About The Program
The Master in Educational Leadership (M.Ed.) with a concentration in Higher Education Leadership and Policy (HELP) is a 30‑credit program designed to meet the growing demand for administrators who can lead effectively in a rapidly evolving educational landscape. As leadership practices shift, student populations diversify, and distance learning expands, this program equips practitioners with the skills needed to respond with confidence and innovation. The part-time program offers flexible scheduling, with many students progressing through two courses a semester as part of a supportive learning community. Graduates will be prepared to serve as transformative leaders capable of navigating the complexities of modern higher education and shaping policies that support student success and institutional effectiveness.
Emphasis and Practice
- Leadership and Policy: The HELP’s concentration examines how leadership theories, governance structures, and policy frameworks shape decision making within higher education institutions. Practitioners explore the process through which policies are created, implemented, and assessed with attention to equity, accountability, and institutional effectiveness.
- Global Education Competencies: We prepare our students to be practitioners that lead effectively in an increasingly interconnected and culturally diverse higher education environment. Coursework emphasizes global perspectives, cross‑cultural communication, and the impact of internationalization on institutional policy, programming, and student engagement.
- Student Success: We empower practitioners to design inclusive environments that foster academic persistence and personal growth for an increasingly diverse and global student body. By integrating evidence-based retention strategies with innovative distance learning practices, you will learn to dismantle barriers to access and equity while leveraging data to drive institutional change.
Career Paths
- College or University Administrator
- Enrollment or Admission Manager
- Institutional Research Specialist
- Global or International Program Director
- Residential Life Professional
- Education Policy Analyst
- Nonprofit Program Director
- Learning or Development Specialist
- International Education Consultant
At a Glance
Degree Earned
Master's in Education (M.Ed.)
Credits: 30
Application Semesters and Deadlines
Fall: April 1 (EXTENDED: JULY 1)
Program Entry / Delivery Mode
Online and in-person*
*A minimum number of students is required to administer an in-person cohort.
Estimated Completion Time
Full-time (9-15 credits): average completion in 3 semesters
Part-time (1-8 credits): average completion in 5 semesters
"As a current higher education professional, the educational leadership program assisted me in building upon the experience I have developed working in student affairs and event services. This concentration further connects current and new higher education professions and creates real experiences that usher strong educators practicing and learning at VCU."
Tyler Jarrett, M.Ed., '22
Admission requirements
| Degree: | Semester(s) of entry: | Deadline dates: | Test requirements: |
|---|---|---|---|
| M.Ed. | Fall | April 1 |
In addition to the general admission requirements of the VCU Graduate School, the following requirements represent the minimum acceptable standards for admission:
- Bachelor’s degree in an appropriate discipline
- Two letters of recommendation addressing the student’s potential for graduate study in education
- Statement of intent
- Transcripts of all previous college work
- Resume or curriculum vitae
Please visit the School of Education website for further information.
Degree requirements
In addition to general VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 30 credit hours.
- Grade requirements: Receipt of a grade of C or below in two courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
Curriculum requirements
| Course | Title | Hours |
|---|---|---|
| Core courses | ||
| ADMS 618 ADMS 618. Leadership for Change and Improvement. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Students will reflect on the past, critically review current reality in schools or organizations and creatively predict the nature of schooling or organizational effectiveness in the future in light of the responsive role of the leader. Other constructs presented include change as an educational or organizational paradigm, the use of data to inform changes for improvement, and the leader as a change agent. In addition, students will assess their school or organization for change readiness. | Leadership for Change and Improvement | 3 |
| ADMS 622 ADMS 622. Understanding Diversity and Leading for Social Justice. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. In this course, participants will engage in conversations related to diversity in schools or organizations. Students will explore the critical role of education or organizational leadership in a rapidly changing democratic society. Participants will reflect on how culture impacts leadership beliefs and practice as well as explore strategies for establishing equitable environments that support the needs of all stakeholders. | Understanding Diversity and Leading for Social Justice | 3 |
| ADMS 630 ADMS 630. Understanding and Engaging School Communities. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Students will explore the broad social, economic, political and demographic shifts that have transformed metropolitan schools and communities over the past half century. Based on a deeper understanding of the complex forces that influence society and democracy, students will develop leadership skills that focus on building relationships and communicating effectively with internal and external schools and/or communities. | Understanding and Engaging School Communities | 3 |
| ADMS 633 ADMS 633. Multiple Dimensions of Leadership. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course provides participants with the opportunity to understand their own unique beliefs and dispositions regarding leadership as well as to understand the roles and responsibilities of leaders, including the ethical dimensions of leadership. Various leadership models and theories are presented and explored. | Multiple Dimensions of Leadership | 3 |
| EDUS 660 EDUS 660. Research Methods in Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Designed to provide an introductory understanding of educational research and evaluation studies. Emphasizes fundamental concepts, procedures and processes appropriate for use in basic, applied and developmental research. Includes developing skills in critical analysis of research studies. Analyzes the assumptions, uses and limitations of different research designs. Explores methodological and ethical issues of educational research. Students either conduct or design a study in their area of educational specialization. | Research Methods in Education | 3 |
