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How Graduate School Works: An Insider's Guide

When you’re applying for a graduate program , you’ll have a lot of financial and tactical questions on your mind, like cost, credits, and time to completion. But you’ll also have some really practical questions.

The questions we get the most include:

• What will the classes be like and who will be in them?
• What type of work will I be required to do?
• What will my life be like when I’m earning my Master’s?
• What will working with others in the program be like?
• What should I know before the first day?

Along with the academic, reading, and research challenges that face a typical Master’s degree student, there is the simple challenge that you can’t always know what’s around the corner.

You can ease that uncertainty by getting some insider tips on graduate school to help guide you smoothly into and through your program.

Consider this the Cliff Notes guide from someone who’s been there

What Will the Classes Be Like?

The first fear of grad school many people have is the unknown of what to expect on the first day.

What will a typical class structure look like? Will you be put on the spot? And what about the other people in the room - how well will you get along with your peers?

And, while every program is different, there are some common things to expect.

The In-Person Environment

At the Master’s level, most courses will have 10-20 students. This leads to a fair amount of interaction with your professor and your peers.

Typically, the course will include a variety of methods from group discussions to presentations to writing assignments.

Every course is different in terms of the amount of time spent on lecture and discussion. You should expect a mix of the two, because all schools recognize the value of interpersonal contributions and debate. It’s likely the discussion will feel like just that - a discussion between peers rather than a forced answer from the back row of a lecture hall. Remember, you will be surrounding by people who, like yourself, want to advance in their understanding of the subject at hand.

This is in contrast to undergrad classes, which can be dramatically larger and is often focused more on a lecture technique.

The Online Environment

Online coursework continues to grow in availability.

The upside is students who have more flexibility in their schedule and an expanse of animated, video, and interactive material to more fully engage them. The downside is a decrease in the high-touch, high-personal environment that happens in person - but online learning can include a multitude of dynamic elements that it makes up for it.

For those who have never taken an online course, there are discussion boards, online text or video chats, lecture video replay, peer-to-peer interactions, and student-to-faculty sharing opportunities than in he classroom. You can access instructors immediately through chat, discussion thread, or email, without having to wait for office hours.

What matters most when choosing a master’s program? Compare features, benefits and cost to find the right school for you.

What will life be like while i’m pursuing my degree.

Yes, your life will be busy during this period of time.

A Master’s degree program carries a significantly heavier effort than a Bachelor’s course of study. You may have several hours of work to accomplish each day, on average. Even with a light course load, you may find yourself spending 15 or 20 hours a week on your studies.

To fit such a workload into your life, you’ll need to plan and balance carefully.

By assembling a time summary for yourself in week one, you can plan the rest of your semester by blocking off time as needed. For example, if a professor tells you that the coming week will have a lot of reading, then you’ll know you need to set aside seven hours instead of five.

4 Keys To Getting the Most Out of This Time

Your academic commitments will soon require much of your time. The following tips will help you stay focused on productivity, organization, and healthy habits.

• Identify your sweet zones. Learn when you work more effectively and efficiently. For instance, you may find that early mornings are better for writing while evenings are better for reading. Or, vice versa. Not sure where to start? Learn how productivity guru Michael Hyatt sets himself up for a productive day.
• Establish effective time management skills. Know how long it will take you to complete a task, and reserve time on your calendar for those activities. Make appointments with yourself to complete important milestones—and keep those appointments.

• Make time for the important things. You can’t always be head down on coursework. Don’t neglect social times - meet with friends, spend time with family, and enjoy fun activities. Those things can prove to be a great support system.
• Keep up-to-date to-do lists. Use an app like Todoist, or old-fashioned pen and paper, to keep a list of important items you need to accomplish, both in your master’s work and personal life. This little trick can help you stay organized with less free time. ​

PRO TIP: This won’t always be fun. There’s a reason that most people don’t get a Master’s degree. To ensure you’re prepared for what’s ahead, do some soul-searching. Dig down deep and think about what you want to do and what you love to do - and ensure the Master’s program aligns with those things.

What Will You Need to Know Before the First Day?

One thing to remember about your first few times on campus or online: your admissions officer is probably your best resource as you get on board. If you have questions, just ask. Admissions officers either know the answer or will direct you to someone who does.

• Learn the Campus. Some schools that are focused on in-person classes will have an in-person orientation and campus tour. But these days, more and more coursework is being completed online, including some programs that are 100% online. That’s why you might even see some evidence of online open houses that will welcome you and orient you right from the comfort of home.
• Familiarize Yourself with the System for Online Work. A program that requires any amount of online work will typically have some sort of secure software for you to log in, learn, perform tasks or homework, and submit your work. At Franklin University, for example, we use BlueQuill, a custom learning system.
• Identify Where to Go with Questions. For enrollment questions, the best person to ask will be someone in the admissions department. If you have questions about your course work, contact the instructor or even a peer in the class. Some schools may have a financial aid officer, a student liaison, or a concierge—depending on what language they use for their staff positions.

How Will You Work With Others?

In a Master’s degree program, it's important to work with the people around you.

Often, you’ll be assigned group projects that must be presented back to the larger group. Working effectively in these groups, while balancing everyone’s schedules and personalities, can seem daunting at first. But it doesn’t have to be.

To get the most from working in a group of students, approach the group assignment while “turning up” your skills in these areas:

• Communication - Who is doing what? When does it need to be done? How will it be delivered? Make sure everyone understands the group goals and tasks.
• Collaboration - What is the best way to divide and conquer? Who is great at what, and how can the group leverage each skillset at the table?
• Specialization - Is everyone in your group from the same major? Maybe there is someone with a financial educational goal and someone with a marketing undergraduate degree; let each one handle an area of the project that suits their strengths.

A Word of Advice

Earning your Master’s is a grind. It’s challenging work that requires much from you.

According to Sara Burris, Associate Director of Graduate Admissions at Franklin University , “For a Master’s degree program, you have to ask yourself if you’re passionate about your program.”

Burris speaks from experience. She’s helped hundreds of students find their way into the right programs, and she’s also seen students who chose the wrong one.

“Six or seven classes in the program, you're going to run into a challenge. It might be a challenge at work, like your boss moves you to an office on the other side of town or completely changes the hours of your shift. It might be a challenge in life, like your kid gets really sick. And in some cases, a major change like that will derail students’ efforts and they’ll drop out. But not the passionate ones. If you have a passion for the program you’re in, you'll stick with it. So choose your passion.”

Bring On the Adventure

There’s no time like the present to take what you know and translate it into action. Now that you’ve heard an insider’s view on navigating into a Master’s program, take that new confidence and start your journey .

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Graduate Coursework

Whether you’re looking to acquire new skills for your current role or to change paths, earning a graduate degree or certificate is an effective way to accelerate your career. With more than 130 programs at the master's, certificate and doctoral levels across three campuses and online, the UNH Graduate School leads the way in inspiring and preparing today's rising stars to become tomorrow's successful leaders.

