Redesigning the MEd in Educational Administration Curriculum
This paper proposes modifications to an existing Master of Education (MEd) in Educational Administration curriculum, covering both K-12 and Higher Education tracks. The author identifies gaps in the current 36-credit program — most notably the absence of educational technology and cultural literacy requirements — and outlines eight specific changes. These include adding introductory courses in policy and political philosophy, mandating cultural competency and technology coursework, reducing required leadership credits, expanding elective options in philosophy, psychology, and human resources, and formalizing internship and research opportunities. The proposals aim to produce more versatile, evidence-informed, and culturally aware educational administrators.
- Overview of the Current MEd Program: Context and structure of existing MEd pathways
- Rationale for Curriculum Revision: Identified gaps motivating proposed changes
- Current MEd Course Requirements: Existing 36-credit course domain requirements
- Proposed Curriculum Changes: Eight specific modifications to curriculum content
- Expanding Electives and Experiential Learning: Philosophy, psychology, HR, and internship options
- Integrating Research and Evidence-Based Practice: Formalizing independent research for MEd students
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What makes this paper effective
- The paper moves logically from diagnosis (identifying gaps) to prescription (numbered proposals), making the argument easy to follow and evaluate.
- Each proposed change is grounded in a clear rationale — student career diversity, growing international enrollments, technology demands — rather than stated as personal preference alone.
- The author balances mandatory requirements with elective flexibility, showing awareness of the varied career paths MEd students pursue.
Key academic technique demonstrated
The paper demonstrates applied curriculum analysis: the author uses an existing program structure as a baseline, cites external scholarship (Bates & Poole, 2003) to justify a specific change, and translates broad educational goals into concrete course-level policy. This move — from theory to actionable curricular structure — is characteristic of strong graduate-level program-design work.
Structure breakdown
The paper opens by situating the MEd within a broader suite of five programs, then establishes the rationale for revision. It reproduces the current course requirements as a reference point before presenting eight numbered proposals organized roughly from foundational additions (introductory courses, mandatory requirements) to expansions (electives, internships, research). A brief references section closes the paper.
Overview of the Current MEd Program
This draft model proposes a revised curriculum for the Master of Education (MEd) in Educational Administration, with a focus on the Higher Education track. The university currently offers five different pathways in Educational Administration: three PhD programs and two Masters tracks. The PhD programs cover Educational Foundations and Educational Policy Studies, Educational Administration in Higher Education, and Educational Administration in K-12. The Masters programs consist of the MEd in Educational Administration of Higher Education and the MEd in Educational Administration of K-12.
The Masters programs are geared toward students and professionals interested in middle management positions and include coursework in leadership, policy and finance, legal issues, organizational theory, curriculum, students, and research (University, 2017). To accommodate adult students and working professionals, courses are offered at night.
Rationale for Curriculum Revision
Although the curriculum is generally sound, further instruction in public policy analysis, political philosophy, human resources, leadership, and administration would be beneficial. More importantly, two areas seem noticeably absent: the use of technology in education, and the importance of diversity and cross-cultural communication.
Some of these additions can and should be elective, to account for different student interests in applying their degree within the educational sector. Public policy impacts education, and political philosophies in turn shape public policy. Understanding the broader context of education and how to apply big-picture analysis will help future education administrators contribute more fully to professional discourse. More research-oriented approaches will also help ground educational policy in evidence rather than in assumptions and norms. The draft model additionally proposes elective coursework in financial administration, given that many education administrators will be developing budgets for their institutions. Finally, mandatory courses in educational technologies and cultural literacy or cultural competency will better prepare the administrators of the future.
Current MEd Course Requirements
For the MEd in Educational Administration (both K-12 and Higher Education), a minimum of 36 credits is required, including the following course domains:
- Introduction to Higher Education
- Research in Educational Administration
- One additional research course
- One 700-level seminar
- At least one course in higher education institutions
- At least two courses in leadership
- At least one course in legal and fiscal issues
- Up to two elective courses from a related field (approved by advisor) or additional units as needed
- Plan A thesis (6 units) or Plan B project (3 units)
References
Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education. Indianapolis: Wiley.
Conrad, C. F., & Johnson, J. (Eds.). (2012). College & university curriculum: Placing learning at the epicenter of courses, programs and institutions (2nd ed.). Boston, MA: Pearson Custom Publishing.
University. (2017). Educational administration. Retrieved from
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