Administrative Leadership

    • Administrative Leadership Component – 24 credits
    • 3
      This course addresses mixed research design methodologies with a particular emphasis on constructing a proposal for a mixed methods study. The course includes theory and practice related to initiating an inquiry; gathering, recording, and analyzing data; and evaluating a study. (Prerequisites: Eligibility for CAGS level coursework, and a graduate level course in research design.)
    • 3
      The course is designed as an intensive introduction to the theories, methods and tools for building wellness concepts into the strategic planning process of organizations. The class will define the future of wellness in the workplace evolving beyond mechanistic approaches to individual wellness and developing holistic principles leading to organizational health. At the completion of the course, students will have an understanding of ways to institute a new wellness paradigm into organizational design.
    • 3
      This course provides an overview of the development and current status of higher education in the United States. Participants will review the historical evolution of higher education and the institutions' roles in American society. Higher education systems will be highlighted through both internal and external perspectives. Twenty-first century opportunities and challenges will be examined.
    • 3
      This course focuses on some of the most persistent legal and ethical issues that confront colleges and universities today. Information and activities associated with this course are designed to assist current and prospective college and university faculty and administrators to recognize the legal parameters around which decisions are made. A variety of topics will be addressed including, but not limited to: matters of academic freedom, intellectual property, and tenure; the authority of schools to discipline students for academic and/or behavioral misconduct; student privacy laws; sexual harassment; legal issues versus policy issues; and legislative, judicial, and executive actions impacting higher education.
    • 3
      In today's fast-paced, complex, and interdependent world it is more important than ever to work toward a common goal in learning organizations. This course embraces a systems view of learning at the organizational level. Students will compare, contrast, and critique theories and models of organizational learning, knowledge creation, and organizational capacity building and apply them to their own organizational settings. Course assignments will provide students with the opportunity to think systemically and develop a comprehensive understanding of the core competencies required to create and build cultures of learning with a shared vision. Special attention is focused on planning and implementing system-wide networks within a collaborative framework.
    • 3
      Higher Education Administration and Organizational Management explores leadership and management concepts in higher education environments. The focus will be on factors influences strategic level decision-making such as governance models, organizational structures, human resources, change management, and finances. Topics such as organizational behavior, leadership, communication, culture, and ethics will also be examined in support of student development of a personal management style.
    • 3
      This course is designed for higher education administrators and educators or those who aspire to positions in higher education. The economic, social, cultural, demographic and political forces that impact American Higher Education will be explored.
    • – OR –
    • 3
      This course engages students in understanding and using the theory and practice of strategic enrollment planning, which includes the retention of students. The course is designed to understand the fundamental elements of enrollment management from marketing/brand, to recruitment, to retention through to alumni engagement. Embedded into this course are ways to integrate data into practice as well as identify key performance and performance indicators plus understand the other types of data needed to effectively manage and enhance enrollment management operations.
    • 3
      The course challenges students to evaluate their leadership skills and their role in the development and guidance of leadership talent with each employees. Students will have an opportunity to review their values, current belief systems and expand their current knowledge of self and others. Students will study new coaching and mentoring methods and characteristics of transformational and innovative leadership investigating multiple dimensions of awareness. Emotional intelligence, EQ, intelligence systems-thinking, IQ, and spiritual intelligence, SQ, will be introduced.
      • Elective Courses – 3-6 credits

    To fulfill this specialization component, choose electives with your advisor that are relevant to your program of study.

    • Capstone Experience – 3-6 credits
    • 3-6
      The practicum/internship is designed to be a culminating experience that engages students in experiential learning in a setting that gives them practical experience in an area of their interest and network with leaders and practitioners in higher education administration. Students will design a practicum or internship that encompasses core principles from foundation courses, creates an experience that develops opportunities for working with interconnected aspects of higher education administration, and challenges them to engage in new settings. Planning for the practicum/internship early on is encouraged and students should be able to commit to a minimum of 150 hours. Students will work with their instructor to establish the focus and site of the practicum/internship placement for optimum opportunities to explore and understand the scope of roles and responsibilities of higher education administrators. Candidates develop and present their research project at the conclusion of the externship to faculty and peers. Students should be aware that a background check might be a requirement of certain externship sites.
    • Minimum Total for CAGS in Higher Education, Administrative Leadership Concentration – 33 credits

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