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Master of Science in Human Resource Analytics and Management

Online Master in
Human Resource
Analytics and
Management

Online Master in Human Resource Analytics and Management

Program Length:

20 months

Credit Hours:

30

Total classes:

10

Cost per Credit:

$1,427

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What are the program
start dates?

What are the program start dates?

Spring 2024

January 8

Summer 2024

May 6

Fall 2024

Late August

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Overview

FAQ

At a Glance

Use Technology to Improve
Employees' Lives and Meet
Organizational Goals.

Based on the research of industry needs, American University developed a powerful Human Resources (HR) approved program aligned to the Society for Human Resource Management (SHRM) graduate education guidelines. The online Master of Science in Human Resource Analytics and Management (MSHRAM) degree empowers you to be fluent in analytics, emergent HR technologies, and complex HR concepts, allowing you to advance your career while studying when and where it’s best for you.

You’ll learn to apply technology to HR processes such as talent acquisition and performance management and be able to monitor and impact employee engagement and enhance business decision-making through metrics and critical evaluation.

By graduation, you will be a more effective HR professional who is able to use measurement and evaluation processes to make evidence-based decisions and influence decision-making across an organization, regardless of what the yearly HR trend may be. Ultimately, your new analytic and technological skills help employees live a richer life through their jobs.

Program Objectives

Create a Thriving Work Culture Through Data

Shape the future of the HR industry by successfully integrating new technologies and implementation processes. Graduate from the MSHRAM program able to:

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Improve HR Initiatives

Enhance the success of HR initiatives by integrating data analytics with HR techniques.

 

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Increase Workplace Performance

Use the power of new technologies and trends to better the performance of employees.

 

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Establish Fair Performance Analytics

Use critical analysis for employees, teams, workgroups, and industries to create an equalized culture.

 

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Solve Complex HR Issues

Use your new strategic proficiencies to solve sensitive HR challenges quickly.

 

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Define Roles Better

Clarify the responsibilities and performance expectations of internal and external agency initiatives.

 

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Create an Inclusive Decision-Making Process

Assess the importance of issues in integrity, accountability, diversity, and inclusion in HR decisions.

 

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Strengthen Organizational Governance

Evaluate your organization’s systems through human resource analytics.

Program Rankings

Building Expertise and Networks

Our Online Master of Science in Human Resource Analytics and Management program ensures that you build both real-world experience and your professional network to serve you after graduation.

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Experienced, Prestigious Faculty

Proven practitioners share their expertise in technology, conflict resolution, employment law, cultural communications, and ethics to expand your skillset and offer immediate solutions to your current HR challenges.

 

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SHRM-Aligned Curriculum

Our program is approved and recognized by SHRM for offering a curriculum aligned with their graduate education guidelines.

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Skills for 21st-Century HR

Learn how data analytics can improve engagement, program invitations, decision-making, and more through specialized, experiential, and data-driven programs that meet current industry needs.

A Top-Ranked Online MS

AU was recognized by Princeton Review, Best Colleges 2023, with the title of College Gets High Marks. 

Admission to American University’s online MSHRAM requires an undergraduate degree from an accredited college or university.

Applicants will need to submit:

*The application fee is typically waived if the application file is complete within a three week period.

Study a Career-Based Curriculum

Geared for long-term career success, our curriculum gives you the tools to enhance and advance your HR career. Being SHRM-approved, it provides you with the content, competencies, and critical thinking opportunities to make many contributions to your workplace and its employees. Additionally, you’ll receive advanced training on how to build workplace skills that go beyond the reach of a standard degree. By graduation, you’ll have built proven skills in communication, teamwork, ethical decision-making, innovation, and the evaluation and usage of emerging technologies to succeed in today’s tactical and strategic HR environment.

 

By graduation, you’ll have built proven skills in communication, teamwork, ethical decision-making, innovation, and how to evaluate and use emerging technologies to succeed in today’s tactical and strategic HR environment.

Success in the workplace requires more than possessing relevant knowledge. You must also know how to communicate your ideas, work with teams, make ethical decisions, think critically, and demonstrate cross-cultural competence.

To ensure critical knowledge and experience are attained through the curriculum, AU developed the Professional Studies Experience — a four-phase curriculum model that meets specific guidelines in each phase.

  • Core Courses: Complete critical HR coursework with a cohort of students from a variety of backgrounds to gain the knowledge today’s employers have deemed most important.
  • Practicum/Professional Experience: Gain real-world evaluation and data collection skills as you design and carry out evaluations.
  • Electives: Take one program-specific elective tailored to your industry and career goals.
  • Capstone: Harness what you’ve learned throughout your program to produce a capstone project.

With the knowledge and skills gained in this holistic curriculum, you’ll stand out as a professional with the complete skill set employers are looking for.

In creating the Online Master of Science in Human Resource Analytics and Management curriculum, American University relied on the expertise of an Advisory Council of HR executives across the U.S. They identified serious gaps in the skills of today’s workforce, current HR degree programs, and the rapidly changing industry.

To prepare future HR leaders to excel in their roles, the online MSHRAM degree was designed specifically according to the HR advisory board’s direction to expand HR skills across complex issues alongside technological and analytical capabilities.

By the time you graduate with your MSHRAM degree, you will have experience in using HR analytics and technologies to direct the development of programs. When you interview, you’ll be ready to talk about how you can:

  • Develop stronger HR programs because you understand how employees process information and make decisions when using interactive HR portals. You’ve had cutting-edge courses in design thinking and evaluation sciences.
  • Design engaging online initiatives and improve current services using emergent HR technologies.
  • Enhance HR plan development with improved implementation, measurement, and evaluation of plans.

At the epicenter of impact, AU’s Washington, D.C. location leverages the proximity of the thriving business, non-profit, NGO and government sectors so the leaders of today can train the leaders of tomorrow. Partnering with key organizations in the region and around the globe, we’re able to better the human condition, learn from a vast array of experiences, model purposeful leadership and address society’s current and emerging challenges.

The DC Experience (DCX), an optional on-campus residency, gives you the opportunity to connect with the campus and explore the unique cultural landscape in the nation’s capital. You’ll also immerse yourself in the AU community, enhance your relationships with faculty and other online graduate students, and meet with guest speakers from the evaluation field.

The Society of Human Resources Management (SHRM) has recognized American University’s MSHRAM program for offering a curriculum aligned with SHRM-graduate-education guidelines.

The program’s rigorous coursework integrates the most up-to-date research, incorporating HR best practices to illustrate how HR professionals can contribute to organizational goals.

“This recognition by SHRM that we are an academically aligned program with their high standards is wonderful. Our program offers classes that really integrate the key HR competencies, such as Ethical Practice, Business Acumen, Relationship Management, Critical Evaluation, Global and Cultural Effectiveness, Consultation and Communication. Our program provides career support and even on-campus immersion events to support and enhance your learning experience.”

— Dr. Robert Stokes, Program Director of Human Resource Analytics and Management program.

