The Masters Program in Higher, Adult and Lifelong Education (HALE) seeks to strengthen postsecondary educational opportunities by preparing individuals who foster organizational development and change within an increasingly complex and global society, who nurture within individuals, groups, organizations, and society skill in and commitment to lifelong learning, and who honor diversity and difference among people, groups, and societies.

The Masters Program in Higher, Adult and Lifelong Education (HALE) provides opportunity for professional development for individuals who are currently working in or wish to move into professional roles within various settings of higher and adult education, including administration, continuing professional development, or teaching. Graduates who complete the HALE Masters Program are typically employed in positions within higher and adult education organizations related to institutional advancement and administration; faculty and organizational development; program planning, evaluation, and coordination; continuing professional education; or teaching. The majority of our students are working fulltime and use this opportunity to advance themselves within their careers or to change careers.
The overall objectives of this program derive from the mission statement of the Department of Educational Administration at Michigan State University, which is “ The improvement of leadership and management in organizations that have teaching and learning as their core function.”

Objectives of the M.A. Program

The program provides a broad understanding of educational systems from social, historical, cross-national, normative perspectives and an understanding of central issues in postsecondary teaching and learning, and a theoretical understanding of administration and leadership connected to practice. There are opportunities to develop and use skills needed in practice through practica and field experiences. We expect that graduates are prepared to work in and to cultivate educational environments that are receptive to diversity. Through the program, students are expected to gain understandings and skills in the following broad areas:

The specific objectives of the Master’s program are:

• To provide a broad understanding of educational systems from social, historical, cross-national, normative perspectives;
• To provide students with an understanding of central issues in postsecondary teaching and learning, and administration;
• To convey inquiry skills and to provide opportunities to use these skills on representative and crucial problems of postsecondary practice;
• To connect theoretical understandings administrative, leadership and teaching practice through coursework and related experiences;
• There are opportunities to develop and use skills needed in practice through practice and field experiences.
• To provide introductory skills and knowledge related to the central functions of postsecondary administration, teaching and learning.

Standards of the M.A. Program
Michigan State University is committed to high academic standards and expects all graduate students to excel in their particular majors.

A 3.00 cumulative grade point average for all courses counting toward the master's degree is the minimum University and program standard. If a student’s grade point average falls below this minimum in any given term, a letter of warning is issued by the Graduate School. The student will be expected to work with their academic advisor on strategies to insure appropriate progress towards degree and reconstituting minimum standards of academic progress. A student who fails meet the standards set by the University, college, and department or school will not be permitted to continue to enroll in the degree program.

Program Overview

The program standards represent the knowledge, skills, and dispositions that this degree program aims to develop in students. They apply to students preparing for a wide range of teaching, leadership and administrative positions in post-secondary education, including policy-related responsibilities, and various leadership positions held by foreign and international students who enroll in this program. Students will work toward these standards throughout the program. The standards serve to guide progress, ground assessment, and supply feedback to students and faculty alike. The standards are intended to influence individual courses and experiences, connections among and across discrete program elements, and the continuing and culminating assessments for graduation from the program. Through the program, students are expected to gain understandings and skills in the following broad areas:

Vision and strategy to promote learning of adults in postsecondary education settings

The first objective of the program is to assist students in developing a philosophy concerning postsecondary educational organizations as adult learning environments that is grounded in personal values and commitment.

Over the course of the program:

Students acquire a working knowledge about contemporary approaches to learning in college students and adults;

Students elaborate a personal-professional vision for their organization and the larger community it serves;

Students develop commitment to this vision together with the means for building the vision collaboratively and for communicating it broadly to diverse public and professional constituencies;

Students develop practical strategies and means for using their vision in decision-making, action planning, and the general exercise of leadership;

Analytic and reflective capacities related to leadership of learning organizations

The second broad objective concerns both the willingness and the capacity to engage in inquiry and reflection as part of an overall approach to leadership, particularly in an era that requires evidence-based practice.

To meet this objective:

Students acquire skills to conduct local inquiries, in colleges and communities, on issues of postsecondary educational practice and outcomes;

Students develop capacity to engage in disciplined reflection on their own experiences and practices;

Students gain knowledge and experience in using data of various kinds for decision-making, needs sensing, and accountability;

Students acquire substantive knowledge related to their role responsibilities: applied theories of learning and motivation; curriculum, instruction, and assessment; professional development; and organizational functioning, culture, and structure;

Role-related functions and competencies for working in postsecondary education settings

A third domain of competence is grounded in the particular roles and functions that define the work of postsecondary education leaders.

In this regard:

Students acquire knowledge of the theories and models of organizations and the principles of organizational development and/or theories and models of instruction and professional development;

Students acquire knowledge of the fiscal, legal, assessment, and program planning responsibilities associated with their organizational roles and tasks;

Students learn the use of current technologies that support learning and administrative functions;

Professional norms and standards for conduct and practice in postsecondary education

The final area of development draws attention to the ethical and moral dimensions of teaching, learning and leading in postsecondary educational environments, preparing individuals to reason through ethical issues, to be aware of the moral aspects of their work, and to develop “habits of the heart” as professionals.

To meet this objective:

Students understand the ethical responsibilities associated with their roles;

Students appreciate the broad social consequences and involvements of their educational and leadership duties;