Candidates who complete the program are competent and knowledgeable educational leaders who can define and demonstrate the theoretical and practical foundational basis of informed, ethical leadership behavior in diverse and complex post-secondary institutions. – M.Ed. in Higher Education Administration, Standard One
Each course provided extensive preparation in effective and responsible leadership in a post-secondary institution. However, five courses stood out among the rest in specific activities and assignments regarding practical leadership decisions. These are Higher Education Administration, Contemporary College Students, Politics of Higher Education, Higher Education Finance, and my Practicum.
In Higher Education Administration, we studied the requirements of administrators in higher education settings. Dr. Stumpf challenged us to discuss and contemplate all different scenarios in which higher education professionals must make leadership decisions. Additionally, I had to observe a meeting of higher education administrators in order to be aware of real life decisions administrators must make. The meeting I observed was regarding the Strategic Planning for the New U, which was the soon-to-be consolidated Kennesaw State University and Southern Polytechnic State University. I observed detailed discussions regarding the strengths and weaknesses of the New U as proposed by department heads, deans, and Vice Presidents of both institutions. This opportunity to review administrative discussions helped me become more aware of the requirements of ethical and responsible leadership in post-secondary institutions.
In Contemporary College Students, we studied the diverse populations of students, faculty, and staff of which administrators have to lead. With one project, we worked in groups to study a specific population of students. My group studied millennial students, and discovered the psychology behind their behavior, learning styles, and motivations. We then presented our findings to the other students in the course, and viewed the presentations of other groups. This project showcased the many different ways that a diverse group of students might interpret a single action or statement made by someone in a leadership position. This project showed that I must be sensitive, as a leader, to not only be aware of what I say or do, but how that may be interpreted by different students. Additionally, Dr. Parks had us complete a paper on how one office on campus, such as the admissions office, can tailor their practices to diverse groups of applicants. This paper required me to use my knowledge of diverse student groups and apply it to my day-to-day responsibilities in a higher education institution.
In Politics of Higher Education, we studied the micro and macro political climates of post-secondary institutions. On the macro level, we discussed the political climate in the country, as well as specific states, regarding higher education. Using this macro level thinking, I was challenged to apply the concepts to my daily operations at my institution, and specifically, my office. I completed a reflection on the ethics and politics of certain admissions practices which are in use today. I used a higher level of thinking to relate the ethical implications of higher education practices, on a macro level, to a common practice used in my office and admissions offices across the country. Through this project, I established my ability to draw a linear construction from the theoretical studies of the classroom to the practical applications in an office.
Of all the courses I took in this program, I believed I learned the most regarding theoretical ethical and difficult decision making in Higher Education Finance. In today’s tough economic times, the financing of higher education is a hot button issue that every member of the academe must deal with, from the politicians who vote on funds for institutions to the office managers who must constantly do more with less. It seemed as though one semester in this course was hardly enough time to scratch the surface regarding financial decisions in higher education. We studied basic costs and revenues as well as the budgeting process and resource management. Dr. Calhoun challenged us to truly reflect on what we were learning, with assignments such as reflections and discussions that challenged our preconceived notions of higher education finance. One discussion, in particular, challenged me to consider ways to cut spending in higher education. Traditionally, in the academe, the idea of cutting programs or scaling back academically is sacrilege. However, now that I have reviewed the literature provided through this course, I believe that it can be necessary. Budgetary decisions are possibly, the most challenging decisions a leader in higher education must face, and this course taught me to be prepared for these tough choices.
In my practicum, I applied the education I had received regarding ethical and responsible leadership in a higher education setting. In my practicum, I am teaching a diverse group of learners, from first-time college students, millennials, adult/returning students, and others. Every leadership decision I make effects students in a different way. For example, our classroom has been under construction all semester. Some weeks, it is fully functional. However, other weeks the workers are welding in the open ceiling. When my mentor and I decide to hold class online, this can have a different impact on each student. The technologically savvy students do not suffer, in fact, they may benefit from the change of venue. However, the less technologically able students struggle to keep up with the class work. I, then, offer extended office hours to work one-on-one with these students who need extra help, not with the course content, but rather the course delivery method. This course has made me much more aware of the needs of diverse students and how I, as an administrator, can make decisions that aid each student in their specific needs.