American University has partnered with SHRM to offer two non-credit professional development courses:

  • Learning Certification Preparation for the SHRM-CP and SHRM-SCP
  • Essentials of Human Resources

AU offers an online Graduate Certificate in Human Resource Analytics and Management for HR professionals who would like to quickly advance their skills in as little as twelve months. If you decide to pursue the MSHRAM program at a later date, you’ll be able to apply these 12 credits toward the full degree.

Course Descriptions

The Online Master of Science in Human Resource and Data Analytic Management program consists of 10 courses that are each eight weeks long and three credit hours. The program concludes with a capstone course that demonstrates your competency in using strategic data, technology, and emerging trends in HR information technology to develop a polished, professionally written business plan.

HR Management Courses

3 Credit Hours Each

This course will explore the breadth and depth as well as the application of human resource management information systems (HRIS). The Systems Development Life Cycle will provide a framework for this introductory course in the Human Resource Analytics and Management graduate program. Human resource management has become a technology-based profession providing a more strategic, data driven contribution to the organization. The HR profession through HRIS and analytics can increase efficiency, effectiveness, and impact in the performance of individuals, teams, and the organization. This course uses a summative project approach that allows students to understand the importance of logic, analytics, measurements, process improvement, and business consulting to realize the potential that HRIS and technological solutions offer.

Sample topics of discussion and examination include:

  • Resistance to change in HR processes
  • Technology and talent management
  • Effective performance management

Examples of assignments and projects include:

  • Creating a project proposal that includes plans to conduct an interview with the HR Director at an organization of your choice.
  • Creating a gap analysis that addresses both your organization’s current and future states to identify appropriate action steps that bridge the gap.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Describe HRIS from a system and operational/activity level.
  • Identify challenges and limitations in implementing an HRIS.

 Skills:

  • Analyze the need for an HRIS.
  • Develop interview and consulting techniques in collecting needed stakeholder information to effectively plan.
  • Develop a phased plan for implementing an HRIS over time.

 Attitudes:

  • Appreciate the strategic complexities and intricacies of an
  • Value the impact on organizational change and the business objectives of implementing or changing an HRIS.

When high-level executives ask the HR team to start measuring the department’s performance, some HR staffers scramble to figure out what they should measure. Measurement just for the sake of providing statistics is never a good idea. At the very core of HR management is an understanding and working knowledge of metrics related to recruiting, hiring, and retaining employees based on job analysis and job specification. Determining what metrics to measure and report will depend on an organization’s strategy and goals. Implementing an HR reporting system should be carefully planned. Focus should be on the metrics that affect progress toward business goals. This course focuses on assessing what data is meaningful, determining how to measure them and choosing appropriate communication methods.

Sample topics of discussion and examination include:

  • Analyzing the benefits and challenges of benchmarking
  • Using intrinsic and extrinsic rewards to motivate and engage employees

Examples of assignments and projects include:

  • Crafting a retention metrics plan.
  • Creating a talent management metrics plan with a group of other students.

Course outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Explain the importance of benchmarking using historical, internal and external
  • Describe the strategic alignment of employees and teams to organizational goals.
  • Discuss the implications and use of various metrics including retention, employee engagement and productivity.

Skills:

  • Analyze and interpret dashboards that display employee metrics.
  • Develop a talent management plan and metrics chart that aligns with organizational goals.
  • Choose the best metrics for an organization’s current needs and strategy, from a variety of metrics and KPIs.

Attitudes:

  • Appreciate the wide variety of employee metrics and their meanings and uses.
  • Value the impact of visually presenting data in different formats.
  • Advocate for evidence-based decision making.

This course will explore workplace culture, legal requirements and what metrics must be maintained by HR for regulatory compliance to use to inspire behavior change. Once the workplace metrics have been analyzed the student will be prepared to implement corrective actions, including, but not limited to both deploying compliance training and safeguards within human resources information management systems (HRIS). It will examine both ethics and legal compliance issues and how to meet the needs of diverse internal and external audiences. The course will include both evaluations of investigations and workplace training initiatives. In doing so, students will focus on the legal requirements, define the method, and then evaluate the delivery and make an overall assessment of the approach.

Sample topics of discussion and examination include:

  • Evaluating proof issues related to disparate treatment and disparate impact claims
  • Best practices for internal and external investigations related to wage practices, harassment, retaliation, and workplace discrimination
  • The impact of retention analytics on business outcomes

Examples of assignments and projects include:

  • Address a case study involving an employee complaint.
  • Prepare a project plan for an analytics solution to an HR case.

Course outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Discuss the importance and background of compliance
  • Describe mitigating risk and compliance in light of various laws applicable to human resources and employment.
  • Discuss creating a culture of
  • Understand employment laws applicable to human resources.

Skills:

  • Analyze factual scenarios that give rise to risks and apply applicable employment laws to mitigate those risks.
  • Evaluate a model for organizational governance and compliance

Attitudes:

  • Influence management the in top-down support in compliance and risk reduction.
  • Value the impact of risk management and compliance on the orgnization.

The final capstone is a culminating project that utilizes a set of skills that demonstrate maturity and professionalism in strategic thinking in human resource analytics and management. Informed by an understanding of data, technology, and emerging trends in human resource information technology, the course focuses on high-level independent document delivery and writing, applied research and analysis, and the creation of a polished, professionally written performance management plan.

Sample topics of discussion and examination include:

  • Technology’s role in measuring and evaluating human workplace performance
  • Diversity and inclusion in Human Resources decision making
  • Organizational governance in Human Resources

Examples of assignments and projects include:

  • Contacting an organization and completing a project that focuses on their need and one of your program objectives.
  • Creating a website that represents a digital portfolio of your work throughout the program.

Course outcomes:

In HRAM 700, students will be review and integrate content related to all the program competencies and will demonstrate mastery of specific competencies in short written assignments. Students will also submit an independent, research-driven Capstone Project that will serve as a summative assessment for all program competencies.

Core Courses — 9 Credits

This course explores the current and potential future impacts of new, emerging, and rapidly evolving technologies on organizations and their operations across a range of industries and sectors. Students will gain insights into these technologies and how these organizations are coping (or not) with the resulting disruption. In addition to tools and best practices, students examine the challenges and opportunities in designing projects that implement new and emerging technologies. Other topics include managing change in organizations as a result of disruption, the benefits and challenges of adapting to new technologies, and legal and privacy issues. A case study project throughout the course investigates how to identify and implement a new technology that will solve a problem in an organization.

Sample topics of discussion and examination include:

  • Reasons to use digital tools
  • Social media
  • Collaboration and project management
  • Leadership and technology

Examples of assignments and projects include:

  • Addressing a case study about a new technology in an organization.
  • Conducting an industry needs-based analysis.
  • Creating an implementation plan for new technologies.
  • Completing a literature review paper

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Recognize current and emerging disruptive technologies and their potential to impact industries, organizations, and society.
  • Understand disruptive technologies and their economic drivers and analyze their impact.
  • Identify major areas for the application of technology, and the resulting implications for organizational change.

