international education phd

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Ph.D. in Education - Comparative and International Education Concentration

Make an impact on a global scale.

The Comparative and International Education PhD concentration examines education in global contexts. Education is viewed as a way to develop the capabilities of individuals, communities, nations, and the world, and to build institutions that support educational improvement and the common good. Faculty research focuses on issues of migration, forced displacement and refugees, under-developed capacities of historically marginalized groups, education for global competence and global citizenship, international higher and K-12 education, and the complexities of action at local, nation, and global levels.

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International Perspectives Engage in active learning opportunities to confront challenges in education globally through linkages with international communities within and outside the United States.

Hands-On Experiential Learning Take part in our larger inclusive cross-disciplinary team as well as a more focused research project. You’ll bring your experience in education to the design, development, data collection, and analyses of a research project.

Principles of Research Gain a deeper understanding of designing and conducting ethical and culturally relevant research with human subjects and considering the social impact of the work.

The GW Advantage

As a Carnegie R1 institution (very high research activity), the George Washington University is home to world-class faculty that are leading cutting-edge research, along with diverse research labs, cross-collaborative initiatives between schools and local organizations, and unparalleled educational and employment opportunities.

Benefit by examining education reform in the policymaking capital of the world, plus gain a wealth of hands-on experiential learning opportunities at nearby diverse school settings.

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 Program at a Glance

Doctor of Philosophy (PhD) in Education, Comparative and International Education Concentration

course delivery:

Main Campus

Program entry:

The aims of the PhD are to:

•  Use multiple modes of scholarly inquiry to conduct rigorous research and develop new theory related to problems that require the integration of multiple disciplines and fields of study, in which education and/or human development play a major role.
• Build theoretical and conceptual foundations of key fields of study within the larger domain of education and human development.
• Contribute to the improvement of policy and practice.
• Create “research hubs” of recognized experts and communities of learners within GSEHD and the George Washington University (GW).
• Promote research in partnership with other organizations (e.g., think tanks, research institutes, both in the U.S. and abroad).
• Attract expertise and funding to GSEHD and GW.
• Attract and retain exceptional students.
• Create a highly valued educational experience at GSEHD through innovation, increased collaboration, and research.

• To what extent does storytelling enable young people with refugee and immigrant experiences to navigate their sense of self and community?
• How are U.S. higher education institutions responding to increasingly restrictive anti-migration policies and a growing wave of xenophobic activity?
• Does student and teacher participation in international education programs lead to positive youth, racial, and intercultural identity development?
• How have education for sustainable development policies been advanced at regional and national levels?
• How does civic education vary in schools with more and less cosmopolitan-oriented student bodies?

 Apply Now

• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master’s degree in a field relevant to teaching and learning
• Curriculum Vitae
• Transcripts from all previously attended colleges or universities
• Statement of Purpose: An essay of 1200 words or less, through which the candidate clearly identifies the purpose in undertaking cross-disciplinary graduate study in teaching and learning that includes: (a) rationale for seeking a Ph.D. in Comparative and International Education; (b) articulation of academic objectives, personal research interests and how those align with what Washington, DC, GW as an institution, GSEHD as an education school offers, how the applicant feels they will benefit from training with the faculty in the program and across the university; and (c) how the applicant’s background and related qualifications prepared for this work and align with long-term goals.
• 3 Letters of Recommendation , with one preferred from a professor in the applicant’s Master’s degree program
• Interview with Faculty: Interviews may be required. Applicants should be prepared to discuss the alignment of their research interests with those of the program faculty.
• Writing Sample: Candidates are required to submit a current writing sample. The sample should reflect the candidate’s abilities to articulate complex ideas and to utilize evidence in support of his/her arguments. The writing sample should also provide evidence of the candidate’s research skills and engagement with scholarship.

Please note: The GRE is not required.

*Additional application requirements may exist for international applicants .

The deadline for Fall 2024 has passed, but applications may be accepted on a case-by-case basis .

Applications are now being accepted for Fall 2025. We encourage you to apply as early as possible.

For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid     

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate for the PhD in Education - Comparative and International Education Concentration program is $1,905 per credit hour . This program requires 60 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024 and Spring 2025

View the current fee chart     

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

My academic pursuit has become clearer: To ensure equitable and quality education for children in urban slums and children with refugee backgrounds. Such pursuit and endeavor of mine were driven by my advisor, faculty members, and colleagues/classmates, who are my dream team continuing to motivate me to stride forward with confidence, perseverance, and will.