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/images/cornell/logo35pt_cornell_white.svg" alt="graduate course work"> Cornell University --> Graduate School

Graduate school degrees.

The Graduate School administers research and professional degrees in more than 80 different fields of study, with opportunities for further exploration in 18 minor (non-degree granting) fields. The Graduate School provides an umbrella of support and resource for graduate students enrolled in these degrees, including admissions and funding support systems and data reporting tools.

Additionally, there are many other advanced degrees administered by colleges and schools at Cornell University that are not part of the Graduate School’s support system and, instead, provide these services within their specific colleges and/or programs. 

Graduate School Research Degrees 

These programs focus on the development of new knowledge through original research and scholarship. Our master’s degree programs are designed for those who wish to obtain further education in a selected field and to develop their ability for critical inquiry, research and teaching. Doctoral programs are designed for individuals who demonstrate the potential to perform original research and scholarship, with a view to various careers requiring a terminal degree, including those in research and teaching. 

• M.A.  (Master of Arts)
• M.S.  (Master of Science)
• M.A./Ph.D.  or  M.S./Ph.D.  (joint Master’s/Doctor of Philosophy)
• M.F.A.  (Master of Fine Arts), Creative Writing
• D.M.A.  (Doctor of Musical Arts) , typically 3 or more years
• J.S.D.  (Doctor of Science of Law)
• Ph.D.  (Doctor of Philosophy)

Graduate School Professional Degrees

In professional degrees, the focus is on projects and coursework. Professional degrees prepare students to practice their profession at an advanced level or to teach the subject matter of their profession. 

• M.F.S. (Master of Food Science) , 1 year
• M.I.L.R.  (Master of Industrial and Labor Relations) , 2 years
• M.L.A.  (Master of Landscape Architecture) , 3 years
• M.P.H  (Master of Public Health) , 1-2 years; part-time option
• Animal Science
• Biological and Environmental Engineering
• Integrative Plant Science
• Global Development
• Landscape Architecture
• Natural Resources and the Environment
• Applied Statistics
• Fiber Science & Apparel Design
• Human Resources (Online)
• ​ Information Science
• Real Estate
• Veterinary Medical Sciences , 12 months
• M.R.P.  (Master of Regional Planning) , 2 years

See the fields of study catalog for more information on degree programs offered through the Graduate School. 

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Find the Best Online Master's Degrees

Earning a master's degree online can help professionals get ahead in their career or change fields. Whether an MBA, a master's degree in education or a Master of Science in information technology, online degrees allow students to balance the pursuit of a higher education with a full-time job.

Best Online MBA Programs

An online master's degree in business can equip students with the leadership skills vital for career advancement. Many programs offer opportunities to network with classmates and business leaders.

Bloomington, IN

Pittsburgh, PA

Chapel Hill, NC

Los Angeles, CA

Seattle, WA

What Current Online Graduate Students Say

Bonnie Botello, Colorado State University, class of 2026, Ph.D. in systems engineering.

Brian J. Stumm , Colorado State University, class of 2027, Doctor of Engineering in systems engineering.

Cole Brooks , Auburn University, class of 2023, master of engineering management.

Best Online Master's in Engineering Programs

An online master’s in electrical, civil or mechanical engineering can allow students to delve deeper into their field and potentially expand their job prospects.

Malvern, PA

West Lafayette, IN

Best Online Master's in Nursing Programs

Thanks to the growth of online nursing degree programs, students can advance their careers in one of the most in-demand health care professions. Many programs include a clinical component, often on campus or at a facility near a student's home.

Columbia, SC

Indianapolis, IN

Chicago, IL

More Online Master's Program Rankings

Online Master's in Business Programs

By earning a business degree online, working students don't have to put their jobs on hold.

Online Master's in Criminal Justice Programs

Study criminal behavior, take on leadership roles in the justice system or work on research or policy analysis.

Online Master's in Education Programs

Some school districts require their teachers to have a master's degree, so earning it online can lead to career growth.

Online Master's in Information Technology Programs

As demand for employees with skills in programming, designing and sharing technology grows, an advanced online degree may be the best option.

Specialty Rankings

Explore the online graduate specialty areas that U.S. News ranks below, from educational administration to industrial and civil engineering, MBA programs in marketing, and nursing education. Learn about specific programs’ tuition cost, enrollment and school type, among other details.

• Curriculum and Instruction
• Educational Administration
• Instructional Media
• Special Education

Engineering

• Civil Engineering
• Electrical Engineering
• Engineering Management
• Industrial Engineering
• Mechanical Engineering
• Business Analytics MBA
• Finance MBA
• General Management MBA
• MBA Programs in Marketing
• Family Nurse Practitioner
• Nursing Administation
• Nursing Education

Online Graduate Degrees

Search the many online graduate degrees from those in criminal justice to info tech. There may be degree options available that you’ve never considered possible to complete online.

• Accounting (Doctorate)
• Business Intelligence
• Communications
• Digital Marketing
• Entrepreneurship
• Executive MBA
• Human Resource Management (Graduate Certificate)
• Human Resources
• Human Resources (doctorate)
• Industrial-Organizational Psychology
• Industrial-Organizational Psychology (Doctorate)
• International Business (Doctorate)
• International MBA
• International Marketing Management
• Management (doctorate)
• Marketing (Doctorate)
• Marketing (Graduate Certificate)
• Negotiation and Conflict Management
• Nonprofit Management
• Organizational Leadership and Management
• Project Management
• Project Management (doctorate)
• Public Relations
• Sports Management
• Supply Chain Management
• Supply Chain and Logistics (Doctorate)
• Sustainable Tourism

Criminal Justice

• Criminal Justice (Doctorate)
• Criminal Justice Master's Degree
• Criminology
• Forensic Psychology
• Forensic Science
• Homeland Security
• Law Enforcement Administration
• Adult Education
• Child Development
• Curriculum and Instruction (doctorate)
• Doctor of Education
• Early Childhood Education
• Education Administration
• Education Administration (doctorate)
• Education Leadership and Administration
• Education Specialist
• Educational Leadership (Doctorate)
• Educational Technology (Doctorate)
• Elementary Education
• Gifted and Talented Education
• Higher Education (doctorate)
• Higher Education Administration
• Instructional Technology
• Master of Arts in Teaching
• Master of Education
• Math Education
• Online Doctorate in Educational Psychology
• Online Teaching
• Reading and Literacy
• School Counseling
• Science Education
• Secondary Education
• Social Studies Education
• Special Education (doctorate)
• Biomedical Engineering / Bioengineering

Health and Public Service

• Addiction Counseling
• Child Psychology
• Counseling (Doctorate)
• Emergency Management
• Emergency Management (Doctorate)
• Family Counseling
• Family Counseling (Doctorate)
• Gerontology
• Health Care Administration
• Health Care Administration (Doctorate)
• Health Care Management (Doctorate)
• Health Informatics
• Human Development and Family Studies
• Human Services
• Human Services (Doctorate)
• Master of Social Work
• Occupational Therapy
• Physician Assistant
• Psychology (Doctorate)
• Public Administration
• Public Administration (Doctorate)
• Public Health
• Public Health (Doctorate)
• Public Policy
• Social Work (Doctorate)
• Computer Information Systems
• Computer Science
• Computer Science (Doctorate)
• Cybersecurity
• Information Systems Security
• Information Technology
• Information Technology (Doctorate)
• Management Information Systems
• Software Engineering
• Telecommunications
• Legal Studies
• Online Master of Laws (LL.M.) Degree

Liberal Arts and Science

• International Relations
• Liberal Studies
• Ministry (Doctorate)
• Political Science
• Doctor of Nursing Practice
• Master of Science in Nursing (BSN Option)
• Master of Science in Nursing (RN Option)

Frequently Asked Questions

How to select the right online master’s program.

