Teaching diversity in North American higher education master's programs: curricula and rationales

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
MaryBeth Walpole ◽  
Felicia Crockett ◽  
Stephanie Lezotte
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
North American ◽  
Higher Education Administration ◽  
Document Analysis ◽  
Program Directors ◽  
Education Administration ◽  
Master's Programs ◽  
Content Type ◽  
Interest Convergence

Purpose This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses.Design/methodology/approachUsing an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity.FindingsExactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university missions and standards in the field.Research limitations/implicationsResearch on faculty perceptions regarding the need for diversity courses with a focus on interest convergence may be productive.Practical implicationsProgram directors should ensure that coursework on diversity is required, and that faculty teaching these courses are comfortable discussing these topics to prepare students to work with diverse groups in multiple contexts.Originality/valueThis study uses multiple methods (document analysis, open-ended questionnaire of program directors) to analyze programs and program design intentions. The authors use the critical race theory framework's tenet of interest convergence to understand program rationales.

When Students Drink Too Much: Whose Problem Is It Anyway?

2017 ◽  
Vol 20 (3) ◽  
pp. 18-25
Author(s):  
Holly A. Foster
Keyword(s):  
Higher Education ◽  
High Risk ◽  
Student Affairs ◽  
Higher Education Administration ◽  
Student Affairs Professionals ◽  
Education Administration ◽  
University Of Virginia ◽  
Graduate Courses ◽  
High Risk Drinking ◽  
The University

This case is for use in graduate courses in student affairs and higher education administration. It presents the challenges faced by student affairs professionals at the University of Virginia where some students participate in an annual high-risk drinking practice that has resulted in injuries and even death. Student affairs professionals at the university have attempted to address this dangerous practice for almost 20 years with minimal success. This case highlights the complex issues that administrators must often face as well as provides students the opportunity to evaluate the complex issues from the perspectives of the various constituencies involved.

scholarly journals STUDENT AFFAIRS ADMINISTRATORS’ UNDERSTANDING OF MOTIVATIONS TO ATTAIN A DOCTORATE IN HIGHER EDUCATION ADMINISTRATION

2018 ◽  
Author(s):  
Matthew Binion
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Higher Education Administration ◽  
Qualitative Data ◽  
Doctoral Education ◽  
Self Determination Theory ◽  
Education Administration ◽  
Student Affairs Administrators ◽  
Doctoral Studies ◽  
Doctoral Study

Students are motivated to pursue education for various reasons and understanding those motivations can help administrators and faculty better serve graduate students who choose to participate in doctoral studies. This study analyzed qualitative data in an effort to better understand how student affairs administrators perceived their motivations while discerning doctoral study in the field of Higher Education Administration (HEA). This study used Self Determination Theory (SDT) as a framework for understanding how motivational factors influence students to participate in doctoral education. The results showed that there existed four major themes that described the participants experience with considering pursuing a doctorate in HEA; Professional, Personal and Dual Role Motivations, and Environmental Factors. As a result, the findings suggest that changes in how doctoral education is promoted and encouraged, the importance of the doctorate as a credential as well as creating communities of support can help to increase doctorate representation in the area of Higher Education Administration.

Leadership, governance, and organization in higher education: select books for administrators

2015 ◽  
Vol 29 (7) ◽  
pp. 2-6
Author(s):  
Susan Frey
Keyword(s):  
Higher Education ◽  
Information Needs ◽  
Higher Education Administration ◽  
English Language ◽  
Doctoral Program ◽  
Faculty Training ◽  
Education Administration ◽  
Content Type ◽  
Academic Management ◽  
The Rich

Purpose – The purpose of this bibliography is to provide academic administrators, and those studying higher education administration, a targeted collection of recommended resources that inform the practice of academic management. Design/methodology/approach – Reading lists from two advanced educational programs were consulted: Indiana State University’s faculty training program, Leadership-ISU, sponsored by the Office of the President, and the Indiana State University doctoral program in higher education administration, taught by the Bayh College of Education. Criteria for selection were based on canonicity, comprehensiveness and the inclusion of useful bibliographies and practical appendices. Findings – Broad scholarship on management, traditionally focused on for-profit institutions, can sometimes be applied to academia. But management research specific to that of the higher education environment more fully addresses the corresponding information needs of the academic administrator. Research limitations/implications – A limitation of this bibliography is its scope. Due to the rich environment of research on academic management, any abridgement of this literature will result in the omission of many worthy titles. Just seven English language, print-based publications are selected as representative of the pool. Although many of the concepts found in these resources can be generalized to all of academia, authors’ perspectives mainly concern higher education environments in North America. Originality/value – The literature on academic management is rich and varied. This bibliography pulls together representative and canonical works providing a focused, one-shelf collection of critical resources for busy practitioners and novice researchers.

“The Job Is Yours!” Deconstructing the Gender Gap in Higher Education

2020 ◽  
Vol 23 (3) ◽  
pp. 85-91
Author(s):  
Angelina M. Gomez
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Higher Education Administration ◽  
The United States ◽  
Education Administration ◽  
Gender Inequalities ◽  
Female Administrators ◽  
Mentoring Practices ◽  
Ambiguous Case

The underrepresentation of female Administrators in higher education is not decreasing even though education continues to be a field dominated by women. The overall percentage of women leading colleges and universities in the United States remains disproportionately low at 26%. This ambiguous case study examines whether or not the Higher Education Administration continues to perpetuate gender inequalities through simplistic and, often times, unconscious hiring and mentoring practices scaffolding upon good intentions.

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