and interests as appropriate in diverse and complex post-secondary institutions. – Masters of Education in Higher Education Administration Standard Four
The Higher Education Administration program, through its online format, has improved my written communication skills immeasurably. As someone with an English degree, I have prided myself on my ability to write effectively. However, the online program has not only improved my written communication skills, but helped be perfect my judgement in what to publish and what to edit. The professors in every course have been very supportive and instructive regarding professional judgement. Every course has been helpful in achieving this standard, but five in particular stood out: American Higher Education, Higher Education Administration, Politics of Higher Education, Higher Education Finance, and my practicum.
American Higher Education was an introduction to our program, as well as to the industry. We discussed, in detail, who the true stakeholders of higher education are, as well as what roles they play in our field. One assignment that helped identify the stakeholders and constituents was the Adopt-A-University project. We had to identify the stakeholders and constituents of an institution of our choosing, and create a project that would appeal to these stakeholders. For example, one major stakeholder is the students. Therefore, I highlighted the academics and student life in my presentation. Another major stakeholder is the parents of students. Because of this, I highlighted the financial aid and exceptional amount of scholarships provided by the University. Because of my experience in this course, as well as the program, I now have the ability to identify the stakeholders and constituents of post-secondary institutions. I can also identify and highlight what is important to the stakeholders, and communicate that effectively with them.
In Higher Education Administration, we learned the importance of who were serve as an institution and how to prioritize our stakeholders. We discussed how to divide the limited resources to serve each stakeholder to the best of our ability. I witnessed a first-hand account of this through my field observation. I observed a meeting of deans and directors discussing the strengths and weaknesses, in relation to the constituents, stakeholders, and the community, of the newly consolidated Kennesaw State University. They discussed how to improve relations with the community, and different ways in which they could communicate it with the community. They also discussed the strengths and weaknesses of the new university, and how these affected the students, parents, faculty, and staff of the institution. The only thing they did not discuss was the government stakeholders, as they played a large role in decision to consolidate. Doing this project, and in this course, I learned about the practical applications of standard four.
In Politics of Higher Education, we identified the political stakeholders of higher education, and how they influence the decision making that affects the other stakeholders, constituents, and the community. We discussed how federal, state, and local legislation affects institutions of higher education, which in turn must affect their constituents. We were challenged, with our Political Issues in Higher Education PowerPoint, to identify the ten most influential political decisions or decrees in higher education, as well as their short-term and long-term effects. Discussing the long-term effects was most interesting to me. These decisions greatly influenced the ways institutions operate decades after they were established. Institutions had to manipulate the way they presented themselves and communicated with the students, faculty, and staff due to these political decisions. Though we did not practically communicate with stakeholders in this course, I can confidently identify and understand the ramifications of the actions of both the institutions and their stakeholders.
In Higher Education Finance, we discussed the financial stakeholders of higher education. I was nervous about taking this course; However, I found the content enlightening. We discussed the standard stakeholders, such as students, parents, state legislatures, and the federal government. However, we also discussed other constituents, such as auxiliary services, major donors, and high profit programs and departments. We were challenged to further this knowledge to create a research paper regarding financial topic in higher education, including how this financial topic affects the stakeholders of higher education. I chose to investigate the importance of the Florida Resident Access Grant, a grant given to Florida residents who attend private institutions in the State of Florida. Through this paper, I communicated effectively, in writing, the importance of the grant to the students and institutions that utilize it.
In my practicum, I work constantly with students, other professors, department chairs, and other members of the academe. We are having extensive construction in our building and classroom and we have had to work with facilities to ensure that our classroom was safe. This was also in an effort to protect our students. Because the classroom was so often not safe, we regularly met online. I would communicate with my students via videos I produced, as well as written emails and announcements. When the classroom was safe and available for our use, I would make presentations to the students, as well as welcome guest networkers. In order to do this, I had to communicate with other members of the institution, such as the IT department, career services, and student affairs. I also worked with constituents outside of the institution, such as the national guard recruiters. Through this program, I have honed my ability to communicate effectively with all stakeholders.