 Skills:

  • Analyze organizational, industry, and societal-level impact of emerging technologies.
  • Effectively communicate multi-faceted aspects of a technology solution.
  • Research and evaluate a technology solution to improve a business process or satisfy an organizational problem.
  • Present recommendations on key aspects of a technological solution to an audience of potential stakeholders.

Attitudes:

  • Appreciate the unique characteristics of and differences between disruptive technologies and their impact on industry segments.
  • Value the importance of holistic, multi-dimensional thinking on technology issues.

Students will improve the intercultural competencies and communication skills of learners, with a particular focus on aspects of intercultural communication highly relevant to leaders in a global economy. Learners will increase their understanding of, and ability to work with, the processes involved when cultures come into contact. This course will enhance the learner’s ability to think critically and creatively about today’s cultural challenges, to practice intercultural relations, and to provide a perspective on one’s personal and social responsibility as current and future leaders.

Sample topics of discussion and examination include:

  • Race, Ethnicity, Nationality, and Protest
  • Bias and Stereotypes
  • Sex, Gender, and Intersectionality
  • Religion and Worldview

Examples of assignments and projects include:

  • Analyzing Barriers to Intercultural Communication.
  • Using a written report with peer review and a presentation assessment strategy to investigate and respond to an engaging and complex question, problem, or challenge.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Identify and apply frameworks that define culture and intercultural communication.
  • Evaluate standards of success, failure, cultural self-determination, and responsibility to protect, as they relate to different cultural systems.
  • Evaluate the impact of technology on intercultural communications.

Skills:

  • Apply intercultural behavioral skills to foster intercultural understanding in others.
  • Demonstrate reflective and critical thinking skills aimed at understanding one’s own culture and positionality.
  • Develop and apply verbal and nonverbal intercultural communication skills.
  • Implement effective strategies to address cultural and ethical scenarios.

Attitudes:

  • Appreciate the ethical considerations involved when intervening across intercultural/international contexts.
  • Demonstrate cultural awareness, openness, and sensitivity toward others.

This course provides students with the knowledge and skills necessary to effectively utilize data analytics for decision-making with a focus on equitable data practices. The course explores a range of topics related to data analytics, including data cleaning, data transformation, statistical analysis, data visualization and storytelling, and data-based decision-making. To improve organizational quality and overall efficiency, students learn how to analyze data using quantitative research methods with a value-added approach, use various analytic tools such as Excel, Tableau, and Power BI, create and interpret data visualizations, use predictive analytics to identify trends and patterns, and communicate findings to stakeholders. The course focuses on the practical application of data analytics in decision-making, with an emphasis on real-world examples, and students work on projects that involve analyzing data sets to make decisions in various contexts. 

Knowledge

  • Examine the importance of data and analytics for organizational decision-making.
  • Recognize how a value-added approach to quantitative research can be applied to understanding data.
  • Differentiate between primary and secondary data types, quantitative and qualitative data types, and various research methods that are appropriate for the data type.

 Skills

  • Apply a value-added approach to analyze data in a research project. 
  • Analyze data to inform decisions and improve organizational quality and efficiency.
  • Design and structure reports and dashboards to effectively communicate data-driven insights to stakeholders.
  • Summarize and communicate findings to stakeholders.

 Attitudes

  • Appreciate the ideas and considerations around data equity.
  • Appreciate the use of contextualization and the role of the researcher as it relates to data analysis using a value-added approach.

Required Courses

Organizations are constantly changing in response to a wide array of internal and external system dynamics, often unintentionally but sometimes in a planned, methodical way. This course focuses on the latter, where organizational leaders work collaboratively to make good decisions about what to change and how to manage those changes, given competing priorities and limited resources. Picking up where front-end analysis leaves off, you will work with colleagues to prioritize a strategic need, define a solution, craft a compelling vision, and communicate a persuasive business case for that change. Then, you will analyze stakeholders, identify change levers and resistance, develop change metrics and strategies, and strategize your communication, engagement, learning, and sustainment activities. This course will help you become a more influential leader and catalyst for positive change within any organization.

Sample topics of discussion and examination include:

  • Analyzing organizational readiness
  • Diffusing ideas across the organization
  • Implementing and evaluating change initiatives
  • Analyzing trends in change management.

Examples of assignments and projects include:

  • Developing a proposal presentation that showcases your business idea’s potential through the incorporation of quantitative and qualitative data, expert testimony, pilot data, benchmarking, rational arguments, and the “field” perspective.
  • Developing a need statement and a stakeholder map. 

Today’s world is ever-changing, and organizations must be flexible and adaptable to survive and grow. In such dynamic environments, organizational leaders need people who have the skills and expertise to meet specialized needs. This course introduces students to the consulting industry and exposes them to the skills necessary to thrive in this diverse, dynamic, competitive, and burgeoning market. Students will better understand how technical, interpersonal, and consulting skills can be applied to build partner relationships, make effective recommendations, and work collaboratively to implement solutions. By examining the phases of consulting and key competencies and skills, students will be better prepared to successfully manage client relationships.  

Sample topics of discussion and examination include:

  • Assessing emotional intelligence
  • Data collection strategies and result interpretation
  • The art of cross-selling

Examples of assignments and projects include:

  • Working in a team to discuss ideas, engage in role play, and complete tasks related to the consulting workflow project.
  • Conducting preliminary research and developing a plan to determine a client’s needs and elicit information from key stakeholders.

Course outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Describe the key stages of consulting and various roles of a consultant.
  • Describe the main consulting segments and supporting key service areas.
  • Apply an understanding of the technical and interpersonal skills needed for effective consulting, with an emphasis on client communication.

Skills:

  • Locate and analyze Request for Proposals (RFPs) to determine how your strengths align with the client’s needs.
  • Develop an effective value proposition to win a consulting contract.
  • Conduct preliminary research and develop a plan to determine a client’s needs and elicit information from key stakeholders.
  • Communicate effectively with clients across media (verbal, written, visual and electronic).

 Attitudes:

  • Appreciate how to be adaptable when working with diverse clients.
  • Appreciate the challenges and opportunities of collaborative work.
  • Appreciate the balance between the client and employer’s best interest.

Elective Course Options

Choose one of the following courses.

This course focuses on evaluating the healthcare delivery system in the U.S. and the impact various initiatives have had on healthcare quality, cost, and access. You will become familiar with the costs involved in healthcare, tiered services, preventative healthcare, trends in healthcare utilization, and the role of major providers and payers, such as insurance companies and government programs like Medicare. Coursework also explores the history and transformation of the healthcare delivery system, including the impact of policies and practices as they relate to commercial payment reform and the evolution of clinical standards for providers. Each week, students will speak with a healthcare professional about how different factors at play in the industry affect their role.

