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Welcome to the Master of Arts Degree in Postsecondary Educational Leadership program website! 

The Masters of Arts degree in Postsecondary Educational Leadership is intended for students seeking positions in college and university administration. Graduates of this program are well-prepared to deliver and assess programs and serve students in  a range of institutional areas, including: enrollment services, financial aid, and training and development. Graduates of this program are also prepared to work as service providers in governmental and non-profit organizations.


Program Learning Outcomes

This program was designed with the expectation that students will achieve the following learning outcomes upon completion:
1- Articulate the theoretical foundation of student affairs in postsecondary education

2- Identify how learning and development theories can be implemented in daily practice within student affairs in postsecondary education

3- Identify the preparation and learning tendencies with which students enter into postsecondary education and propose strategies to facilitate their development and success

4- Identify and apply varying leadership styles that are prevalent within a student affairs in postsecondary education context

5- Identify one’s own leadership strengths and areas of continued development

6- Identify ethical leadership issues in student affairs in postsecondary education and propose solutions and strategies to address these issues

7- Engage in meaningful outcomes-based assessment of collaboratively designed student learning and development programs and initiatives

8- Articulate and apply the foundational principles of access, equity and learner success in postsecondary education

9- Apply research to practice in an area of specialization within student affairs in postsecondary education

10- Communicate ideas and concepts effectively in written and spoken word

Program Goals:

  • Student learning centeredness informed by the practical application of student development and student engagement theories
  • Social justice demonstrated through concepts of universal design, equity, and access embedded into the curriculum and connected to the student’s development through reflective practice
  • Analysis, planning, and responsible practice modeled on a construct of higher education as a social responsibility within an economically competitive environment


Best always,


Marilee J. Bresciani Ludvik, Ph.D.Marilee J. Bresciani Ludvik, Ph.D.

Program Coordinator,
Department of Administration, Rehabilitation, & Postsecondary Education,
San Diego State University