Selecting an online master's program is a decision you shouldn’t make lightly. As you’re evaluating programs, consider how each school’s resources, reputation and value line up with your career interests and goals. Graduate programs can be highly specialized and enable students to get deep into a specific subject. Before you decide on a program, make sure you’re passionate about the topic and want to become an expert in it.

Step 1: Research online master's programs.

Whether you want to build on your undergraduate area of study or go in a new direction, like business administration , you can narrow down your program choices with the help of academic advisers at institutions of interest. Past professors and connections from your undergraduate alma mater are another good source for program recommendations. Also, check out the many U.S. News rankings of accredited online master’s programs and specialties to further your search.

Step 2: Check for accreditation.

When choosing an online master’s program, prospective students should ensure the school is accredited by an organization recognized by either the U.S. Department of Education or the nonprofit Council for Higher Education Accreditation. These organizations monitor programs and schools and renew their accreditation every few years. Accreditation is a process that an outside authority conducts to ensure a school or degree program – either on campus, online or a combination of both – meets certain quality standards. Attending an accredited institution is important for your career, as employers favor certain accreditations over others.

Step 3: Watch out for scams.

Prospective students may come across for-profit and nonprofit online schools in their search. For-profit schools are privately owned entities that, for years, have rehabbed their image as high-acceptance, low-graduation and higher debt colleges. To do this, for-profit schools began emphasizing things that nonprofit schools are known to prioritize, including student support services and the use of entrance exams to gauge students’ college readiness.

Be aware that for-profit schools' priority is to make money. Watch out for online degree scams and red flags. If a school’s website suggests you can earn a degree in a very short time period or at an extremely low or abnormally high cost, conduct further research.

Step 4: Find your preferred course format.

Once you narrow down what programs you’re interested in, make sure the courses are in your ideal format. There are various program and course structures in online learning.

• Asynchronous:  Courses are self-paced with weekly deadlines.
• Synchronous:  There’s a preset schedule of classes and conversations, typically via videoconference.
• Hybrid:  Activities are a mix of online and in person and combine synchronous and asynchronous methods.
• Open-schedule:  This asynchronous format lets students complete assignments based on their course start date.
• Fixed-time:  In this synchronous format, students must log on to attend class at specific times virtually with no in-person meetings required.

Step 5: Review program details.

Before applying, review admission requirements and application fees and compare the availability of financial aid. Look into details about the school, like competitiveness, what fees you have to pay on top of your tuition – including book, course material and online delivery fees – and information about student services and the faculty.

How Much Does an Online Master’s Degree Cost?

The cost of an online master’s program varies based on a number of factors, including whether the school is public or private, what degree you’re pursuing, whether you’re in-state, and if you can secure a scholarship .

At some institutions, full-time online students pay less for a master’s degree than their in-person counterparts. In addition, tuition for in-state online students can be lower than for those out-of-state.

Online master’s students may save on regular transportation costs and on-campus fees but could incur distance education, matriculation or technology fees , among others. These vary by institution. Prospective students should check whether a program has any on-site components. Some online graduate programs have requirements, like a residency, that could add to the cost. Schools may offer scholarships for specific types of learners, like international students , to help cut the cost of an online degree.

Prospective students must weigh the costs of an online master’s degree with the potential for increased earnings over time. Those with master’s degrees in 2022 earned a median of $1,661 per week, compared with bachelor’s degree holders who took in a median of $1,432 per week, according to the Bureau of Labor Statistics . Professionals in STEM, health care and business fields have some of the most notable salary increases after earning an advanced degree. In addition to more money, graduate degree holders have lower unemployment rates than those with only a bachelor’s or high school education.

How Long Does It Take to Complete an Online Master’s Degree?

The length and pace of an online master’s degree depend on whether you choose a full- or part-time program. Full-time students can take more classes per term, but a part-time program may be easier to manage on top of other obligations. Programs take one to three years to complete and require 30 to 50 credits. Part-time programs might cap students to around five years, depending on the area of study.

How Will Potential Employers View an Online Master’s?

Potential employers will view an online master’s degree in a similar light as a degree earned in-person, since in many cases, online programs award students the same degree as its in-person equivalent. Hiring managers and employers generally care about the degree itself – not the format through which it was earned – as well as a school’s reputation and accreditation.

Though in the hiring process, candidates shouldn’t shy away from discussing their online master’s degree. It can be a good opportunity for online learners to showcase commitment to their career field and discuss their time-management skills.

How to Apply to an Online Master's Program

1. note important deadlines..

On top of the application deadline, online master’s programs will have due dates for financial aid and test score submissions. Deadline information is generally available on a school’s website. Creating a calendar of deadlines for your list of schools can help you stay organized.

2. Complete the Free Application for Federal Student Aid.

Prospective students must fill out the FAFSA to be eligible for federal loans, grants and work-study jobs. Generally, the financial aid process for online master's students is similar to that at the undergraduate level. The biggest difference is that master's students almost always apply as independents, regardless of their age and whether they live with their parents. Therefore, parents’ information isn’t needed for the FAFSA.

Nearly all students who apply for financial aid qualify for some form of it. Because of the complex nature of the FAFSA and financial aid, many schools have advisers who can guide prospective students through the process.

3. Fill out program applications.

Online master’s degree applications are usually tied to a specific program in a school, so the application students need to complete depends on the discipline. Follow instructions carefully and double-check the information you report.

4. Write a great essay.

Applicants likely have to submit an essay or personal statement. Because online students often have some work experience, many experts recommend they emphasize their professional skills as part of their application and explain how their experience has prepared them for the program. Admissions officers also appreciate anecdotes and creativity in essays. It might be helpful to have a friend, colleague or someone in your desired field read over your essay before you submit.

5. Ask for recommendation letters.

Letters of recommendation are often required from online master's students. These may come from professors and current or previous employers who can speak to a student’s qualifications and best attributes. To get the best letters of recommendation, request them from people who know you well academically, like a professor who sparked your interest in your area of study.

6. Submit transcripts and test scores.

Applicants likely need to submit their college transcript with an overall and a major GPA. Students who earned a certificate outside of school can include it on their resume as well. Whether the GMAT or GRE entrance exam is required depends on the school and area of study. Some programs allow students to waive test requirements if they have a certain amount of work experience in a related field. How competitive it is to receive a waiver varies.

