Program Description
The Master of Education in Educational Management (MEM) online degree program of Richmindale College is an advanced and comprehensive leadership and management development program targeting early teaching professionals to transform them into competent educational leaders who can perform greater responsibilities and broader leadership and management roles. This program is designed for those aspiring leaders and teaching professionals who do not want to put their careers on hold and would like to propel their career to new heights.
The length of the program is 4 semesters and requires 36 credit units to complete.
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Courses
The following courses with a total of 36 credit hours are required for the awarding of the Master of Education in Educational Management (MEM) degree. The courses below are arranged based on a typical sequence that students can follow. Students may change the sequence of courses as long as the course requisites are followed.
It is important for MEM degree applicants to have basic knowledge or exposure in the Education field to prepare for the MEM degree program. Applicants in this program should have a bachelor’s degree in Education. Applicants who do not have an Education-related degree are required to complete the 12 credit units of Education courses to enroll in this program.
| Course Code | Course Title | Pre-requisite | Credit |
|---|---|---|---|
| Pre-MEM course requirements for applicants without a bachelor’s degree in Education | |||
| EDU-101 | Child and Adolescent Learners and Learning Principles | 3.0 | |
| EDU-102 | The Teaching Profession | 3.0 | |
| EDU-301 | The Teacher and the School Curriculum | 3.0 | |
| EDU-302 | Assessment of Student Learning | 3.0 | |
| Total Credits for Pre-MEM course requirements | 12.0 | ||
| Course Code | Course Title | Pre-requisite | Credit |
| MEM program course requirements | |||
| Semester 1 | |||
| EDU-601 | Philosophical Foundations of Education | 3.0 | |
| This course provides discussions on philosophical foundations of various educational systems and the teaching profession. Topics to be included in this course are historical and philosophical foundations of education, contemporary educational, structural, legal, and financial issues. This course also addresses how historical influences, settings, and ideas have affected and continue to have relevance for education and life today. | |||
| EDU-602 | Research Designs and Methods | 3.0 | |
| This course provides deeper knowledge on how to properly plan and execute research. It introduces quantitative and qualitative methods of conducting meaningful inquiry and research. This course includes the following topics: overview of research intent and design, methodology and technique, format and presentation, and data management and analysis, and statistical methods. | |||
| EDU-603 | Educational Statistics and Analysis | 3.0 | |
| This course introduces the mathematical study of general scientific concepts and principles that are beneficial in business management, computing and engineering, including topics such as propagation, equilibrium, stability, optimization, computation, statistics, and random processes. This course also covers the use of Office software applications, programming and information technology. This course may require each student to purchase a Microsoft Office license separately as an additional cost. | |||
| Semester 2 | |||
| EDU-604 | Human Behavior in Organization | 3.0 | |
| This course introduces the mathematical study of general scientific concepts and principles that are beneficial in business management, computing and engineering, including topics such as propagation, equilibrium, stability, optimization, computation, statistics, and random processes. This course also covers the use of Office software applications, programming and information technology. This course may require each student to purchase a Microsoft Office license separately as an additional cost. | |||
| EDU-605 | Educational Legislation and Fiscal Management | 3.0 | |
| This course gives emphasis on the legal bases in relation to educational leadership and fiscal management. Topics include fiscal policies, revenue administration, school budget management, accounting and debt management. This course also aims to provide a comprehensive discussion on how to appropriately use the institutional resources in accordance to the performance analysis of students, teachers and support to operations of the school. | |||
| EDU-606 | Management and Organization of Educational Institutions | EDU-601 | 3.0 |
| This course primarily intends to provide students with a comprehensive overview of organization and management theory, requirements, and challenges which will form the framework for sound organizational and management practices for administration. | |||
| Semester 3 | |||
| EDU-701 | Educational Planning and Development | EDU-605, EDU-602 | 3.0 |
| This course discusses the introduction on educational planning from an international and comparative perspective. It also emphasizes the theoretical perspectives as well as examples of what planning means in practice. Topics include strategic planning, analysis of education systems and financing, planning related to placement and development of personnel, the analysis of different measures taken, school mapping, educational leadership and school management. Sub-system levels and the follow up and evaluation of quality-related issues will also be covered. | |||
| EDU-702 | Personnel Management in Education | EDU-604, EDU-606 | 3.0 |
| This course focuses on the skills necessary to be developed and acquired by the prospective school leaders to effectively work with faculty and staff. Various concepts and approaches for planning and implementing activities for effective personnel management will be discussed. This course covers the theories and practices relating to recruitment, development, and appraisal of personnel. It also gives emphasis on conflict resolution, effective communication skills, managing the change process, and creating and maintaining a positive school environment. | |||
| EDU-703 | Decision Analysis in Education | EDU-603, EDU-605 | 3.0 |
| This course primarily aims to help prospective school leaders build and develop skills that they will need to thoughtfully produce and/or critically consume research and evaluation studies as bases for just decisions in relation to the school operations. This course further deepens students’ research literacy and sharpen the lenses by which they will be able to distinguish varying qualities of knowledge and to better understand how valid and reliable knowledge is constructed. Students are expected to practice applied research techniques and critically assess study design, instrumentation, data collection procedures, findings, and interpretations, in order to be trained as good decision makers. | |||
| Semester 4 | |||
| EDU-704 | Instructional Management | EDU-701 | 3.0 |
| This course provides a comprehensive discussion on the analysis of how various major curricular models are designed, implemented, and evaluated. Topics include technology and disciplinary and interdisciplinary approaches, and teaching through inquiry and conceptual understanding. This course also emphasizes strategies for planning, conducting and evaluating curricula, and practical problems teachers face in making curricular decisions. The influence of legislative, local and global socio-political forces, and the value systems of central stakeholders on planning and curriculum choices will be examined. | |||
| EDU-705 | Crisis Management | EDU-605, EDU-701 | 3.0 |
| This course provides students a comprehensive discussion on various models of crisis intervention that facilitate crisis resolution. This course gives strong emphasis on crisis theory, critical factors, developmental and situational crisis as well as intervention with unique populations and special issues. Further, it also includes competency-based skill-building exercises. | |||
| EDU-790 | Capstone: Research in Educational Leadership (Thesis) | EDU-606, EDU-701 | 3.0 |
| This course emphasizes the models of practitioner research and modes of inquiry appropriate to applied research. This course also discusses the human subject rules and regulations and the ethics of school-based research. Students will be guided by their instructor to identify a topic for investigation and develop an applied research proposal. Students are also expected to undergo topical defense, research colloquium, and final oral defense. | |||
| Total Credit Hours | 36 | ||