InJung Cho Current Student, PhD in Education, Comparative and International Education Concentration

 Career Outlook

A PhD in Education with a concentration in Comparative and International Education opens up various career opportunities in the field of education, research, policy analysis, and international development.

Examples of potential career paths include:

• University Professor/Researcher: Become a professor, researcher, or lecturer at a university, conducting research, teaching, and contributing to the academic community.
• Education Policy Analyst/Advisor: Policy analysts and advisors may work for government agencies, think tanks, or international organizations to inform and shape education policies. Policy analysts research and evaluate education policies at the local, national, or international level.
• Researcher for NGOs and International Organizations: Work for non-governmental organizations (NGOs) or international bodies focusing on education-related research and projects. This could involve addressing global education challenges, promoting access to quality education, and advocating for policy changes.
• International Education Consultant: Provide insights, recommendations, and strategies for improving educational systems on a global scale to organizations, schools, or governments.
• Curriculum Developer: Design educational curricula and culturally responsive learning materials that considers international perspectives and best practices.
• Global Education Program Manager: Manage and coordinate international education programs for schools, universities, or organizations. This role may involve overseeing study abroad programs, exchange initiatives, or collaborative projects with institutions from different countries.
• Cross-Cultural Training Specialist: Assist individuals or organizations in navigating cross-cultural challenges, especially in the context of education. This role may be beneficial for international schools, businesses, or organizations working in diverse environments.
• Education Diplomacy: Engage in diplomatic efforts related to education on an international scale. This could involve representing a country's educational interests in diplomatic negotiations, fostering collaborations, and participating in international forums.

Comparative and International Education (PhD) Faculty

Assistant Professor, International Education and International Affairs

Professor, International Education and International Affairs

Associate Professor, Curriculum and Pedagogy

Research Professor, Education Policy

Associate Professor, International Education and International Affairs

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 international education in the news.

ETS-GW Research Summer Internship Program is Underway

July 3, 2024

The ETS-George Washington University Research Summer Interns started their program at the ETS Campus in Princeton at the beginning of June.

GSEHD Faculty and Alumna Organize First International Inclusive Education Symposium in Ghana

May 3, 2024

Drs. Gresham and Engel collaborated with GSEHD alumna Elaine Walton to organize the inaugural International Inclusive Education Symposium in Ghana.

Drs. Cha and Nakamura Receive GW Sigur Center for Asian Studies Summer Research Grants

April 10, 2024

Dr. Jihae Cha and Dr. Yoshie Nakamura were each awarded a GW Sigur Center for Asian Studies Summer Research Grant for proposed research studies.

GSEHD Student, Nina Balandina, Awarded GW Presidential Fellowship

April 4, 2024

International Education master's student (and incoming Ph.D. candidate), Nina Balandina, has been awarded a GW Presidential Fellowship.

Doctoral Students Attend Curriculum Camp

March 5, 2024

Six GSEHD students shared their work in the areas of curriculum theory, studies, and education at the annual "Curriculum Camp" Conference at LSU.

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How to Apply PhD, International Education

The International Education doctoral program will not be accepting applications in Fall of 2024 for full-time students with Steinhardt Fellowships who would start their studies in Fall of 2025. Applications for students who would enroll in studies part time are still encouraged, but note that, as always, part-time students are not eligible to receive Steinhardt Fellowship funding.

This short-term admissions adjustment has been implemented to focus efforts on launching a new doctoral program in Statistics and Computational Social Science in our department. The International Education doctoral program intends to return to accepting full-time applications and offering Steinhardt Fellowships during the cycle opening in Fall 2025 for intended enrollment in Fall of 2026. For more information about applying to this program as a full-time student in the future, please contact the Program Director Dana Burde by email [email protected] .

   This doctoral program prepares you to work in educational and cultural organizations that facilitate international exchanges and cross-cultural training. In this doctorate, you will develop a course of study that concentrates on a cultural area of the world – with an option to study abroad – and take course work in specialized research methods, globalization and educational policy, and international education.

