Each study option has a particular intellectual and training focus guided by its own philosophical orientation. Select the study option in which you are interested to find out more information.

If you have specific questions after reading this section, please send an e-mail message to: highered@u.washington.edu.

If you would like to download a .pdf version of the Official GPHE Student Handbook, please click here...

M.Ed. in Organizations & Policy (Higher Education Emphasis)

A general study option intended for those who are interested in higher education leadership and policy issues from a broad perspective, this program attracts students who wish to preapre for the demands of doctoral study in higher education or another education-related social science or professional field. With a strong emphasis on foundational issues (both K-12 and Postsecondary), as well as specific requirements for methodological and research training, this program provides students with an excellent platform from which to explore possible research agendas they might pursue as doctoral students.

The core curriculum for the two-year, 48-credit M.Ed. program in Higher Education looks as follows (Note: one class is typically worth 3 credits):

6 credits of Introductory Research Methods: This sequence of coursework introduces students to the basic concepts of quantitative and qualitative methodologies in education and the social sciences.

9 credits of coursework in the Advanced Leadership Sequence: This group of courses emphasizes critical thinking about organizations and organizational theory, introduces students to the ethical and moral dimensions of education, and offers students various perspectives on educational policy and policy making.

9 credits of foundational higher education coursework: A sequence of courses that introduce students to the historical underpinnings of higher education nationally and internationally, the structure and institutional forms within American higher education, the relationship between government and higher education, the manner in which higher education shapes students, the demographic distribution of students and faculty throughout American higher education, and the perrennial challenges facing leaders and researchers of higher education.

6 credits of coursework outside of higher education: Students are required to take a minimum of two courses in any discipline outside of higher education. These courses are selected with the assistance of the student's faculty advisor.

9 credits of elective courses within Higher Education: Students can choose any three courses among the remaining group of regularly offered higher education-related courses. Courses are regularly offered on such topics as--the Law and Higher Education, Collective Bargaining and Academic Governance, Community College Issues, Higher Educaiton and the Workforce, Public Policy and Higher Education; Assessment and Evaluation in Higher Education, Gender and Higher Education, Multicultral Issues in Higher Education, Graduate Education, Student Development Theory, Archival and Secondary Analysis using Higher Education Data, Teaching in Higher Education, Faculty Issues and Careers in Higher Education, Disability Issues in Higher Education, Management Theories in Higher Education, and many more...

9 credits of thesis: In conjunction with a faculty advisor, a student selects a research-based project to complete over the course of their second year. This project culminates in a written thesis.

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M.Ed. in Organizations & Policy (Student Affairs Emphasis)

A terminal degree study option intended for those who are interested in pursuing leadership careers within student personnel or students affairs, this program strikes a helathy balance between the theoretical and practical needs of aspiring student affairs practitioners.

The core curriculum for the two-year, 48-credit M.Ed. program in Student Affairs looks as follows (Note: one class is typically worth 3 credits):

6 credits of Applied Methods: This sequence of coursework introduces students to the basic concepts of research methodologies in education and also introduces students to the core practices involved in assessing and assisting collegetudents in crisis, as well as introducing commonly-used measures and techniques for assisting students with academic, career, and life choices.

9 credits of coursework in the Advanced Leadership Sequence: This group of courses emphasizes critical thinking about organizations and organizational theory, introduces students to the ethical and moral dimensions of education, and offers students various perspectives on educational policy and policy making.

3 credits of student development theory: Students will probe deeply into the large body of research and practical literature on student development and will learn how to apply theory in practical student affaris settings.

9 credits of foundational higher education coursework: A sequence of courses that introduce students to the historical underpinnings of higher education nationally and internationally, the structure and institutional forms within American higher education, the relationship between government and higher education, the manner in which higher education shapes students, the demographic distribution of students and faculty throughout American higher education, and the perrennial challenges facing leaders and researchers of higher education.

6 credits of coursework outside of higher education: Students are required to take a minimum of two courses in any discipline outside of higher education. These courses are selected with the assistance of the student's faculty advisor.