This program has improved my communication skills exponentially. I utilized my written communication skills daily, through my discussions and communications with peers and professors. The assignments also challenged me to consider my communication with not only my peers, but with all constituents within higher education.
American Higher Education was an introduction to our program, as well as to the industry. We discussed, in detail, who the true stakeholders of higher education are, as well as what roles they play in our field. One assignment that helped identify the stakeholders and constituents was the Adopt-A-University project. We had to identify the stakeholders and constituents of an institution of our choosing, and create a project that would appeal to these stakeholders. For example, one major stakeholder is the students. Therefore, I highlighted the academics and student life in my presentation. Another major stakeholder is the parents of students. Because of this, I highlighted the financial aid and exceptional amount of scholarships provided by the University. Because of my experience in this course, as well as the program, I now have the ability to identify the stakeholders and constituents of post-secondary institutions. I can also identify and highlight what is important to the stakeholders, and communicate that effectively with them.
In Higher Education Administration, we learned the importance of who were serve as an institution and how to prioritize our stakeholders. We discussed how to divide the limited resources to serve each stakeholder to the best of our ability. I witnessed a first-hand account of this through my field observation. I observed a meeting of deans and directors discussing the strengths and weaknesses, in relation to the constituents, stakeholders, and the community, of the newly consolidated Kennesaw State University. They discussed how to improve relations with the community, and different ways in which they could communicate it with the community. They also discussed the strengths and weaknesses of the new university, and how these affected the students, parents, faculty, and staff of the institution. The only thing they did not discuss was the government stakeholders, as they played a large role in decision to consolidate. Doing this project, and in this course, I learned about the practical applications of standard four.
In Politics of Higher Education, we identified the political stakeholders of higher education, and how they influence the decision making that affects the other stakeholders, constituents, and the community. We discussed how federal, state, and local legislation affects institutions of higher education, which in turn must affect their constituents. We were challenged, with our Political Issues in Higher Education PowerPoint, to identify the ten most influential political decisions or decrees in higher education, as well as their short-term and long-term effects. Discussing the long-term effects was most interesting to me. These decisions greatly influenced the ways institutions operate decades after they were established. Institutions had to manipulate the way they presented themselves and communicated with the students, faculty, and staff due to these political decisions. Though we did not practically communicate with stakeholders in this course, I can confidently identify and understand the ramifications of the actions of both the institutions and their stakeholders.
In Higher Education Finance, we discussed the financial stakeholders of higher education. I was nervous about taking this course; However, I found the content enlightening. We discussed the standard stakeholders, such as students, parents, state legislatures, and the federal government. However, we also discussed other constituents, such as auxiliary services, major donors, and high profit programs and departments. We were challenged to further this knowledge to create a research paper regarding financial topic in higher education, including how this financial topic affects the stakeholders of higher education. I chose to investigate the importance of the Florida Resident Access Grant, a grant given to Florida residents who attend private institutions in the State of Florida. Through this paper, I communicated effectively, in writing, the importance of the grant to the students and institutions that utilize it.
In my practicum, I work constantly with students, other professors, department chairs, and other members of the academe. We are having extensive construction in our building and classroom and we have had to work with facilities to ensure that our classroom was safe. This was also in an effort to protect our students. Because the classroom was so often not safe, we regularly met online. I would communicate with my students via videos I produced, as well as written emails and announcements. When the classroom was safe and available for our use, I would make presentations to the students, as well as welcome guest networkers. In order to do this, I had to communicate with other members of the institution, such as the IT department, career services, and student affairs. I also worked with constituents outside of the institution, such as the national guard recruiters. Through this program, I have honed my ability to communicate effectively with all stakeholders.
This program has improved my communication skills exponentially. I utilized my written communication skills daily, through my discussions and communications with peers and professors. The assignments also challenged me to consider my communication with not only my peers, but with all constituents within higher education.