We offer three concentration areas:

The  Cross-Cultural Exchange and Training (CII)  concentration prepares you to work in educational and cultural organizations that facilitate international exchanges and cross-cultural training.

The  Global Education (GED)  is ideal for doctoral students interested in work at colleges, universities, schools, publishing houses, and educational agencies that design, develop, and implement global education programs in international or multicultural settings.

In the  International Development Education/Education, Peace, and Conflict Studies (COP)  concentration, you’ll gain the skills for a career in government agencies, private voluntary organizations, and foundations that provide educational assistance to underdeveloped countries so they can achieve sustainable economic growth. You can also focus on educational emergencies in contexts that are affected by recent conflict.

On the online application you will select the International Education PhD program with the concentration you are interested in. Concentrations in Cross-Cultural Exchange and Training, Global Education, and International Development Education are available. 

Prospective applicants are encouraged to attend one of the on-campus or online  events  to get to know program faculty, their research, and to look for alignment in research interests. Due to an overwhelming number of requests, and to keep our responses equitable, we do not schedule individual meetings with faculty and prospective students.

Official Degree Title

Application Deadline

Subplan Code

(Cross-Cultural Exchange and Training)

(Global Education)

(International Development Education)

Admissions Information

Program Information

How to Apply

These instructions and requirements are for all applicants. If you are not a citizen or a permanent resident of the United States, please read the  special instructions for international applicants .

Your application will require the following items. The following are acceptable document types for uploads: .pdf, .jpeg, .jpg, .gif, .tiff, .png, .doc, .docx, and bitmap.

1. Prepare Your Application

You are required to upload a copy of your most recent résumé or curriculum vitae as part of your application.

Statement of Purpose

You are required to upload a typed, double-spaced, two- to three-page statement explaining your purpose in undertaking graduate study in this particular program as part of your application. This is your opportunity to explain your research interests and how they connect to our program. Your research interests should be significant for scholarship and for the practice of international education and you should identify a primary mentor from among our core faculty.

Letters of Recommendation

Submit  three  letters of recommendation. Be sure to request them well in advance of the deadline. Read  detailed instructions .

Writing Sample

As part of your application, you are required to submit an academic writing sample - a course paper or its equivalent - that demonstrates your writing and analytic abilities. Typically, these statements contain citations to academic works. The sample should be no more than 20 pages and does not need to display a knowledge of international education.

Transcripts

Upload one official copy of transcripts from every postsecondary school you have attended or are attending. Make sure to request them in advance of the deadline.

If you completed or are completing a degree at an institution outside of the US or Canada, you are required to provide a WES or ECE evaluation. Please review our requirements for translation and a course-by-course evaluation of your transcripts.

See  detailed instructions on submitting transcripts .

Not required.

Proficiency in English

See  testing requirements .

Application

Start your application now

After you fill in and upload the required information, you can submit your completed application.  Your application must be completed, dated, electronically signed, and submitted by 11:59 p.m. EST of the stated deadline.

Application Fee

You will be prompted to pay a $75 application fee, payable by major credit card only. After submitting your payment, you will see your application status change from “saved” to “submitted.” Please print this screen for your records, as it confirms that your application has been successfully sent to our school. If you have problems submitting your payment, please contact the Office of Graduate Admissions. Learn more about our  fee waiver policy .

Mailing Additional Items

If any application materials need to be mailed to our office, mail the materials to NYU Steinhardt, Office of Graduate Admissions, 82 Washington Square East, 3rd Floor New York, NY 10003-6680.  Please do not mail your materials in binders or folders. Any mailed materials must be  received by, not postmarked by, the stated deadline . Only completed applications will be considered and reviewed by the Admissions Committee. Due to high volume, we are unable to confirm receipt of mailed materials.

Application Policies

Application deadlines are "in-office" deadlines, not postmark deadlines.  It is your responsibility to ensure that all materials are in the Office of Graduate Admissions by the appropriate deadline, and we reserve the right to return any application that arrives after the deadline. Only completed applications will be considered. Should a deadline fall on a weekend, the in-office deadline will be the next business day. We advise you to apply early.

Please check the online system to confirm that you have successfully submitted your application.  Due to the volume of applications and related materials received, the Office of Graduate Admissions will only contact you if your application was successfully submitted and is deemed incomplete because of missing required materials. Otherwise, you will hear from us when the admissions committee has made its decision.