Sample topics of discussion and examination include:

  • The “Iron Triangle” – access, quality, and cost
  • The impact of the Affordable Care Act (and the implications of its potential repeal)
  • Coding and accounting systems for healthcare finance
  • The balance between regulation and innovation in healthcare

Examples of assignments and projects include:

  • Completing a research paper.
  • Conducting peer-to-peer research analysis.
  • Completing financial data analysis.
  • Analyzing different healthcare delivery models.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

 Knowledge:

  • Discuss the structure and financing of the health care market, including changes in payment and related state and federal policies that are shifting sites of service.
  • Identify and interpret trends in cost, quality, and access that explain the state of the overall health care market.
  • Describe the changing roles of providers and payers in health care delivery, support, services, and financing.

 Skills:

  • Analyze health care trends in cost, quality, and access, including the underlying factors on a local and national level that most impact these trends.
  • Predict future changes to the health care system based on ongoing reforms to payment and health care delivery.
  • Create succinct, effective, and persuasive presentations on key business topics related to the healthcare field.

Attitudes:

  • Appreciate the complexity and pace of innovation and change in the health care system and use that understanding to predict the trajectory of health care transformation.

This course introduces terminology, critical issues, and current debates in the field of evaluation, and covers the design of monitoring and evaluation plans and of logical models. You will learn the differences between monitoring and evaluation as well as explore the varying perspectives of donors, those implementing M&E projects, and local communities/beneficiaries in relation to M&E processes.

Sample topics of discussion and examination include:

  • Logic model narrative summaries
  • Addressing causal mechanisms
  • Performance evaluation approaches

Examples of assignments and projects include:

  • Identifying an Impact Evaluation Approach.
  • Developing a Statement of Work (SOW).
  • Analyzing the needs and program theory of change for an initiative as described in an evaluation report.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Discuss and critique the use of Logic Models.
  • Demonstrate understanding of evaluation principles throughout the project lifecycle.,
  • Describe different evaluation purposes, approaches, and designs; and when they are useful within the project lifecycle.
  • Recognize the opportunities and challenges of conducting quality planning, monitoring, and evaluation in varied contexts.
  • Identify alternative approaches and designs, including complexity- aware approaches, developmental evaluation, and Most Significant Change.

Skills:

  • Develop a Program Theory of Change (PTOC).
  • Develop a Logic Model including project goal, purpose, outcomes, outputs, inputs/activities indicators, data sources, and assumptions.
  • Develop an Evaluation Statement of Work (SOW).

Attitudes:

  • Appreciate the complexity of various project collaborator interests related to project evaluation.
  • Appreciate the importance of project collaborator participation in evaluation.
  • Advocate for quality evaluation planning and implementation processes throughout the project lifecycle.

Students in this class learn the principles of managing a sports organization and gain a broad overview of the sports business marketplace, including the financial and accounting acumen necessary for success. You will examine various types of sports organizations and study topics such as fiscal and budgetary control, ownership, and day-to-day operations, as well as the techniques, tools, theories, and attributes required in sports leadership and management. You’ll also speak with a sports professional to learn how the concepts and practices in this course play out in real life.

Sample topics of discussion and examination include:

  • Globalization and social responsibility
  • Professional sports and sports agencies
  • Facility and event management
  • Sport sales, sponsorship, communication, and broadcasting
  • The future of sports in a virtual world

Examples of assignments and projects include:

  • Conducting a stakeholder interview with a sports industry professional.
  • Creating an organizational analysis.
  • Collecting organizational data.
  • Proposing solutions to real-life case studies.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Analyze the relationship between the structure of various sports leagues and organizations.
  • Explain the role that a sports franchise plays in the larger community in which it operates.

 Skills:

  • Examine the primary revenue streams and community/social touch points for sports teams and organizations.
  • Develop an understanding of the role sports media and events play in the success of a sports organization.

 Attitudes:

  • Appreciate the impact technology is having on the global sports industry.

This course explores professional ethics and leadership to maximize organizational and personal success across a wide range of disciplines and fields. Participants will learn about leadership and ethics in relation to various aspects of business, such as interacting with internal and external stakeholders, leading teams, and resolving ethical dilemmas. These topics will be approached within a framework of ethical paradigms or theories, leadership styles, and characteristics.

Sample topics of discussion and examination include:

  • Business ethics
  • Your personal ethical paradigm
  • Ethical leadership failure analysis

Examples of assignments and projects include:

  • Applying studied concepts of ethical theories to case study scenarios.
  • Creating a SWOT analysis to identify strengths, weaknesses, opportunities, and threats of an organization or situation.
  • Completing a leadership self-assessment and offering an improvement plan for your chosen category of leadership characteristics.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Describe theories and trends in organizational leadership and ethics.
  • Recognize the impact that leadership and ethics play in the success of an organization.

 Skills:

  • Lead people and organizations ethically and professionally.
  • Analyze the ethical actions undertaken by leaders and their organizations.
  • Apply leadership theories to real-world scenarios.
  • Formulate ethical strategies to address real-world scenarios.

Attitudes:

  • Appreciate the ethical dilemmas faced by leaders working in varying contexts.

This course will have a strong foundation in principles of team competencies, performance, and leadership. It will cover an understanding of teams and team-effectiveness strategies, including the nature of work teams and groups; team composition, formation, and development; and leadership and motivation issues relating to teams. The course will also cover the processes of identifying challenges with virtual teams and increasing awareness of the need for virtual leadership.

Sample topics of discussion and examination include:

  • Defining your team’s cultural norms
  • How high-performing teams communicate
  • Avoiding the five dysfunctions of a team
  • Virtual team behaviors for building remote relationships

Examples of assignments and projects include:

  • Completing a Team Role Activity Sheet, noting how you and each of your teammates “presented” themselves in one or more of the specific team roles.
  • Evaluating your team’s effectiveness in utilizing Tuckman’s Team Stages.
  • Writing a reflective paper on how and why your team was successful. 

Course Outcomes

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.  Upon completion of this course, learners should be able to:

Knowledge:

  • Identify ways to influence, communicate, and collaborate within teams.
  • Describe the importance of clear expectations and how to establish them.
  • Describe how teams develop over time.
  • Define the characteristics of the virtual workplace that make it unique.

 Skills:

  • Define the goals and mission of a team.
  • Identify the roles that must be filled on a team to meet its mission, as well as the individuals who are the best fit to fill those roles.
  • Develop a communications plan for a virtual team.
  • Conduct and lead a virtual meeting, including preparation and post-meeting deliverables.
  • Manage tasks and outcomes in teams, including delegation, follow-up reports, and goal setting.
  • Assess and modify leadership styles to meet the needs of a particular team and organization.

 Attitudes:

  • Appreciate the role of a leader in a team.
  • Recognize the challenges and obstacles associated with teams and virtual teams.
  • Respect the needs and goals of a team’s members and stakeholders.