6 credits of elective courses within Higher Education: Students can choose any three courses among the remaining group of regularly offered higher education-related courses. Courses are regularly offered on such topics as--the Law and Higher Education, Collective Bargaining and Academic Governance, Community College Issues, Higher Educaiton and the Workforce, Public Policy and Higher Education; Assessment and Evaluation in Higher Education, Gender and Higher Education, Multicultral Issues in Higher Education, Graduate Education, Student Development Theory, Archival and Secondary Analysis using Higher Education Data, Teaching in Higher Education, Faculty Issues and Careers in Higher Education, Disability Issues in Higher Education, Management Theories in Higher Education, and many more...

9 credits of supervised internship work in a student affairs setting: In conjunction with a faculty advisor, a student selects a supervised internship aimed at broadening the student's practical experience in student affairs. This internship is expected to involve the student in significant student affairs work in an area the student aspires to enter as a student affairs professional.

Professional Portfolio: In place of a thesis, this degree culminates with the presentation of a professional portfolio. This portfolio represents the culmination of a student's work in the program. It includes reflective essays, samples of scholarly and professional writing, and a professional career plan jointly created with the faculty advisor.

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Ed.D. in Organizations & Policy (Higher Education Administration Emphasis)

The Ed.D. program in Higher Education Administration is a professional doctoral degree program aimed at individuals who aspire to advanced administrative leadership careers in higher education institutions. Students who sucessfully earn admission into this cohort-based program have a record of entry- to mid-level administrative leadership and are clearly focused on continuing to develop their leadership and administrative skills.

Accepting a modestly-sized cohort of students in any given year, the Ed.D. program engages students in a tightly-articulated program of study during the first year, one stressing leadership and foundational issues in higher education. The second year is focused on the development of practical research skills and the conduct of a professional administrative internship. Students are expected to complete a practice-focused dissertation (which we call the culminating project). This dissertation is to be specifically focused on a practical dilemma in higher education.

Ed.D. students take courses within the College of Education, and are also encouraged to complete courses in the Business School, Law School, or other professional schools at the University of Washington.

Most Ed.D. students attend the program part-time, while maintaining their professional administrative careers within higher education. The program can be completed part-time in four years.

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Ph.D. in Organizations & Policy (Higher Education Emphasis)

As part of the Area of Educational Leadership and Policy Studies' "Organizational Policy" focus, the Higher Education Program admits a small and very select group of students each year who aspire to careers as researchers in university or policy settings.

The Ph.D. program is an highly-individualized program of study in which a student is expected to work closely with a faculty advisor on a program of individual research. The Ph.D. student is expected to dedicate his or her graduate trainng to the development of methodological expertise and to create a significant theoretical contribution to an area of inquiry within higher education.

Ph.D. students are expected to engage in significant research activity throughout their matriculation, and typically will work closely with faculty on the development of research-based publications and presentations. Most Ph.D. students attend school full time and complete their degrees within four or five years, after submitting a dissertation of theoretical and scholarly merit.

Several things make an individual a strong candidate for admission into the Ph.D. program. First, the intellectual and scholastic fit between a prospective Ph.D. student and at least one faculty member within the higher education program must be reasonably close and compelling. Second, the propsective student must be focused on pursuing a career as a researcher (i.e., either a university faculty member or policy-based reseacher in an academic setting). Third, the prospective student must have a strong record of scholastic achievement and superior writing skills. Fourth, the prospective student should have experience working within a scholarly research context (e.g., have written a research-based Master's degree thesis, or worked as part of a research team during undergraduate and/or graduate school years).

If you are interested in pursuing the Ph.D., it is recommended that you make an appointment with the faculty member(s) who you would likely view as your prospective advisor. During this appointment, the faculty member will be able to provide you with some initial feedback regarding whether he or she will be able to accept any Ph.D. student in the coming year (i.e., if his or her advisee load permits admission of a Ph.D. student), and the types of funding and projects he or she may have available.

Please know that the program in Higher Education has, historically, admitted no more than three Ph.D. students in any given year. This program is very competitive and should not be pursued by those who clearly know they do not wish to pursue a research career.

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M.Ed. in Higher Education • M.Ed. in Student Affairs • Ed.D. • Ph.D.