Deferral policy:  NYU Steinhardt does not allow deferrals. Applicants who wish to be considered for a future semester must reapply by submitting a new application with all supporting materials, including letters of recommendation, by the application deadline.

3. Receive Your Admission Decision

You will be notified about your decision by email. Typically, decisions will start going out in late March or early April for fall enrollment. You may learn of your decision before or after this timeline.

International Education (PhD)

Program description, special opportunities.

The PhD program in International Education prepares graduates for academic positions in comparative and international education, or for a career as a professional educator/researcher in international and multinational settings. Doctoral students develop a course of study that concentrates on a cultural area of the world, with options to study abroad, and take courses in specialized research methods, social science or humanities disciplines, globalization, and educational policy. Students may tailor their studies for focus on (1) cross-cultural exchange and training which prepares graduates to conduct research, teach, and work in educational and cultural organizations that facilitate international exchanges and cross-cultural training; (2) global education which prepares graduate to conduct research, teach, and work in colleges, universities, schools, publishing houses, and educational agencies that design, develop, and implement global education programs; or (3) International development education which prepares graduates to conduct research, teach, and work in government agencies, private voluntary organizations, and foundations that provide educational assistance to underdeveloped countries to achieve sustainable economic growth.

The International Education Program supports a number of research and training projects through the Multinational Institute of American Studies, a center for public diplomacy that offers noncredit programs in American culture, politics, and society to foreign scholars, diplomats, and journalists. A student-led organization, the International Education Student Board sponsors lectures and meetings on topics of current interest. The program also cosponsors several summer study-abroad programs in cooperation with other programs across the University.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instructions specific to this program.

Program Requirements

Candidacy examination, dissertation committee, dissertation proposal, final oral defense.

The PhD degree requires the completion of a minimum of 54 credits and a dissertation, as follows:

Students should develop competence in the research methods that they will use in their dissertation research. Faculty play a large role in directing individual mentees toward specific research courses and have their own individual specifications within these requirements. Both qualitative and quantitative methods sequences are housed in our department, but may be taught by faculty from other departments. Students prioritizing quantitative methods should take 4 courses in related methods, including for example, basic/intermediate/advanced statistics, causal inference, survey design, etc. and 1-2 courses in qualitative methods. Those prioritizing qualitative methods should take a minimum of 2 semesters of statistics, and 2 additional qualitative methods classes.

Each student may specialize in one of the following areas of concentration as a general pathway to help organize one’s courses. The specialization is intended to help students frame their work for others; it does not appear on the IE PhD diploma.

• Global Education
• International Development Education/Education, Conflict, and Humanitarian Action
• Cross Cultural Exchange and Training

Coursework is typically tailored to the student, and advisers decide together with their doctoral students which electives will suit the student’s areas of interest. These may include courses in, for example, Political Science, Sociology, Philosophy, Economics, etc. as well as regional studies. Students may choose to develop a regional concentration. Most area studies courses are offered in the Graduate School of Arts and Sciences.

Additional Program Requirements

While completing coursework, students are known as “PhD students.”  Upon successful completion of coursework, written comprehensive exam, oral comprehensive exam, and proposal defense, they are known as “PhD candidates.” 

After completing most of their core course work, students should begin preparation for the candidacy examination. The candidacy examination has two parts -- a three-hour written comprehensive and a two-hour oral session. The written part focuses on the basic literature covering modernization theory, cultural identity, nationalism, globalization, and socialization and is largely based on the three core theory classes. The International Education Program faculty work together to write the exam questions. We encourage students to study together as a cohort and use and build on the notes that their colleagues developed in previous years. Most students choose to take their written exam by beginning of their 4 th  semester so that the material from the core theory classes is still fresh in their minds. The exam is offered on one single date in the fall or spring, scheduled at the request of the students in consultation with faculty. Faculty determine the final date for the exam.   