This course focuses on the skills necessary to carry out qualitative data collection for project planning, monitoring, and evaluation activities. Coursework explores the strengths, weaknesses, and uses of qualitative data and investigates the circumstances under which project planners, managers, and evaluators use qualitative methods. Students will learn how to use qualitative data collection techniques typical of the work of project planners, managers, and evaluators, including observation, participant observation, participatory tools, interviews, and focus groups. In a hands-on assignment, students will apply several data collection techniques while collaborating with an organization in their local community.

Sample topics of discussion and reading include:

  • Qualitative research questions and coding
  • Concepts, indicators, and participatory tools
  • Qualitative interviewing questions and unstructured interviews
  • Data analysis and visualization

Examples of assignments and projects include:

  • Completing a research project on a community organization involving observation, interviews, and a focus group.
  • Conducting qualitative research.
  • Completing peer-to-peer data analysis.

Course Objectives:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this
course.

Knowledge:

  • Explain when and how evaluators use qualitative data collection techniques.
  • Identify the kinds of data gathered through different qualitative data collection techniques.
  • Discuss ethical considerations and other challenges related to the collection of qualitative data

Skills:

  • Craft qualitative data collection instruments including interview schedules and focus group questioning routes.
  • Use archival research, observation, participant observation, interviews, participatory tools, and focus groups to collect data.
  • Integrate data equity foundations into qualitative research.
  • Analyze qualitative data using a variety of approaches and techniques.

Attitudes:

  • Describe reflexivity, positionality, and self-reflection of the qualitative researcher. 
  • Explain the importance of working with project collaborators and invested community members.
  • Discuss the importance of cultural responsiveness in qualitative data collection.

This course focuses on quantitative methods in monitoring and evaluation research. Students develop an understanding of this often intimidating and difficult subject with an informative and clear approach. Topics covered include descriptive statistics, correlation, and graphical representation of data through inferential techniques, analysis of variance, and more. Coursework provides opportunities to design and apply quantitative evaluations and data collection instruments, appraise sampling methods, apply statistical measures to test hypotheses, deploy statistical software for quantitative data management and analysis, and produce descriptive and inferential analytical reports that meet professional standards in the field.

Sample topics of discussion and examination include:

  • Introduction to quantitative research
  • Sampling and questionnaire design
  • Collecting and managing quantitative data
  • Measures of central tendency
  • Regression analysis

Examples of assignments include:

  • Completing a research project using an organization in your community.
  • Creating a data collection plan.
  • Completing data analysis and visualization.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Differentiate between different types of quantitative research.
  • Identify and describe the different types of validity and reliability.

Skills:

  • Develop and test a hypothesis using quantitative research methods.
  • Apply various descriptive and inferential statistics.
  • Use statistical software for data management, analysis, and presentation of findings.
  • Create presentations that effectively communicate quantitative research results.
  • Evaluate different strategies to analyze and report quantitative data.

Attitudes:

  • Appreciate the ethical considerations related to the collection of quantitative data.

This course introduces the students to economic reasoning principles related to cost assessment and program evaluation, including cost effectiveness, project cost-benefit analysis (CBA), and valuing, predicting, and monetizing project performance and impacts. Students will learn to design, interpret, and use different cost assessment tools for informed decision making in professional settings. This course includes recent developments and applications in the theoretical and empirical cost assessment literature related to public, private, and international organizations, including equity assessment. The course also explores the limits of cost-inclusive assessments and evaluations.

Sample topics of discussion and examination include:

  • Monetizing project impacts
  • Cost benefit analysis
  • Discounting and bias in economic depressions
  • Risk and uncertainty in the real world

Examples of assignments and projects include:

  • Completing mathematical problem sets to reinforce studied topics.
  • Designing a simple matrix to catalog and categorize project impacts including costs and benefits.
  • Using cost assessment concepts to quantify risks and opportunities.

Course Outcomes:

Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.

Knowledge:

  • Evaluate and discuss the history and theory behind the use of cost-benefit analysis to appraise the desirability of a given project.
  • Identify how cost–benefit analysis influences or informs decision making from a utilitarian perspective.
  • Analyze the challenges of cost-benefit analysis and project success.

Skills:

  • Formulate clear problem statements and develop analytical frameworks to inform solutions to real-world problems.
  • Understand the concept of time value of money: Analyze project externalities and opportunity cost and apply this understanding to place monetary value on a variety of costs and benefits.
  • Conduct cost-benefit analyses to inform decisions in a variety of sectors.
  • Synthesize complex information for a decision maker,
    addressing the issues of costs, benefits, distribution, effectiveness, efficiency, legality, equity, and bias.

Attitudes:

  • Appreciate the complexity, utility, and limitations of the criteria used in assessing project success.
  • Appreciate each stage of the cost-benefit analysis and the major issues that are raised at each stage of the process.

Put Complex HR and Technology Skills to Work Now

When you graduate from American University’s MSHRAM program, you’ll be a stronger candidate for advanced leadership roles. Your experience in HR technologies, design thinking, company culture, and analytics, positions you as the professional companies need to reach their goals and solve complex challenges.

Provide the In-Demand Skills

Recently, the SEC proposed modernizing Regulation S-K so public companies would have to report on a wider set of human capital information such as retention and turnover, productivity, incentives for innovation, and training costs.1

Successful HR professionals rely on new technologies to improve Diversity, Equity, Inclusion and Belonging (DEIB) efforts, standardize job titles, use performance reviews and goal setting effectively, award raises, track important trends, and contribute toward positive organizational growth.

Surveys on human capital trends in 2020 and 2021 report that companies consistently lack professionals who know how to make that happen.

  • 53% of respondents said between 50-100% of their workforce will need to change their skills and capabilities in the next three years.1
  • 70% of global employers say they can’t find candidates with the right mix of technical skills and human capabilities.2
  • 71% of organizations say governing changing workforce strategies is needed, but only 8% say they are very ready to address this trend.1
  • 80% of respondents in our executive focus groups said leadership readiness will be the biggest internal barrier to their ability to achieve their future strategies.2
  • 85% of this year’s survey respondents believe that the future of work raises ethical challenges— but only 27% have clear policies and leaders in place to manage them.1

Opportunities Abound: Create a Better Work Environment for Employees

Without people who know how to use technologies to improve the conditions of human capital, companies falter and even lose money — within a year, billions of dollars’ worth of valuation have been lost because of issues related to leadership and culture,1 a prevalent issue among companies surveyed.

  • 55% of U.S. workers felt that leadership did not take action in addressing racial justice — they only wrote or spoke about it.2
  • Just 34% of respondents reward workers for entrepreneurial behavior, despite 84% saying that supporting the development of those skills was important or very important.1
  • Only 14% say they’re ready to address the ethics related to the future of work, though 75% of organizations say it’s needed for success.

HR Leadership Roles And Their Growth Rates

HR leadership roles require a seamless integration of technology and human-centric qualities, both of which are meticulously nurtured in the American online Master’s in HR Analytics and Management program (MSHRAM). Upon graduation, you will find yourself well-prepared for positions exhibiting growth rates significantly surpassing the average between 2021 and 2031.