| Concentration courses | ||
| ADMS 612 ADMS 612. Policy in Higher Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course provides a foundational understanding of policy formatting in higher education and college environments with a specific focus on its impact on community and belonging. Students will gain knowledge to enhance administrative practice and policy-making in higher education related to shaping an inclusive and equitable campus culture. We will analyze how policies can be designed to support a sense of belonging in traditional and at-distance institutions. | Policy in Higher Education | 3 |
| ADMS 615 ADMS 615. Higher Education Administration and Leadership. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The class will review the field and history of higher education administration in social, historical and theoretical contexts. Students will learn about the organization and administration of colleges and universities through historical and contemporary lenses and consider the significance of diversity, equity and inclusion within higher education. | Higher Education Administration and Leadership | 3 |
| ADMS 616 ADMS 616. Higher Education Law, Policy and Politics. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. Explore the legal, policy and political landscape shaping higher education, from campus to federal levels. The course examines historical and current influences on policy, including financial structures and the role of formal and informal power. Students learn to analyze policy implementation and develop skills to effectively communicate policy decisions to stakeholders as a knowledgeable higher education professional. | Higher Education Law, Policy and Politics | 3 |
| ADMS 619 ADMS 619. Higher Education Administration. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Higher education in social and historical contexts; organization and administration of colleges and universities. | Higher Education Administration | 3 |
| Select one of the following: | 3 | |
ADMS 634 ADMS 634. The College Environment. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The course will provide students with foundational knowledge regarding different environmental theories with a specific focus on their relevance for diverse institutional settings. Students will explore how these theories inform the design and function of traditional, online and at-distance institutions to support adult learners. | The College Environment | |
ADMS 635 ADMS 635. International Issues in Higher Education and Policy. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. Students will explore urban higher education through a social, historical and political lens. Students will develop an understanding of the ways education policy shapes the practice of education, particularly for institutions in international settings. Further, the course examines the relationship between schools and the global society in which they exist and examines the interplay of social systems within international contexts. Through a combination of field experiences and scholarly reflection, students will use inquiry and analysis to investigate the contributions of urban-serving and international institutions. | International Issues in Higher Education and Policy | |
ADMS 636 ADMS 636. Crisis Leadership in Higher Education. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. The course investigates relevant research and practice about crises, crisis management and effective leadership within higher education and other postsecondary settings. Additionally, the course considers the importance of decision making for administrators and what influences their decisions in managing varying levels of crises in higher education. | Crisis Leadership in Higher Education | |
ADMS 637 ADMS 637. Special Mission Institutions. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. The course investigates relevant research and practice about crises, crisis management and effective leadership within higher education and other postsecondary settings. Additionally, the course considers the importance of decision making for administrators and what influences their decisions in managing varying levels of crises in higher education. | Special Mission Institutions | |
ADMS 638 ADMS 638. Community Colleges. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The history, philosophy and emerging missions of the community college will be studied in this course. The core content will focus on governance, administration, faculty and students, curriculum and services, funding, public affairs, and the presidency. | Community Colleges | |
ADMS 639 ADMS 639. Enrollment Management. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. Students will be introduced to the theory and practice of enrollment management by higher education institutions and will engage in critiques of the effects of institutional enrollment practices on students, institutions, public policy and the public interest. Through readings and course discussion, students will be able to engage with contemporary and controversial topics that influence higher education, including, but not limited to, access and equity, college rankings, bias and discrimination, standardized testing, financial aid, selective admissions and enrollment management tools. | Enrollment Management | |
ADMS 660 ADMS 660. Higher Education Internship. 3 Hours.
Semester course; 3 field experience hours. 3 credits. This course provides field experiences to help students prepare for leadership roles in diverse college environments or other institutions which provide adult learning opportunities. The internship consists of work experiences in a higher education institution or in an adult education setting under supervision of a practicing professional and university supervisor. Graded as Pass/Fail. This course includes site-based requirements. | Higher Education Internship | |
ADMS 661 ADMS 661. Campus Health Equity. 3 Hours.
Semester course; 3 seminar hours (delivered online, face-to-face or hybrid). 3 credits. The course examines the concept of health equity within college and university contexts, exploring how systemic, institutional and social factors shape the health and well-being of diverse student populations. The course will explore research, policies and practices that guide the work of higher education administrators and campus health partners, and examine the significance of student well-being and wellness programming and support in higher education. | Campus Health Equity | |
| Total Hours | 30 | |
The minimum number of graduate credit hours required for this degree is 30.
The VCU Bulletin is the official source for academic course and program information.