Admissions requirements for master’s degrees vary depending on the discipline and school. Consult an admissions officer at schools of interest to determine the exact requirements.

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Principles and Characteristics of Graduate Education

Graduate education.

Graduate education distinguishes itself by advanced systematic study and experience in depth—a depth in understanding, knowledge, scholarly competence, inquiry, and discovery.  Graduates are equipped to contribute to their disciplines, to teach and transmit knowledge within their disciplines, to conduct research and produce creative works, to apply their learning in the everyday world, and ultimately to extend service to their disciplines and to humanity.  

Although diversity in focus, methodology, and implementation is expected across the spectrum of graduate programs at BYU, strong programs are characterized by selective admission of highly qualified students, graduate faculty committed to excellence, and rigorous programs of study conducted in a context of faith.  A few fundamental principles characterize all strong graduate programs.  These principles emerge from and complement the Mission and Aims of a BYU Education .  These principles are listed below followed by some characteristics that are required to realize these principles.

Principles of Graduate Education

Mastery of the subject matter.   Graduate education facilitates mastery over the content and skills of the discipline at a level appropriate to the degree sought.

Critical thinking.  Graduate education develops and refines critical thinking skills including a thorough knowledge of the assumptions of the discipline and an understanding of viable alternative assumptions.

Theoretical understanding.  Graduate education provides an understanding of the theoretical bases of the field of study.  It grounds application and performance in theory.

Proficiency in research and/or creative activities.   Graduate education develops proficiencies that advance the knowledge and activities of the discipline.  These proficiencies include good writing skills as well as the ability to present original insights and creative expressions.

Spiritual discernment and moral integrity.   Graduate education facilitates the growth of integrity and wisdom and the integration of faith into the pursuit of knowledge within the discipline.

Service orientation.  Graduate education instills responsibility to return the special benefits of graduate training to the larger community.

Wide representation of perspectives.  Graduate education presents an intellectually and culturally rich encounter with the discipline.  Study and inquiry are conducted in a context sensitive to ethnic and cultural diversity. 

Characteristics of Strong Graduate Programs

I.         Clear Definition of Purpose

• Only graduate degrees essential to the department’s mission and important to the larger mission of the university are offered by the department.
• The department has determined and clearly stated the aims for the future of its graduate program(s).   It has a plan for constant improvement and is pursuing it vigorously.
• The department has determined and clearly stated the focus and purpose of its graduate program(s).   It does not necessarily attempt to offer degrees or emphases in all areas of its discipline.   Students admitted pursue coursework, research, and degrees only in areas in which faculty are producing and publishing scholarly work and are well qualified to teach and direct research.
• The department regularly evaluates its graduate programs, faculty, facilities, and library holdings, identifying weak areas that need strengthening and determining if any programs or emphases should be dropped or added.
• The department does not see a graduate degree as simply an accumulation of credits.   Faculty members understand that graduate work at a university is inherently involved in the discovery of new knowledge, and they seek to understand and propound the theoretical principles that lie behind what can be observed and tested.  
• Graduate education extends beyond the acquisition of practical skills and endeavors to encompass the practical within the theoretical.   The department makes a concerted effort to educate graduate students to extend their understanding using both tools and theory.

II.        Qualified Graduate Faculty

Effective mentoring

• The department and college apply appropriate criteria for identifying graduate faculty.   There are sufficient numbers of well-prepared, full-time graduate faculty members in the department’s areas of specialty to support strong graduate work in those areas.   All department faculty members support the graduate programs of the department.
• Department faculty members keep current in their fields and continually update course content and teaching methods to engage students and immerse them in the discipline.
• Faculty members strengthen students spiritually by integrating spirituality into formal teaching, by teaching the ethics of the discipline, and by exemplifying integrity and devotion.

Scholarly productivity

• Graduate faculty members are active scholars or artist-scholars who do significant research and regularly publish in national or international refereed journals and presses, or who present or perform their artistic work for wide and authoritative critical review.   Their books, articles, papers, and creative work make significant contributions to their disciplines.
• Faculty members are involved in scholarly and creative activities in their discipline, participate in regional, national and international conferences, and work with colleagues at other universities and centers of learning.
• In disciplines where the norms of scholarship require external funding, faculty members actively seek funding to support their research programs and to enhance graduate student involvement in research or creative work.
• Faculty members use professional development leaves to extend their knowledge in their disciplines and to invigorate their research.

Dedication to service and citizenship

• Faculty members strive to assure that all activities support the mission of the university, build the Kingdom of God, and bless students, colleagues, and humanity.
• Faculty members contribute to the intellectual climate of the department and the university through service, including conscientious attention to committee assignments and collaboration in research, scholarship, or creative endeavors with colleagues and students.
• Faculty members contribute to the professional community through service such as conference organization and participation and editorship of journals and other forums.   Competing activities, such as paid consultation work, are kept to a minimum, and are engaged in only when such activities advance knowledge and skills in the discipline, strengthen research, and enhance the influence and respect of the university.

III.     High Academic Standards

Well-established admissions standards and practices

• The department has an active recruitment program to attract excellent students from undergraduate and graduate programs at other universities.   It does not rely solely on an applicant pool of its own undergraduates.  
• The department has clearly stated and effectively communicated admissions standards.   These standards are reviewed regularly and revised as needed.   The department sets high expectations and employs several criteria such as the undergraduate GPA, GRE scores, and professional experience in making admissions decisions.   It admits provisionally only if an applicant shows exceptional promise.
• The department admits students only when all or virtually all prerequisite requirements have been met.
• The department is consistent in applying its admission standards, and it is timely in making admissions decisions.   These decisions are made by a faculty admissions committee or by the faculty as a whole.   All graduate faculty members have some input in admissions decisions.
• The department attracts sufficient numbers of qualified applicants to offer fullfledged graduate programs with adequate course offerings and to provide a stimulating graduate culture for students.   Nevertheless, the department admits only as many students as it can effectively guide through a rigorous, carefully advised program.   It considers student-faculty ratios, especially in light of specialties that applicants wish to pursue.

Strong curriculum and rigorous course work

• The curriculum is well designed, relatively stable, and leads to strong preparation of students.   The department offers enough courses to support a full graduate program, and it lists no courses that are “on the books” but rarely taught.   The curriculum is appropriate for the preparation and specialties of the faculty and reflects leadership in the discipline.
• The classroom experience is qualitatively different from that in the undergraduate program.   The department does not double list courses by undergraduate and graduate numbers (such as 400 and 600) and avoids all practices that dilute the classroom experience for graduate students.   When advanced undergraduates register for 500-level courses, they do so with the understanding that the course is taught at a graduate level and that the expectations for them are the same as for graduate students.
• Credits earned through directed readings, independent or off-campus projects, or employment-related projects are kept to a minimum, and where such courses are approved by the department, they are as rigorous and demanding as regular courses.   In such courses, the teacher and student formulate an agreement of requirements and expectations and file that “contract” with the department office. The student receives credit only when the agreement has been fulfilled.
• Courses require extensive writing assignments of substance and consequence that train students to think critically.   Student papers adhere to high standards of composition, and they are carefully criticized and assessed, sometimes by both teacher and other students.
• All courses, even those considered to be applied courses, have a strong theoretical foundation based on current research.   They require investigation beyond classroom experiences and textbooks.   Where possible, they include demanding essay examinations.
• Every graduate course provides a course outline and syllabus in which the teacher’s expectations are clearly stated and the course description is comprehensive and clear.
• Graduate students have opportunities for learning outside the major department.
• The department enriches its graduate curriculum with presentations by visiting lecturers, with colloquia, and with other opportunities for learning outside the regular curriculum.
• Course grades accurately reflect student achievement and are not inflated.