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Human Resource Managers3

 7% Growth

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Top Executives5

6% Growth

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HR Management Analyst4

11% Growth

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Training and Development Managers6

7% Growth

Career Services

American University’s Career Center offers its services to online and on-campus students as well as to alumni, so you’ll continue to receive support for as long as you need it. This means you’ll have access to resources for your job search, career advising, internships, and scholarships. You can also network, look for jobs, and apply for positions by making an account at AU Career Web, our online career search tool.

The Office of Professional Studies offers career development workshops and continuing education through industry-specific webinars with practitioners who discuss emerging trends in their fields. Our program directors, who are academic practitioners, act as mentors to current students and alumni alike.

Alumni Employers

As passionate change-makers, our alumni are responsible for using their skills to make an impact. You can join an incredible set of AU alumni who work in diverse roles across sectors and organizations.

  • Adobe
  • Aurora Flight Sciences
  • Caterpillar, Inc.
  • Compass Strategy Solutions
  • Conestoga Wood
  • Cox Media Group
  • Dollar Tree
  • Postscript
  • Raytheon
  • Save the Children
  • Hackensack Meridian Health
  • Hispanic Association of Colleges and
  • Universities
  • Holman Logistics
  • Inova Health Sytems
  • IRS
  • Kindred at Home
  • The Vanguard Group
  • Trinity Health
  • U.S. Department of Defense
  • Koch Industries
  • Lockheed Martin
  • Louis Vitton
  • McCormick Paints
  • Milwaukee Tools
  • Milwaukee Tools
  • Peloton Interactive
  • Postal Regulatory Commission
  • U.S. Navy
  • WireWheel
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Robert Stokes, Ed.D

Director of the Masters in Human Resource Analytics Management Program

Dr. Stokes is the program director of the Master’s in Human Resource Analytics and Management program at American University in Washington, DC. He comes to American University with a thorough background in academia. For the past 20 years, Dr. Stokes has taught on-campus and online courses as well as trained faculty across multiple institutions on teaching for online education.

Dr. Stokes held a successful career with Villanova University in a variety of roles including assistant vice president for Academic Affairs for 13 years where he planned, launched and served as the program director for a successful online Human Resource Development graduate program. He also received the honor of induction into the Salem Virginia Education Association Alumni Hall of Fame.

Outside of his work in higher education institutions, he has authored publications by the SHRM, ASTD, and the American Payroll Association. He has been recognized by the American Management Association, the Eastern College Personnel Officers and the Villanova University Human Resource Development program.

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Patricia Sullivan, Ph.D

Professional Lecturer

Dr. Sullivan. is a leadership coach and trainer, with over 20 years in HR; 15 years in adult education, training and leadership coaching. Her passion for leadership excellence has directed her profession and learning activities. Patricia works with business leaders who strive to build positive relationships, bring the best out in others, create a shared vision, align individual and team initiatives with strategic objectives and deliver results. As a leadership coach, Patricia works with clients to discover their true leadership potential in creating relationships and delivering exceptional results.

Dr. Sullivan also merges her passion for emotional intelligence awareness and mind/body/spirit alignment with business acumen. Through leadership training workshops, individualized leadership and wellness coaching, and consulting with businesses to create effective wellness programs, she brings the best of wellness/leadership research to her clients.

Her many certifications include: SPHR, SHRM-SCP; Energy Leadership Coach, Conflict Resolution Mediator, Master Trainer, Web-Based Instructional Designer, Yoga Instructor. She is currently working on a 1,000-hour Yoga Therapy certification to support her coaching practices, aligning health with desired results at home and work.

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Pearl Dahmen, Ph.D

Adjunct Professorial Lecturer

Dr. Pearl Dahmen has focused on performance improvement for 25 years, working with Fortune 500 companies and small businesses. As a consultant and financial officer, she has worked with business owners and managers to implement improvement policies, procedures and processes facilitating workshops, designing courses and training programs in financial intelligence, IT program implementation, software operation, human resource and performance improvement.

She earned her Ph.D. in Curriculum & Instructions, focusing on Adult Education with a concentration in eLearning and technology instructional design and a master’s in Adult Education at the University of South Florida. She was awarded an undergraduate degree from the University of Dayton, majoring in Business Administration/Accounting.

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Allen McMillin

Adjunct Instructor

Mr. McMillin is a compensation and people analytics consultant with over 20 years of experience supporting two Fortune 500 companies as well as healthcare organizations. In addition to being an experienced human resource professional, Mr. McMillin has taught online courses across multiple programs. In 2017, Mr. McMillin presented at the World at Work conference, “Survival Analysis Techniques as an Additional Tool in Determining Compression Projection.” A focus on minimum wage impact on employee compression.Mr. McMillin earned his MS in Human Resource Development from Villanova University and received a BS in Labor and Industrial Relations from Pennsylvania State University.

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Michaela Beardan, Ed.D

Adjunct Professional Lecturer

Dr. Bearden runs the Center for Corporate Education, within the School of Business at Virginia Commonwealth University. In her role, she authors and facilitates professional development programs for clients worldwide in leadership, management, strategy, and entrepreneurship. In addition, she provides leadership consulting, benchmark assessments, and performance/project management within the business community.

Prior to her work at VCU, she worked in the non-profit arena for the YMCA of Greater Richmond. Michaela holds a Bachelor’s in Business Administration, a Master’s in Counselor Education, and a Doctorate in Educational Leadership. She resides in Richmond, VA with her husband and three children.

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Ramona Sharpe, Ph.D

Adjunct Professorial Lecturer

Dr. Ramona T. Sharpe, PHR, CCP, SHRM-CP is a seasoned Human Resource Development professional, adult educator, published author, and human capital and strategy consultant. Dr. Sharpe has held leadership roles providing human capital direction for major consulting firms. She has lead company-wide HR initiatives for Fortune 500 companies as well as managed consulting projects for non-profit organizations and the government.

Dr. Sharpe has served as an adjunct professor teaching Professional Development, Professional Ethics & Project Leadership, Intercultural Communication for Professionals, Client Communications and Professional Consulting, and Human Resource Analytics & Management Capstone.

Professor Sharpe received her doctorate from Columbia University in Adult Learning and Leadership. She has an MS in Human Organization Science/HR Development, a BS in Business Administration, and a BA in Psychology from Villanova University.

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Bobbe Baggio, Ph.D

Adjunct Professorial Lecturer

Dr. Baggio believes that technologies are here to help everyone and enhance human performance. She has been CEO of Advantage Learning Technologies, Inc., a company that provides consulting services and research for human behavior in modern virtual environments, since 2002. Dr. Baggio is the author of seven books, an engaging public speaker, strategic advisor and educator in the field of instructional technologies and learning. Her expertise draws upon her experience as a Fortune 100 IT manager, 20 years of consulting experience, and her doctoral studies in instructional design for online learning.