The oral examination focuses on key theoretical frameworks from the key discipline the student draws on (e.g., see disciplines below), major field of specialization in International Education (e.g., loosely described as Global Education, International Development Education, Conflict/Peace Education, or Cross Cultural Exchange and Training), research methods, and the area studies concentration.  Students must demonstrate competence in one of the following academic disciplines: anthropology, economics, history, philosophy, politics, or sociology. Students should use electives in their specialized field of international education and in their area studies concentration to build their theoretical knowledge to satisfy this requirement. Three professors conduct the oral examination representing expertise in, for example, the area studies concentration, disciplinary concentration, and research methods. Prior to taking the examination, each student must submit a list of books and articles for each part of the examination first, to their adviser, and second to the committee members for approval.

When a student has successfully completed the candidacy examination and has chosen a topic for research, their adviser will help her/him identify two faculty members to serve on the sponsoring committee who will supervise the writing of the proposal and the dissertation. Although not required to be the same, these two members may be the same as the two selected for the oral comprehensive examination. The chairperson of the committee is the student’s adviser. The adviser must be a full time faculty member of the International Education program unless there is a compelling reason for another choice. At least one committee member must come from outside the International Education Program; they may come from the department, elsewhere in Steinhart, NYU, or beyond. In most cases at least one of the members of the committee is a specialist in the country or region in which the student has conducted their research.

The dissertation proposal should be completed and defended ideally by the beginning of the second semester of the third year. We recommend this deadline since the proposal defense typically must be completed in order to apply for dissertation research grants and fellowships. The proposal review process requires the PhD student to work closely with their primary adviser and the two other dissertation committee members to move the proposal to its final state. Once the chair and committee have agreed that the proposal is ready for defense, the student distributes the final version to the committee and to the two proposal reviewers/external readers. At the completion of a successful proposal/defense, the PhD student advances to candidacy (“ABD”). If Human Subjects (IRB) approval is required for the dissertation research, this paperwork should be submitted immediately after the proposal defense. 

While preparing the dissertation students must enroll in a 0-credit course, MAINT-GE 4747, to maintain matriculation.

After submitting the dissertation each student will defend the document before an examining commission of five faculty, including the adviser and two sponsoring professors and two outside readers. The defense may include general areas of knowledge in the student's field of specialization as well as specific questions on the dissertation itself.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Ask research questions and formulate problems using a broad range of theoretical and methodological tools.
• Demonstrate ability to think critically, undertake systematic investigations and research, and communicate effectively orally and in writing to academic and non-academic audiences.
• Articulate, design, and implement a professional and career development plan tied to post-graduate goals.
• Demonstrate knowledge of the larger social and cultural contexts that shape educational institutions and human learning.

NYU Policies

Steinhardt academic policies.

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Comparative and international development education PhD

This Comparative and International Development Education (CIDE) track program prepares you to conduct research and provide sophisticated consultation into how schools and educational systems across the world reflect varied cultural, economic, and political contexts, and how forces like globalization, internationalization, and intercultural and educational exchanges influence individual and community learning and experiences.

Your contributions to research will help policymakers, scholars, and school systems all over the world to understand more deeply how education can aid in the creation of equitable and just communities through the design of policies and programs that support authentic learning and development.

A unique feature of this program is its cohort approach to doctoral education. Students in both the on-campus program and in the blended Leadership in Intercultural and International Education (LIIE) cohort form life-long professional relationships with their peers through common courses designed to build community and establish supportive networks. Although the curriculum allows students to select many of their own classes, our graduates consistently note the beneficial nature of the common core courses for their professional development.

Doctoral students in Comparative and International Development Education gain the capacity to:

• Articulate and analyze historical and contemporary challenges in education across international and intercultural contexts.
• Design meaningful, relevant research projects; collect, analyze, and interpret qualitative and quantitative data; and provide clear and actionable insights for policymakers and practitioners.
• Develop and teach courses in comparative, international, and intercultural education; research methods; and allied fields (e.g., applied linguistics, inclusive education, leadership, and teacher education).
• Become faculty members in top internationally-oriented academic programs across the nation and globe who apply theory to practice and use practice to build theory in addressing some of our most challenging educational issues and problems.
• Become leaders in international development, international education, and intercultural education institutions who use their expertise to improve policy, school organization, classroom practices, and formal and informal learning in international and intercultural contexts.