Excellence in dissertations, theses, and projects

• The department offers a strong course in research methodology specific to the discipline.
• The department requires a culminating writing experience of its graduate students, regardless of whether the student is in a traditional or an applied program.   The final paper is usually a research-based dissertation or thesis, but may be a project or report in a master’s program.   All doctoral students prepare formal dissertations.
• Dissertations and theses are on topics of real consequence, and their content makes substantial contributions to some aspect of the discipline.   The contributions of projects are held to standards comparable to those of   dissertations and theses. By their excellence and uniqueness, these research and writing experiences impressively demonstrate the achievements, knowledge, and skills of the students at the time the graduate degree is completed.
• The prospectus is treated as a critical aspect of the student’s research.   It is prepared before intensive research begins and is subjected to broad department review.
• The research design, the preparation of the prospectus, the research itself, and the preparation of the dissertation, thesis, or project are carefully directed by the student’s advisory committee.   Problems in research design or methodology are discovered and corrected at the prospectus stage.
• The dissertation, thesis, or project engages a topic that the faculty adviser is well prepared to direct.
• The dissertation, thesis, or project is well written and   leads to a publishable piece of work.   Students are encouraged to publish their work and are assisted in the effort to find a publisher.   Where appropriate, faculty members and students publish collaboratively.

Well-developed procedures for preparing and conducting comprehensive and oral examinations

• Department comprehensive and oral examinations are demanding and fair.   They require currency in the field, thorough analysis of the questions or problems posed, and synthesis of knowledge in the discipline, all at a level appropriate for the degree to be awarded.   They also require grace and skill in expression.
• The examination questions are carefully conceived and well-written.    Test questions demand a grasp of essentials and the ability to analyze and synthesize.
• The department provides published and well-publicized criteria as to what constitutes acceptable performance on department oral and comprehensive examinations.   The purpose, format, range of content, and nature of examinations are described, and sample questions from past examinations are available for study.
• The department applies consistent and rigorous standards in the evaluation of examinations.   There is a mechanism for providing feedback and a clear policy on the retaking of failed comprehensive examinations.

IV.     Well-defined, Clearly Articulated, and Helpful Procedures

Broadly based college and department governance

• Graduate faculty members participate in all departmental decisions that affect the department’s academic programs, the quality of the degrees offered, and the professional lives of the faculty.
• All faculty members of appropriate status and rank have input in hiring, continuing status, and advancement in rank decisions in the department.   The department conducts a national search for new faculty members and makes hiring, continuing status, and promotion decisions according to a set of established, well-publicized criteria and procedures which are at least as rigorous as university guidelines and expectations.
• New faculty members are mentored in their preparation for continuing status review or advancement in rank nomination.
• Through peer-elected representatives, graduate students have a voice in departmental decisions that affect graduate programs.
• The goals of graduate programs are not based solely on expectations of external accrediting agencies.   Rather, they exceed the quality required by such agencies and thus maintain independence.
• Department programs are created, defined, and influenced by genuine, significant developments within the discipline consistent with available resources rather than by perceived market demands and short-lived trends.
• The department has a written assessment plan and uses it routinely to improve graduate programs.

Effective advisement of students

• Faculty members are conscientious in their advisement of students.   They keep regularly scheduled office hours and have frequent scholarly interaction with students.   They return thesis drafts and other materials promptly so that students experience no unnecessary delays in completion of their programs.
• The department recognizes that a student’s first responsibility is to his or her own academic program.   Care is taken to ensure that other duties, such as teaching undergraduate courses, enhance the graduate education experience and do not impede student’s progress toward a degree.   The number of courses a graduate student teaches is strictly limited.
• The department has a published set (a student handbook) of current policies, requirements, expectations, and procedures that describes with clarity and in detail what graduate students need to know to enter a program and successfully complete a degree in the department.
• University and department deadlines are well publicized.
• The department has formal orientation procedures or seminars to acquaint new students with the expectations and requirements of graduate study in the department and the university.
• Each student is well informed from the beginning, having been assigned a sponsor who assists in the selection of a permanent adviser.   That selection is made by the end of the first semester.
• The department conducts at least annual evaluations, at clearly designated times, of each student’s progress and informs the student of his or her status.   If marginal or unsatisfactory progress is noted, the department   informs the student of action required   to demonstrate satisfactory progress.
• The department has determined an optimum time length for program completion and moves its students through on schedule.
• A high percentage of the students on the department’s rolls are actually on campus pursuing degrees at any given time.
• The department graduates a high percentage of the students it admits.
• The department provides published information about financial aid opportunities for students in its programs.
• Students who have teaching assignments are well trained to perform those assignments ably.
• The department assists graduate students in finding employment or advanced educational opportunities suitable to their preparation and experience after they leave the department.

  Appropriate faculty assignments

• Faculty members who are teaching and advising in the graduate program are given ample opportunity for scholarly work and professional development.
• The department sets reasonable limits on the number of graduate advisees assigned to any one faculty member.  
• Faculty assignments in the graduate program are not performed on an “overload” basis.
• Faculty members who are teaching and advising in the graduate program are teaching neither in night school nor in off-campus programs on an “overload” basis.

Responsible class scheduling

• The department publishes and distributes to graduate students a multi-year schedule of course offerings, enabling students to plan their study.
• Graduate course offerings are sequenced appropriately and offered with sufficient frequency to prevent delays in degree completion.

V.         Adequate Resources

• The department regularly assesses its resources and makes realistic decisions about its graduate program(s) in light of these resources.
• The department provides research support—in the form of equipment, laboratories or studios, staff assistance, and funds (where possible)—for the   research programs of faculty members who teach and advise graduate students.
• The department works closely and continuously with the library to ensure that the collection supports the research and teaching needs of the department.   The department is aware of particularly valuable library resources in its discipline and informs graduate students of those resources.
• The department and its faculty members actively and persistently seek outside funding to support research and graduate students.   Department graduate students receive adequate financial support and early notification of that support.
• The department allows faculty members sufficient time to do superior work in both teaching and research, and to advise and mentor graduate students in a thorough manner.
• Graduate students have adequate space and opportunity for informal discussion and interaction, and those who teach undergraduates have adequate facilities for advising and helping their students with class assignments.   Graduate students also have access to facilities and equipment needed in their graduate research.
• The department encourages faculty members to consult, collaborate, and share resources (courses, computer labs, etc.) with colleagues who have common curricular interests in other departments and colleges.