Her clients include The Federal Reserve Bank, Pfizer, Novartis, Johnson & Johnson, University of Pennsylvania, DOD, PASSHE, Merck, BMS, KPMG, Siemens, Ticketmaster, IMG, Tyco Engineering, Fisher, Christiana Care Health System, Cisco and Adobe.

Dr. Baggio was Associate Provost of the School of Adult and Graduate Education (SAGE) at Cedar Crest College in Allentown, PA., the Associate Dean of Graduate Programs and Online Learning at American University in Washington, D.C. and founding Program Director of the MS program in Instructional Technology Management at La Salle University in Philadelphia, PA.

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Brendan Hennessy, JD

Professional Lecturer

Mr. Hennessy actively practices law for employers and employees in multiple states. In the past ten years, he has handled hundreds of cases representing clients in court and before the Equal Employment Opportunity Commission (EEOC) and the Pennsylvania Human Relations Commission (PHRC). Brendan also serves as a mediator with the EEOC. He teaches law-related classes at multiple prestigious universities on the East Coast as an adjunct professor.

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Eric Felsberg, J.D.

Adjunct Instructor

Mr. Felsberg is a principal at Jackson Lewis P.C. and the national director of the firm’s Data Analytics group. He leads a team of multi-disciplinary lawyers, statisticians, data scientists, and analysts with decades of experience managing the interplay of data analytics and the law. Under his leadership, the Data Analytics group applies proprietary algorithms and state-of-the-art modeling techniques to help employers evaluate risk and drive legal strategy. Eric is an accomplished and recognized speaker on issues of workplace analytics and affirmative action compliance.

Mr. Felsberg earned his JD from Hofstra University Maurice A. Deane School of Law, J.D. and a BA from State University of New York at Stony Brook, graduating cum laude.

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Richard Sexton, J.D.

Adjunct Professorial Lecturer

Richard Sexton brings more than 16 years of law experience to American University. He is currently a senior counsel member of the Labor and Employment team at BAE Systems, Inc., where he provides advice and counsel to management and HR professionals on all aspects of day-to-day labor and employment matters, including hiring and termination issues, harassment, discrimination, retaliation, leaves of absence, reasonable accommodations, wage and hour issues, conflicts of interest, independent contractor issues, employee investigations, labor relations, and more. He is also responsible for investigating and representing the company at the administrative level and managing employment and labor litigation.

Previously, he was a senior trial attorney at the EEOC as well as the U.S. Department of Justice (DOJ), where he handled complex employment litigation. While working for the DOJ, he was responsible for conducting investigations to assess potential violations of federal law by analyzing statistical data and evidence, interviewing witnesses and reviewing documents, and drafting memoranda summarizing the results of the investigation.

He’s also been a labor and employment attorney and litigation attorney at private law firms.

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Bianca Prada, M.S.

Adjunct Professorial Lecturer

Ms. Prada is the senior director of Communications & Content for The Amherst Group of companies, leading a team that focuses on consumer communications, platform content, and overall brand reputation.

Bianca specializes in helping clients prepare for, navigate and overcome critical areas of risk, issues, and crises. She has also helped clients develop ESG and CSR programs, worked with companies and their senior executives on corporate positioning and executive visibility, and counseled companies on diversity and inclusion. Bianca’s situation and issues management experience includes leading communications strategy for product issues, brand positioning, high-profile litigation disputes, and government investigations.

Clients include PepsiCo, the NFL, Gillette, Pfizer, IBM, and the Andrew W. Mellon Foundation.

Bianca’s work has led to several awards, including the Holmes Report 2017 Crisis in a PR Campaign, PR Newswire’s Earnie’s Awards, and PR News’ Social Media Icon Awards. Her work has also won multiple Pollie Awards from the American Association of Political Consultants and was named to PR Week’s “40 Under 40: Ones to Watch” list.

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Felicia Jones, Ph.D

Adjunct Instructor

Dr. Jones serves as the vice president of the Strategic Solutions Group-Global Government Solutions at KBR, Inc. She develops strategic initiatives and technical capabilities to drive innovation and collaboration across all business units.

Prior to this, Dr. Jones served as the director of engineering and technology at the National Aeronautics and Space Administration (NASA) Goddard Space Flight Center. She lead one of the largest engineering organizations at NASA with over 1,250 civil-servant employees and 2,000 support-service contractors supporting over $5B of NASA space flight programs. Leading a multi-disciplined technical organization, she was responsible for advancing the Nation’s science and technology programs in support of NASA’s Earth science, space science, and exploration missions. She provided oversight and strategic direction for new business initiatives, capturing new work in a competitive environment.

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Alexia Nalewaik, Ph.D

Adjunct Professorial Lecturer

Dr. Nalewaik has over 25 years of experience in project controls, quantity surveying, and project management. Areas of focus include process QA/QC, audit, project analytics, and risk. For recent publications and research, see ResearchGate.

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Rory Neuner, M.A.

Adjunct Instructor

Ms. Neuner is the learning officer at the Boston-based Barr Foundation. In this work, Ms. Neuner supports efforts to gauge the Foundation’s impact and support ongoing learning. In addition, she supports Barr’s Sector Effectiveness work, focusing on efforts that aim to strengthen the region’s nonprofit and philanthropic infrastructure.

Prior to joining Barr, Ms.Neuner served as the evaluation officer at the Michigan Health Endowment Fund, where she developed capacity-building programming to strengthen evaluation and learning practice and advance equitable evaluation across the Fund’s ecosystem of grantees and consultants. Prior to philanthropy, she worked as an evaluation and public policy consultant, working across sectors on transportation, mobility justice, environmental, and health policy issues.

Ms. Neuner is engaged in national conversations about evaluation and learning, and currently co-chairs the American Evaluation Association (AEA) LGBTQ working group. She lives in Providence, Rhode Island with her wife and daughter.

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Nicassia Belton, Ph.D.

Adjunct Professorial Lecturer

Dr. Nicassia Belton serves as the vice president of Learning, Evaluation, and Data Management at the Baltimore Children and Youth Fund (BCYF).

Her work utilizes her extensive knowledge of advanced quantitative tools, techniques, and programming to examine the influence of demographic, social, economic, and environmental factors on access, achievement and quality of life for children and youth. It is squarely focused on her central belief that the easiest way to affect change is by holding people and organizations to high expectations of culturally responsive behaviors and practices through the utilization of effective accountability ecosystems.

Dr. Belton has spent more than 15 years working with state and local education agencies, postsecondary institutions, and non-profits. During that time she has led the work to promote the use of accountability ecosystems that center on culturally responsive, equitable evaluation, strategic research, and data usage to drive change that improves equity in access, opportunity, and outcomes for our children and youth.

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Wiley Chen, Ed.M.

Adjunct Lecturer

Mr. Chen has over eighteen years of experience focusing on strategic planning, design, tech, program development, monetary management, fundraising, partnership development, and measurement and evaluation. He has a proven record of accomplishment of creating and implementing innovative programs and trainings, and successfully leading and managing employees to surpass organizational goals.

