Student Affairs in Higher Education Administration, MEd (SAHE-MED)

Program Description

The Master of Education in Student Affairs in Higher Education Administration provides practical educational experiences for individuals interested in careers in student affairs in higher education. The emphasis of this program is on the administrative perspective of student services that support student development. The Student Affairs in Higher Education Administration program is a two year, 39-credit hour program.  The primary mission of this program is to prepare students for leadership roles in student affairs in higher education. Integrating theory and practice, maintaining strong interdisciplinary relationships, fostering high-quality research, and sponsoring activities that enhance the development of professionals are high priorities of the program.

Program Admission Requirements

In addition to meeting requirements for admission established by the Graduate School, candidates to the Master of Education in Student Affairs in Higher Education (SAHE) Administration program must submit to the Graduate School transcripts from all schools attended (except WSU) and a statement of goals and objectives that will be uploaded directly to the application.

Submit the following to the Department of Leadership Studies in Education and Organizations by mail or email:

• Two letters of recommendation
• Resume or vita

The SAHE faculty selection committee will contact applicants for an admission interview.

The SAHE program is a cohort program that begins with the start of the fall semester. However, a person can also start spring semester.

Application to the Graduate School, transcripts from all schools attended (except WSU), statement of goals and objectives, resume or vita, and letters of recommendation are due no later than January 1 of each year for first consideration. Early application is encouraged. Applications for fall semester are accepted through the first week of August.

Program Learning Objectives

Students enrolled in the Master of Education in Student Affairs in Higher Education Administration program will learn to: 

• Demonstrate knowledge in the following 10 Student Affairs competency areas identified as necessary by the Student Affairs Profession and defined by ACPA and NASPA (revised in 2015)
  • Advising and Supporting (A/S): Will learn the knowledge, skills, and dispositions related to providing advising and support to individuals and groups
  • Assessment, Evaluation, and Research (AER): Will be able to focus on the ability to design, conduct, critique, and use various AER methodologies and the results obtained from them
  • Social Justice and Inclusion (SJI): Will learn the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power
  • Personal and Ethical Foundations (PEF): Will learn the knowledge, skills and dispositions to develop and maintain integrity in one’s life and work
  • Values, Philosophy and History (VPH): Will learn knowledge, skills and dispositions that connect the history, philosophy and values of the student affairs profession to one’s current professional practice
  • Organizational and Human Resources (OHR): Will learn knowledge, skills and dispositions used in the management of institutional human capital, financial, and physical resources
  • Law, Policy and Governance (LPG): Will learn the knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of the legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice
  • Leadership (LEAD): Will address the knowledge, skills and dispositions required of a leader, with or without positional authority
  • Technology (TECH): Will learn about the use of digital tools, resources, and technologies
  • Student Learning and Development (SLD): Will address the concepts and principles of student development and learning theory.

Program Learning Outcomes

As a result of their learning experience, graduates of the Master of Education Student Affairs in Higher Education Administration program can: 

• Demonstrate knowledge in the following 10 Student Affairs competency areas identified as necessary by the Student Affairs Profession and defined by ACPA and NASPA (revised in 2015)
  • Advising and Supporting (A/S): Can apply advising and support strategies to mentor students effectively and can valuate diverse student needs and implement individualized support interventions.
  • Assessment, Evaluation, and Research (AER): Can design and implement research methodologies to assess student experiences and institutional effectiveness and can interpret data-driven insights to inform decision-making and advocate for equity and inclusion.
  • Social Justice and Inclusion (SJI): Can analyze historical and systemic inequities in higher education and propose strategies to foster inclusive learning environments and can develop campus-wide programs that promote cultural competency and ethical leadership.
  • Personal and Ethical Foundations (PEF): Can critique personal values, ethics, and leadership practices to maintain integrity and ethical decision-making and can demonstrate resilience and self-awareness through lifelong professional development.
  • Values, Philosophy and History (VPH): Can evaluate the historical, philosophical, and ethical foundations of student affairs to apply best practices and communicate the significance of student affairs values to diverse audiences.
  • Organizational and Human Resources (OHR): Can synthesize principles of organizational behavior, human resources, and fiscal management to enhance institutional effectiveness and can apply conflict resolution and negotiation skills to foster collaboration and teamwork.
  • Law, Policy and Governance: Can interpret and apply higher education laws, policies, and governance structures to ensure compliance and accountability and can advocate for ethical policymaking and student rights within governance frameworks.
  • Leadership (LEAD): Can demonstrate leadership skills by facilitating inclusive decision-making, strategic planning, and change management and can collaborate with campus stakeholders to solve complex problems and promote institutional success.
  • Technology (TECH): Can evaluate emerging technologies for their effectiveness in student engagement, academic support, and administrative efficiency and can apply digital tools and learning management systems to enhance student learning and assessment.
  • Student Learning and Development (SLD): Can integrate theories of student development into practice to support holistic student success and design co-curricular programs that prepare students for professional success.

For More Information

• wright.edu/sahe
• School of Education and Leadership
• College of Health, Education, and Human Services