Master’s Programs in Education

Additional Information

• Download the Master's Viewbook

As you embrace the next chapter in your development as an educator, innovator, and leader, consider a graduate program that builds on a century of innovation, that’s grounded in the skills every educator needs, and that fully supports your current work and future aspirations.

At the Harvard Graduate School of Education, our master’s degree program is driven by passion and empowered by evidence. We share a vision of education where every learner has an opportunity to be seen, to be challenged, to excel, and to reach their full potential. We are motivated by urgency to build a future that recognizes and overcomes grinding systemic inequities.

Whether you seek to make an impact in early education, in K–12 districts and networks, or in higher education — or whether you want to drive educational change outside of those realms — you belong at HGSE. 

No matter which program you choose, you’ll have the opportunity to interact with HGSE’s world-class faculty, build a sustained community of practice and a lifelong professional network, and gain the preparation necessary to grow, advance, and become the type of leader that education needs.

The Harvard Graduate School of Education offers the Master's in Education (Ed.M.) degree in two formats —  residential and online — and in a variety of programs.

Residential Master's

HGSE’s  on-campus master’s degree is a one-year, full-time, immersive Harvard experience. You'll apply directly to one of its five distinct programs, spanning education leadership and entrepreneurship, education policy, human development, teaching and teacher leadership, and learning design and technology. 

Online Master's

Our Online Master's in Education  is a part-time, two-year, online program in education leadership. It is designed for experienced professionals who want to advance in their careers and deepen their impact. The online program in education leadership offers a choice of two pathways, preK–12 or higher education, that complement your career and chosen area of impact.  

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Online Master's in Education

Contact Information

Connect with program staff.

If you have program-specific questions, please contact OEL Assistant Director Nicole Barone . 

Upcoming OEL Virtual Information Sessions

• Monday, November 20, 7–8 p.m. ET

Additional Information

• Download the Master's Viewbook
• Admissions & Aid

Today’s education landscape needs leaders like you — dynamic educators and innovators committed to making sustainable and scalable change for all students by building on your professional experience in PreK–12 classrooms and districts; on college and university campuses; or in philanthropies, nonprofits, policy organizations, and ed-tech initiatives.

That’s why the Harvard Graduate School of Education launched an online Master's in Education Leadership, a two-year, part-time Ed.M. program with Higher Education and PreK-12 pathways specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. The program will strengthen the invaluable skills you’ve already developed and give you the tools to propel yourself to new leadership opportunities and to even greater impact.

“Skilled leadership is essential to creating opportunity and overcoming the longstanding inequities that create barriers to success. At HGSE, we are committed to helping you meet today’s complex challenges by becoming the type of leader education needs.” Bridget Long Dean and Saris Professor of Education and Economics Harvard Graduate School of Education

A New Option for Experienced Educators

The online Master's in Education Leadership from HGSE consists of a diverse cohort of professionals like you — leaders who are advancing in their careers, and who bring important perspectives grounded in real-world challenges. Our program is conducted almost exclusively online — except for one short on-campus experience, where you'll meet your cohort in person and build community prior to the start of the first fall semester.

The program offers a distinctive Harvard experience — including deep engagement and interaction with Harvard faculty and talented peers, as well as a lifelong professional network — within an intentionally designed curriculum and robust opportunities for mentorship and coaching. The program is career-embedded — so you can immediately apply what you are learning, in real time, to the work you are doing on the ground. 

Two Pathways: Higher Education and PreK–12

In the online Master’s in Education Leadership, you will choose between two Professional Pathways — Higher Education or PreK–12 — that align with the area of practice or the student community in which your work will make an impact. Students interested in advancing into senior leadership roles in colleges and universities, or in organizations that impact higher education, should study in the Higher Education Pathway . Students who want to do change-making work within the education ecosystem on behalf of students from early childhood to secondary education levels should select the PreK–12 Pathway .

Our prescribed curriculum is intentionally designed to meet your professional needs. It is anchored in both foundational knowledge and core competencies in education leadership related to the U.S. education system. You will also complete pathway-specific courses to advance your leadership in higher education or preK–12 education, as well as the Foundations courses. You will also have the opportunity to select courses from a small subset of electives. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are: 

Foundations Courses

Throughout the two-year program, you will participate in Foundations courses in four areas: How People Learn, Leading Change, Evidence, and Equity and Opportunity. In these courses, you’ll build core skills central to the profession of education.

• The online Ed.M. program commences with How People Learn, which runs online June–July and requires a time commitment of 10–15 hours per week.  
• You’ll participate in Equity and Opportunity, Evidence, and Leading Change throughout the two-year program.

Professional Pathways

All students will choose between the Higher Education and PreK–12 Pathways. Throughout the program, you will take both cross-pathway courses and pathway-specific courses. Cross-pathway courses will allow you to develop leadership skills that are important across sectors, as well as have discussions about how higher education and preK–12 can work more effectively together. Cross-pathway courses include:

• Real Talk: The Art and Practice of Communications 
• Strategic Finance for Nonprofit Leaders

Pathway-specific courses are directed to the knowledge and skills important for leadership in the Pathway professional setting. 

Elective Coursework

Students will have the opportunity to choose from a curated list of electives during the optional January terms, and during the fall and spring of their second year. Sample elective courses: 

• Law and Higher Education
• Leading a School through Challenge and Crisis   
• Race, Equity, and Leadership 
• Teaching Exceptional Learners in Inclusive Classrooms 
• Why Can’t Higher Education Change? 
• Writing Workshop   

Note: Though some courses may include comparative and international examples, applicants should expect a focus on leadership within U.S. domestic educational institutions and systems. 

Leadership Core Competencies

To help you manage, lead, and implement change in complex organizations, our curriculum explores the core leadership competencies that you'll need to elevate your skills, knowledge, and expertise, wherever you are in your career. Throughout your coursework, you will strengthen your ability to:

• Lead change and think strategically 
• Foster productive organizational conditions 
• Navigate politics and practice political inclusion
• Communicate effectively 
• Cultivate self-development and team professional development skills 

Higher Education Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The Higher Education Pathway prepares you to be a dynamic leader in a diverse range of postsecondary education contexts. It is designed to increase your knowledge of the practices, policies, processes, challenges, and opportunities in American postsecondary education. You will enhance your repertoire of strategies and management skills for tackling critical issues and introducing change — while preparing you to advance in your current career or move into other important leadership roles in higher education.  

Sample courses for the Higher Education Pathway: 

• Creating the Future of American Postsecondary Education 
• Higher Education Leadership & Governance 
• Student Affairs in Higher Education: Theory-Driven Practices to Help Students Thrive 

You will also have the opportunity to engage with accomplished leaders through HGSE’s unique President-in-Residence program. 