Here are some career paths taken by recent PhD alumni:

• Professor in the areas of education, education policy, and sociology
• Associate provost for international programs
• Chief of party, US Agency for International Development
• Fellow in the Center for Universal Education at The Brookings Institution
• Grants manager at The Ford Foundation
• Reconceptualizing Social Capital Theory: Life Stories of Kazakhstani Youth from Rural or Lower Socioeconomic Backgrounds
• The Influence of Intercultural Sensitivity on the Adaptive Leadership of US Army Civil Affairs Officers Serving in International Post-Conflict Contexts
• Claiming Space: Older Adult Students’ Lived Experience and Sense of Belonging on an Age-Friendly University Campus
• Aspirational Meaning Making: A Qualitative Case Study of Education for Global Citizenship in U.S. Higher Education
• Intergenerational Identity, Poverty, and Maternal Voices of Color in a Breathing World Wrestling with Whiteness: Complexities and Contexts of White Educator Identities
• Contending Purposes of Pre-Kindergarten: A Comparative Case Study of Early Childhood Education Policy in Minnesota Predicting Fundraising Performance in International Schools
• Kneading our daughters: Pedagogies of nation-building and girls’ schooling in (post)colonial Bahrain
• “Stories as Theories”: Illuminating Human Rights Education Through the Narratives of Human Rights Educators
• (Dis)Covering Routes: Affective Turnover and Black American Teachers’ Transnational Migration to the United Arab Emirates
• Teach Me Too: The Educational Realities of Children with Disabilities in Morocco
• Higher Education Participation Inequities for Giay and Hmong Vietnamese Thirty Years after Doi Moi 
• International Internships: A Stepping Stone to Employment?
• Imagining and Navigating the Future: Educational Aspirations and Agency of Economically Disadvantaged Ethiopian Secondary School Students
• Chinese National Applicants’ Perceptions of the Fairness of Undergraduate Admission Methods Used by U.S. Higher Education Institutions

About our students

Quote from obafemi ogunleye.

In thinking of what it will take to develop African countries for the 21st century and beyond, the most effective solution, I see, is quality education. Specifically, quality higher education is key due to its ability to produce a pool of working professionals while supporting the development of growing industries. My role as a scholar is to observe and critically analyze how institutions might benefit, or be harmed, by the effects of an increasingly globalized higher education system. Obafemi Ogunleye

72 credits (48 coursework / 24 thesis) completed in 3-5 years for full time students. 

Departmental core (16 credits)

Professional socialization seminar

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]

Research courses

• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative methods course (3 cr inside or outside of department; with approval of advisor)
• Qualitative methods course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

Program core

Includes the OLPD 8121 series, specialization courses for one of the two CIDE specializations, and CIDE electives; courses not specifically listed below should have advisor approval.

Doctoral seminars in CIDE

Take 9 credits; 3 credits in each of 3 semesters starting in the spring term of the first year.

• OLPD 8121-section 002—Doctoral Seminar: CIDE I (3 cr)
• OLPD 8121-section 003—Doctoral Seminar: CIDE II (3 cr)
• OLPD 8121-section 004—Doctoral Seminar: CIDE III (3 cr)

Additional coursework (12 or more credits)

Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the CIDE track or for a minor. Courses not specifically listed should have advisor approval.

Take at least 5 credits from the following list. Any specialization core course not being used as core class can become an elective.

• OLPD 5044—Introduction to the Economics of Education (3 cr)
• OLPD 5056—Case Studies for Policy Research (3 cr)
• OLPD 5061—Ethnographic Research Methods (3 cr)
• OLPD 5080—Special Topics [various]
• OLPD 5107—Gender, Education, and International Development (3 cr)
• OLPD 5128—Anthropology of Education (3 cr)
• OLPD 8022—Education and Globalization: Anthropological Perspectives (3 cr)
• OLPD 8087—Seminar [various topics]
• OLPD 8102-Dynamics of Intercultural Communication (3 cr)
• OLPD 8104—Innovative Systems Thinking in Education and Culture (3 cr)
• OLPD 8302—Educational Policy Perspectives (3 cr)

Specialization courses

Take 6 credits in a specialization; at least one course must be at 8xxx level.