This program taught me the knowledge I need to be an effective leader in an institution of higher education. However, the program went much further than just providing the tools. The professors, through thoughtful discussions and assignments, challenged me to use the knowledge to think critically about the practical use of this knowledge. I have gained not only insight, but experience, in how to be an effective university leader.
In Higher Education Administration, we studied the requirements of administrators in higher education settings. Dr. Stumpf challenged us to discuss and contemplate all different scenarios in which higher education professionals must make leadership decisions. Additionally, I had to observe a meeting of higher education administrators in order to be aware of real life decisions administrators must make. The meeting I observed was regarding the Strategic Planning for the New U, which was the soon-to-be consolidated Kennesaw State University and Southern Polytechnic State University. I observed detailed discussions regarding the strengths and weaknesses of the New U as proposed by department heads, deans, and Vice Presidents of both institutions. This opportunity to review administrative discussions helped me become more aware of the requirements of ethical and responsible leadership in post-secondary institutions.
In Contemporary College Students, we studied the diverse populations of students, faculty, and staff of which administrators have to lead. With one project, we worked in groups to study a specific population of students. My group studied millennial students, and discovered the psychology behind their behavior, learning styles, and motivations. We then presented our findings to the other students in the course, and viewed the presentations of other groups. This project showcased the many different ways that a diverse group of students might interpret a single action or statement made by someone in a leadership position. This project showed that I must be sensitive, as a leader, to not only be aware of what I say or do, but how that may be interpreted by different students. Additionally, Dr. Parks had us complete a paper on how one office on campus, such as the admissions office, can tailor their practices to diverse groups of applicants. This paper required me to use my knowledge of diverse student groups and apply it to my day-to-day responsibilities in a higher education institution.
In Politics of Higher Education, we studied the micro and macro political climates of post-secondary institutions. On the macro level, we discussed the political climate in the country, as well as specific states, regarding higher education. Using this macro level thinking, I was challenged to apply the concepts to my daily operations at my institution, and specifically, my office. I completed a reflection on the ethics and politics of certain admissions practices which are in use today. I used a higher level of thinking to relate the ethical implications of higher education practices, on a macro level, to a common practice used in my office and admissions offices across the country. Through this project, I established my ability to draw a linear construction from the theoretical studies of the classroom to the practical applications in an office.
Of all the courses I took in this program, I believed I learned the most regarding theoretical ethical and difficult decision making in Higher Education Finance. In today’s tough economic times, the financing of higher education is a hot button issue that every member of the academe must deal with, from the politicians who vote on funds for institutions to the office managers who must constantly do more with less. It seemed as though one semester in this course was hardly enough time to scratch the surface regarding financial decisions in higher education. We studied basic costs and revenues as well as the budgeting process and resource management. Dr. Calhoun challenged us to truly reflect on what we were learning, with assignments such as reflections and discussions that challenged our preconceived notions of higher education finance. One discussion, in particular, challenged me to consider ways to cut spending in higher education. Traditionally, in the academe, the idea of cutting programs or scaling back academically is sacrilege. However, now that I have reviewed the literature provided through this course, I believe that it can be necessary. Budgetary decisions are possibly, the most challenging decisions a leader in higher education must face, and this course taught me to be prepared for these tough choices.
In my practicum, I applied the education I had received regarding ethical and responsible leadership in a higher education setting. In my practicum, I am teaching a diverse group of learners, from first-time college students, millennials, adult/returning students, and others. Every leadership decision I make effects students in a different way. For example, our classroom has been under construction all semester. Some weeks, it is fully functional. However, other weeks the workers are welding in the open ceiling. When my mentor and I decide to hold class online, this can have a different impact on each student. The technologically savvy students do not suffer, in fact, they may benefit from the change of venue. However, the less technologically able students struggle to keep up with the class work. I, then, offer extended office hours to work one-on-one with these students who need extra help, not with the course content, but rather the course delivery method. This course has made me much more aware of the needs of diverse students and how I, as an administrator, can make decisions that aid each student in their specific needs.
This program taught me the knowledge I need to be an effective leader in an institution of higher education. However, the program went much further than just providing the tools. The professors, through thoughtful discussions and assignments, challenged me to use the knowledge to think critically about the practical use of this knowledge. I have gained not only insight, but experience, in how to be an effective university leader.