Students interested in the Higher Education Pathway currently hold administrative and mid-level leadership roles: 

• Colleges and universities, including in academic affairs, student affairs, admissions and enrollment management, advancement, and institutional research
• Nonprofit education organizations
• State and federal government agencies 
• Policy organizations focused on higher education

PreK–12 Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The PreK–12 Pathway equips you to advance your leadership across the preK–12 landscape, including in such positions as teacher leader, principal, afterschool director, education agency representative, education nonprofit/philanthropic leader, or education entrepreneur.  

Sample courses for the PreK–12 Pathway: 

• Strategic Leadership in the PreK–12 Ecosystem 
• Creating Conditions for Effective School, Family, and Community Partnerships 
• Leading Learning

Students interested in the PreK-12 Pathway currently hold administrative and mid-level leadership roles in:

• PreK–12 schools, including as principals, assistant principals, and department heads
• Nonprofit education organizations (I.e., foundations, advocacy organizations, technical assistant organizations).
• Policy organizations focused on preK–12 education 

Projected Time Commitment

Courses combine synchronous meetings and asynchronous work and assignments. Live or synchronous aspects of required courses will occur on weekdays (Monday–Friday) between 6 and 9 p.m. ET . Some elective courses, outside the required curriculum, may be offered at alternative times. On average, this degree requires 12 to 18 hours of work per week, though the weekly commitment will vary by term, courses taken, and students' own work styles. Students can expect to spend approximately five to seven hours per week in synchronous online class sessions with faculty members and classmates. The remaining hours will be spent working independently on asynchronous class preparation, in self-scheduled small-group work with other students or working on assignments. 

Weekly Time Estimate

To complete the online Ed.M. in Education Leadership, students must complete 42 total credit hours of coursework over the two-year program. While the weekly time commitment varies, the graphic below provides a snapshot of the estimated weekly time commitment students may experience during the fall and spring semesters, when they will typically take 8 credits, the equivalent of two courses . 

Synchronous

Includes live, scheduled sessions with faculty members and other students.

Asynchronous

Self-paced activities, discussion posts, and other course-related work.

Assignments

Readings, projects, papers, research, etc.

Total Estimated Weekly Hours

Hours reflect estimates and vary by term, course, and student work style.

Occurs between Monday-Friday, according to a specific schedule.

Asynchronous work and assignments will have clear deadlines or milestones, but students can set their own schedules to complete this work. Note that there may be days or weeks during the semester that are busier than average, requiring more than the estimated time shown.

Program Faculty

The faculty co-chair for the Higher Education Pathway is Francesca Purcell . The faculty co-chair for the PreK–12 Pathway is Irvin Scott .

Faculty Co-Chairs

Francesca Purcell

Francesca Purcell is a specialist in higher education policy and practice, with expertise on topics including college completion, student transfer, and developmental education.

Irvin Leon Scott

A former teacher, principal, assistant superintendent, chief academic officer, and foundation leader, Irvin Scott's focus is on education leadership and faith-based education.

James P. Honan

Karen L. Mapp

Timothy Patrick McCarthy

Mary Grassa O'Neill

Alexis Redding

On-Campus Experience

Prior to kicking off your first fall semester, you will participate in the On-Campus Institute, an immersive experience on the HGSE campus in Cambridge. This will provide the opportunity to not only form deep relationships with your cohort, but also learn together with the faculty and advisers with whom you will spend two years. The immersive residential experience is a core component to the two-year degree program that is required of all students in the program. 

Over several days in late July and/or early August, you and your fellow peers will discuss your professional experiences and examine some of the persistent challenges in your organizations. You will immerse yourself in rich exercises and community building, set expectations of what it means to be in a rigorous HGSE degree program, and set intentions for yourself, your cohort, and your course of study. 

Career Pathways

The Master's in Education Leadership Program prepares you to advance to a senior leadership role in a variety of career pathways, including:

• Academic affairs 
• Admissions and financial aid
• Development
• Diversity, equity, and inclusion
• Institutional research
• Student affairs

PreK-12 Pathway

• Education entrepreneur
• Executive director for an education nonprofit
• Principal* or head of school 
• Program officer for a foundation 
• School department head
• School designer and developer
• School district or network leader
• Teacher leader

Overall Program

• Education nonprofit CEO/COO 
• Educational advocate and organizer 
• Entrepreneur 

*Note: This program is not able to provide principal certification at this time.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Online Master's in Education experience and the impact its community is making on the field:

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Even puppets need an entourage

How to Become a Teacher

What Is Graduate Level Coursework?

What is graduate level coursework? There are two basic parts to this question: what is graduate level coursework? and what is the degree program offering a particular degree program at your school? These are the two main questions that we’ll answer here.

The first question we’ll answer is: what is graduate level coursework? In a nutshell, this term refers to the broad sections of research, which you must complete in order to graduate from your undergraduate program. This is actually what is often called a “bundle” of coursework. Most students put in approximately four years of work towards their degrees, though some may put in more or less depending on their major. Typical graduate programs include a broad range of different topics such as human anatomy, zoology, mathematics, chemistry, and physics.

The next question we’ll answer is: what is graduate level coursework used for? Graduate level coursework can help you better find a career in academia, though some students also use it to help them land jobs in industry or government. In particular, this type of coursework will prepare you for a Ph.D. If you’re interested in applying to a university or college for a Ph.D., then you’ll want to take as much advanced study as possible before applying. This means adding courses towards your major’s degree program, taking classes related to your area of concentration, and even possibly attending summer courses at a university or college.

One of the main reasons graduate level coursework is required is because it helps you better compete for a job in academe. Job competition doesn’t mean you have to worry about being the smartest person in the room; all it means is that you have the most experience. Employers also recognize this by encouraging applicants to take as many graduate courses as they can, as this shows that you were able to utilize your skills to solve problems. In graduate school, you’ll be presented with hundreds of academic and administrative problems that you’ll need to tackle, so you’ll need all the courses you can get your hands on. It’s actually pretty cool when an employer says “You did well on this test, therefore you should get this job” – it definitely makes you feel proud and competent.

Most grad students get jobs in academia right after they complete their degrees. However, this isn’t always the case, as there are always changes in the world around you. The economic recession has made a lot of people lose their full-time jobs, and as a result, the demand for graduate-level scholars has increased dramatically. There are currently more positions than students – and some grad students are having trouble finding work due to the high demand. This is why graduate schools are actually seeing a greater number of student applications than usual. That demand is also resulting in more students competing for the same grants and scholarships.

Graduate degree coursework varies from field to field, but typically students will be required to complete coursework in subjects such as mathematics, sciences, and liberal arts. Depending on your field of study, you may be required to complete additional advanced courses that help prepare you for a career in a specific industry. For example, if you’re planning on working as a researcher in a lab or university, you’ll probably be required to complete more science courses. In contrast, if you are planning to work as a Teaching Assistant in a state college or university, you’ll likely need less coursework and more hands-on experience. Many people believe that a Graduate degree is necessary only for a teaching position; however, this is not true.

If you’re wondering what is graduate level coursework? It’s basically the core requirements that you must meet in order to enroll in graduate school. Even if you already have a Bachelor’s degree, it’s always helpful to double check your skills and knowledge before pursuing graduate studies. As it stands now, many employers are requiring candidates to demonstrate their abilities in all areas of study, so it pays to do your research! Luckily, there are many resources available to help you make sure that your graduate studies are as valuable as they can be.