Specialization: Comparative and International Development Education

• OLPD 5103—Comparative Education (3 cr)
• OLPD 5104—Strategies for International Development of Education Systems (3 cr)
• OLPD 5121—Educational Reform in International Context (3 cr)
• OLPD 5702-Global Higher Edcuation (3 cr)
• OLPD 8101—International Education and Development (3 cr)
• OLPD 8103—Comparative Education (3 cr)

Specialization: Intercultural/international education

• OLPD 5048—Cross-Cultural Perspectives on Leadership (3 cr)
• OLPD 5124—Critical Issues in International Education and Educational Exchange (3 cr)
• OLPD 5132—Intercultural Education and Training: Theory and Application (3 cr)

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.

• OLPD 8888—Thesis Credits: Doctoral

How to apply

Admission deadline.

Application deadline: December 1 for a Fall semester start.

Fall semester start only.

Applicants may only apply to one OLPD track.

Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered. It is strongly recommended to apply at least two weeks before any submission deadlines.

Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.

Admission Requirements

Degree : Master's degree or equivalent

GPA : Undergraduate 3.0; Graduate 3.5

GRE : Applicants should not submit GRE scores, as they will not be considered in the review process.

TOEFL/IELTS Scores (Not required for U.S. students): 

TOEFL: Internet based = 79 or above (21 writing/19 reading) IELTS = 6.5

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

Detailed application instructions

Click here to access the online application for admission.

Required fields in the application for admission are: Personal Information, Application Information, Educational Background, Languages, Awards & Activities, Employment/Residence Information, Financial Support, Applicant Statements #1 & #2, Recommendation Letters (limit 2), and  Resume or CV.  All other fields or application materials are optional , but will be taken into consideration if submitted.  

Fees:  Review information about application fees here.

Transcripts : Unofficial transcripts or academic records should be uploaded directly to the online application. Please do not mail in paper copies of your transcripts, there is no need for official transcripts or academic records for initial review. If you are admitted, the University will then request official copies of this material. Click here for more information about transcripts and credentials.

GRE scores are not only not required, they are not considered for applications to this program.

Statement #1, Personal Statement (required): Please provide a statement outlining your immediate educational and long-range career objectives in relation to your chosen field. If there is a particular faculty member with whom you wish to study, please give that person’s name and explain why you want to study with that person. You may also wish to include other information, such as any undergraduate research experience, internships, or other experiences you may have had to document your preparation for advanced study in your chosen field. If you are applying for the Ph.D.—CIDE/Leadership for Intercultural and International Education (LIIE) or the Ph.D—EPL/Executive cohort programs, indicate this in your statement as well. [Please do not exceed two pages.]

Statement #2, Diversity Statement (required): Enrolling and graduating a diverse student body is central to the University of Minnesota’s mission. Please write a statement that identifies the distinctive qualities, characteristics, and life experiences you would contribute to your graduate program and to the education of fellow students at the University of Minnesota. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. [Please do not exceed one page.] 

Statement #3: Extenuating Circumstances (optional): If your grades and/or test scores are not strong, and you would like to provide an explanation, please do so. [Limit 1200 characters.]

Two letters of recommendation (required). The strongest recommendations typically come from current or former professors who can assess your potential for graduate work. Other recommenders, such as employers, are also acceptable.

English Language Test Scores (TOEFL, IELTS, etc.) Click here for more information about TOEFL Scores . 

Common Ground Consortium Fellowship: If you wish to be considered for a Common Ground Consortium fellowship for African-American students indicate this by uploading your statement in the "Program Supplementary Information -Upload #1" section. The statement should briefly address the following: Given that the UMN is a public land grant institution, it is imperative that CGC scholars can both benefit personally from their membership in the program as well as further the university’s founding mission to contribute to scholarship that benefits the local and greater communities. Please describe how your participation as a CGC scholar would do the following: (a) enhance your graduate student experience, (b) prepare you for your chosen career, and (c) benefit the public.

We’re here to help. Simply complete this form and a member of our department will be in touch.

International and Comparative Education Program

The International Survey of Climate Communication and Education Organizations (CCEO) will survey organizations active in Climate Communication and Education

The cceo will be the first international survey that gives a voice to frontline organizations advancing climate mitigation, adaptation, and resilience.

Challenge Yourself with the International & Comparative Dimensions of Education

Our program develops graduates who become educators, program managers, policymakers, and researchers who aim to ensure equity, equality, peace, and sustainability in the U.S. and around the world.

Celebrating our students’ fantastic achievements in 2023-2024!