Mr. Chen is the co-founder and CEO of CrowdBrowse, Inc, an online global community for fashion forward professionals. Additionally, he works as an adjunct faculty member for Georgetown University and John Hopkins University in addition to American University. He has also been a member of the board of directors for Children’s Cause for Cancer Advocacy for the last thirteen years.

Mr. Chen holds an Ed.M. in Administration, Planning, and Social Policy from Harvard University.

Learning Online

American University welcomes its online students as a part of its community. As an online student, you’ll learn from the same outstanding faculty and be held to the same learning standards as students who attend courses on campus. On-campus and online programs deliver the same outcomes, and important support systems, like career resources, are set up for online learners as well. The only difference is you’re allowed to learn when and where it’s best for you so you can earn your degree and advance your career without putting the rest of your career and life on hold.

We Bring AU to You

Our digital campus was intentionally designed based on extensive research behind what makes online learning successful. We combine advanced technology, hands-on experiences, and full access to the American University community. Here, you’re not an online student, you’re an AU student.

Rigorous Courses

Online courses are as challenging as their on-campus counterparts and taught by the same connected faculty members, influential guest speakers and prominent lecturers.

100% Support

New-student orientation, 24×7 help desk for technical issues, a student services coordinator, financial aid advisers and more are all available to ensure your success.

Expert Faculty

Home to some of the most acclaimed scholars and thought leaders in the world, you’ll learn from award-winning scholars and policymakers, diplomats, authors, artists, attorneys, scientists, journalists and more.

Collaborative Learning

Use virtual tools to talk about your coursework, work in teams with classmates, build strong connections, network with others and ask your instructor questions and turn in assignments.

Military Education Benefits

American University is dedicated to supporting military service members, veterans, and their families.

As an MSHRAM student, you can transform your military experience and leadership skills into new career possibilities as you earn your degree regardless of where you live or are stationed.

We support a full range of military education benefits such as:

  • 60-Check Post-9/11 GI Bill
  • 60-Check Montgomery GI Bill (MGIB)
  • 60-Check Tuition Assistance (TA)
  • 60-Check Yellow Ribbon Program

Additionally, if you’ve served in any branch of the U.S. military on active duty within the past three years, you’re eligible to waive the application fee. We accept transfer credits from military coursework, have a dedicated Office of Veterans Services to help connect you to benefits, and maintain an active Veterans Services Support Network.

We welcome you to learn more about our military benefits and how to apply for them.

Take Your First Step Today

Become an American University student. A passion for public service, an emphasis on active leadership, and a global outlook are the hallmarks of the American University learning experience. We create graduates who stand out from their peers as active, socially aware, and compassionate leaders who work toward creating meaningful change in our world.

Join Us.

To learn more about American University’s Master’s in Human Resource Analytics and Management, request more information, request an appointment, or call us toll-free at 855-725-7614.

Program FAQs

This innovative degree was developed under the guidance of expert HR professionals in direct response to a critical skill-shortage of current professionals with the rapid technology changes in the industry. It offers the direct knowledge and experience you need in emergent HR technologies, analytics, decision and design sciences, and advanced HR concepts to answer high-level HR questions, solve current challenges, and advance organizational growth and your career.

Admission requirements for the online MSHRAM program include a bachelor’s degree from a regionally accredited college or university.

Applicants will need to submit the following:

*The application fee is typically waived if the application file is complete within three weeks.

A TOEFL score of 600 (or 100 on the internet-based test), a minimum score of 68 on the Pearson Test of English, or a minimum IELTS score of seven (7) is required. Additionally, applicants with international transcripts must have them evaluated course by course. For a list of acceptable evaluators, go to NACES.org.

Applicants will complete a phone interview with the program director and will need to submit:

No human resource experience is required for admission to the program; however, this program is geared toward those with prior professional experience.

The online MSHRAM program can be completed in 20 months at a full-time pace of two courses each semester. Taking more than two courses per semester is not recommended due to the rigor of the program.

No, there are no specializations offered, but courses cover the traditional HR functions as well as competencies that cut across all HR functions.

Although the Master in Human Resource Analytics and Management program does not require the GRE, students with a GPA below 3.0 are encouraged to take the GRE for further evaluation. LSAT scores can also be evaluated in place of the GRE.

Our application deadline for the MSHRAM program varies based on the term you are applying for. Please contact us for more information.

AU will accept up to six hours of graduate work from another institution that applies directly to the degree. Transfer credits from another institution must be approved by the admissions team.

Our fall semester starts in late August. The spring semester starts in January. The summer session begins in May.

Graduate students enrolled at least part-time in a master’s program may be eligible for federal loans. To apply, students must submit the Free Application for Federal Student Aid (FAFSA). Our FAFSA number is 001434.

No. The MSHRAM is an exclusive program being offered online. There will be opportunities for the learners to meet each other face-to-face, but they are all optional.

Yes. The online Graduate Certificate in Human Resource Analytics and Management consists of four courses focused on the evaluation of healthcare delivery methods, processes, and technology innovation. If you decide to pursue the online MS in Human Resource Analytics and Management at a later date, you can use these 12 credits towards the full degree.

All students will have the opportunity to focus on an area of their interest and work with a client to complete their capstone project. Students will work with an experienced faculty member who will serve as a mentor and provide feedback throughout each step of the project.

Yes, online students can easily request a Student ID online to take advantage of all the same resources as our on-campus students.

The Society For Human Resource Management confirms the curriculum taught at AU for the Master of Science in Human Resource Analytics and Management aligns with the recommended requirements for the HR degree programs as outlined in the SHRM HR Curriculum Guidebook and Templates for graduate education.

Program Resources | Industry Updates

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  • November 15, 2022

Home to some of the most acclaimed scholars and thought leaders in the world.

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  • November 15, 2022

Home to some of the most acclaimed scholars and thought leaders in the world.

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  • November 15, 2022

Home to some of the most acclaimed scholars and thought leaders in the world.

Read More

Sources

  • 1Eaton, K., Mallon, D., & Schwartz, J. The worker-employer relationship disrupted. (2021, July 21) Retrieved from https://www2.deloitte.com/us/en/insights/focus/human-capital-trends/2021/the-evolving-employer-employee-relationship.htm

    2Human Resources Managers. (2022, September 8) Retrieved from https://www.bls.gov/ooh/management/human-resources-managers.htm

    3Management Analysts. (2022, November 16) Retrieved from https://www.bls.gov/ooh/business-and-financial/management-analysts.htm#tab-1

    4The social enterprise at work: Paradox as a path forward. (2020) Retrieved from https://www2.deloitte.com/content/dam/Deloitte/cn/Documents/human-capital/deloitte-cn-hc-trend-2020-en-200519.pdf

    5Top Executives. (2022, September 8) Retrieved from https://www.bls.gov/ooh/management/top-executives.htm

    6Training and Development Managers ((2022, September 8) Retrieved from https://www.bls.gov/ooh/management/training-and-development-managers.htm

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