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Summer Courses Offer Students Chance to Catch Up and Get Ahead

College of arts, humanities and social sciences.

For DU students eager to make progress toward their degree, the summer break isn’t always entirely welcome. Staying mentally sharp can be challenging – how many podcasts and TED talks can anyone listen to, after all? One option: summer courses, which offer students the opportunity to continue their academic momentum from the spring quarter and to get ahead, too. 

This year, the College of Arts, Humanities & Social Sciences (CAHSS) is offering more than 100 summer classes, including about 60 common curriculum courses and 40 major-minor courses to make it easier for DU students to get the credits they need toward their degree. 

“I took just one summer class, but it allowed me to take fewer classes the following quarter to really focus on the content in those,” said Callum Eager, who graduated in 2023 with a degree in Journalism. “Taking a course in the summer helped because, for me, the issue with the quarter system was working to obtain knowledge in such a short amount of time.”

A recent study by "Forbes" magazine cited that students’ reasons for taking summer courses range from getting a second chance on a previously failed course to pursuing intensive language study, or even adding minors to transcripts.

Paula Adamo , associate dean of academic planning and student success, points out that typically the most popular classes are taken online, which gives students the flexibility to manage jobs, internships or other summer commitments and interests. She also recommends that students review their financial aid options, which are different for summer courses.

“There are options for financial assistance, and students should take full advantage of looking through the financial aid site for scholarships and other opportunities to manage expenses,” Adamo said. 

Some students said they preferred online course work during the summer to save on long-term lease commitments, and to continue their academic progress away from the classroom. Students who previously enrolled in summer courses offered some advice when considering whether to enroll in summer classes:  

• Look for core curriculum requirements in your major and register for those first;
• Explore new classes within your major or minor outside of your comfort zone;
• Be sure to enjoy some time off and recharge before the summer quarter begins.

Summer Registration began March 1, 2024. You can find more information on registering for summer classes here and explore options for summer financial aid  here .

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Home › All Programs › Healthcare Management (Grad Cert)

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Healthcare Management

Graduate certificate.

of All Higher-Ed Institutions

- Center for World University Rankings, 2022

In Best Value Among Arizona's Public Universities

- Payscale, 2022

Quick Facts

Eller College of Management

Program details.

Lead in the future of healthcare management with the Eller Graduate Certificate in Healthcare Business Management. Designed for working professionals seeking general healthcare business training, the certificate provides advanced knowledge in several business areas to lay the groundwork for graduate healthcare business coursework and career advancement. 

In this certificate program, you'll take a minimum of nine units of focused, foundational courses from various areas. You’ll gain general healthcare business knowledge and work with faculty who firmly understand the business and healthcare industries.

You'll gain deep insights into how business works, specifically within the healthcare industry and all its challenges and opportunities. The certificate can be completed in as little as 12 months.

Completed bachelor’s degree from an accredited institution, and 3-5 years of work experience is required.

This certificate has six start dates per year.

*Residents of some U.S. Territories may not be eligible. Please see our Eligibility & State Authorization page for more information.

ACCT 575: Financial and Managerial Accounting in Healthcare

This course covers financial and managerial accounting topics relevant to the healthcare industry. Concepts covered include the financial and operational implications of changes in healthcare reimbursement, understanding and analyzing external financial statements for taxable and tax-exempt healthcare entities, the usefulness of capital and operating budgets, practical applications of managerial accounting, and decision-making tools for managers within healthcare enterprises.

ECON 556: Health Economics

Healthcare expenditures now account for more than 1/6 of the Gross Domestic Product in the United States. This class will explore the sources of funding for those expenditures and the rapidly changing trends therein.

MGMT 534: Healthcare Quality and Reliability

This course will explore the principles of High Reliability Organizations (HROs) and apply them to healthcare organizations.  We will begin by investigating the need for a paradigm shift in healthcare culture that addresses healthcare reform, value-based purchasing, healthcare regulation, and the increased complexity in healthcare, making it nearly impossible to eradicate all healthcare errors. The course will then explore HRO Theory and the driving principles behind it. 

MGMT 536: Leading Healthcare Change

Healthcare organizations must adapt to the rapid changes in payment models, delivery mechanisms, technological advances, disruptive innovations, and industry reorganization. This course covers theory and techniques for leading organizations through transformation at the broad strategic level and in terms of improving operations, all within the unique context and challenges of the healthcare industry.  

MGMT 537: Leadership in Healthcare

The challenge in this class is learning about leadership engagingly and insightfully. We will use several interviews with healthcare leaders to help understand the subtleties of leadership action.  We will also use several exercises, cases, and reflections to have you experience different elements of effective leadership. The exam, term paper, and other writing assignments will ask you to analyze and reflect rather than memorize and recite.

MGMT 538: Health Care Organization and Management

This course focuses on managing and organizing health care delivery, particularly in the United States. The course examines the salient features of the healthcare context, the unique challenges these features produce for managers in that industry, and solutions that organizations have used to address those challenges. The micro-to-macro challenges and solutions are explored, as well as emphasizing how leadership, human resources, culture, operations, organization design, and strategy influence quality, safety, care costs, and patient experience.

MKTG 538: Innovative Strategies in Health Care Marketing

In this course, we will take a "customer-centric" view and explore how participants in the healthcare sector (physicians & nurses, hospital administrators, executives in the pharmaceutical and medical devices sectors, as well as various intermediaries who service the sector) can improve the effectiveness and efficiency of their offerings (both products and services) to help with the needs of their customers- the consumers of health care, i.e. the patients and their families. We will investigate a framework with a marketing philosophy that can be implemented in the healthcare sector by the use of tools that help the healthcare providers learn about customer needs, design appropriate products and services and assess their value to these customers, price them, communicate the benefits, and make them accessible.

MIS 506: Healthcare Information Systems

This course introduces students to the concepts and practices of healthcare information systems. Topics include an introduction to the health IT discipline, significant applications and commercial vendors, decision support methods and technologies, information systems design and engineering, and new opportunities and emerging trends. A semester-long group project will provide students with hands-on experience in planning and building healthcare information systems; associated ethical and legal concerns, software engineering and human-computer interaction issues, and user acceptance and outcomes evaluation methods will also be discussed. Graduate-level requirements include leading a class discussion on a course-related topic.

Earning your Graduate Certificate in Healthcare Management will build core skills, including:

• Healthcare leadership practices
• Healthcare organization management
• Health care organizational initiatives
• Organizational change evaluation
• Healthcare industry context understanding
• Healthcare safety outcomes
• Health expenditure terms and categories
• Health care industry context
• Effective healthcare leadership practices

Employment and career options that benefit from this certificate:  

• Consultants
• Continuity Planners
• Office Managers
• Sales Managers
• Supply Distribution Managers
• Transportation Managers
• Human Resources
• Nonprofit Managers

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