Ice students obtained more than 40 awards this year, welcome to the international & comparative education program.

The role that education can play in mitigating the challenges that we currently face in the U.S. and around the world has never been more promising or more daunting. We need critical thinkers and innovators who will aim to develop programs, create policies, and conduct research that seek to ensure equity, equality, peace, and sustainability. Each year a diverse group of students from around the world come to Teachers College to study International & Comparative Education with our renowned faculty and to prepare themselves to make lasting contributions to these efforts.

Choose Your Academic Track

Since 2024, the two programs – Comparative and International Education (CIE), and International Educational Development (IED) – operate as one degree-program International Comparative Education (ICEd) . The ICEd program offers an M.A. and Ed.M. degrees; CIE offers a doctor in philosophy degree (Ph.D.) and IED offers a doctor of Education degree (Ed.D.). The International Comparative Education (ICEd) program includes four academic tracks or clusters (see below).  The four clusters include:

• Cluster 1 : Global Governance, Policy, and Planning
• Cluster 2 : Human Rights, Emergencies, and Peacebuilding
• Cluster 3: Multilingual and Decolonial Dimensions of Education 
• Cluster 4: Academic Disciplines

Learn More

• Master of Arts (32-credits)
• Master of Education (60-credits)
• Doctor of Philosophy (75-credits)
• Doctor of Education (75-credits)

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Admissions Information

Application requirements.

• Comparative and International Education
• International Comparative Education
• International Educational Development

Fund Your Degree

• Tuition & Fees
• Financial Aid
• Request Info

Program Director : Garnett Russell, Associate Professor of International & Comparative Education

Teachers College, Columbia University 374 Grace Dodge Hall

Contact Person: Michelle Guo, Program Assistant

Phone: 212-678-3184 Fax: 212-678-8237

Email: iceinfo@tc.columbia.edu

International Education Policy Ph.D. Program

Program Philosophy

The International Education Policy (IEP) program offers M.A. and Ph.D. degrees designed to provide an interdisciplinary understanding of today's educational policy and practice. The focus is on the relation of education to economic, political, and social development in both developing and developed countries at local, national, regional, and global levels. The IEP program offers comprehensive treatment of all levels of education, from formal schooling—pre-school to higher education—to non-formal, adult, and community-based education.

In the 21st century, marked by the rapid pace of global change, comparative and international education has become of paramount importance. Needed improvements in equity, social justice, and our ability to promote sustainable development and international peace at a global level require transforming our educational and social institutions. New actors in these processes, notably non-governmental organizations and coalitions of civil society, have gained much greater importance. By understanding and critically reflecting on current policies, practices, and conditions, the goal of the IEP program is to contribute to progressive educational and social change. The IEP program aims at creating a community of faculty, students, and development professionals that strives to further cross-cultural and multicultural understanding and bridge the gap between scholars and practitioners. The IEP program is one of the top programs of its kind in the country. One of the biggest strenghts of our program is our students. Meet some of them here . 

IEP courses give students knowledge of the foundations of educational theory and practice, the nature of comparative and international education, and the application of cultural, economic, political, and sociological perspectives to gain an understanding of education and its contribution to development. Beyond the core courses, an individually tailored program is designed for each student that uniquely reflects their background and career goals. Students are encouraged to draw upon the entire range of resources the University of Maryland has to offer and to choose courses appropriate to their interests in the social sciences, the humanities, cross-cutting areas (e.g., focusing on gender or race issues), professional educational specializations (e.g., early childhood, international exchange, or higher education), and regional emphases (e.g., Africa, Asia, or Latin America). The University of Maryland has made a specific and strong commitment to internationalization throughout its programs and policies.

Advantages of Washington, D. C. The University of Maryland is located a few miles from the Washington, D.C. border, is a stop on Washington’s green metro line, and therefore provides easy access to everywhere in the District. Our geographic proximity to Washington, D.C. offers unique advantages to the IEP program in terms of internships, employment possibilities, and access to seminars, workshops, and internationally renowned speakers. Cooperative arrangements with universities in the area, such as American University and George Washington University, give students access to courses and seminars offered by other strong programs in related areas.

Ph. D. Program The Ph.D. program in International Education Policy (IEP) is looking for first-rate students with an interest in the field of comparative and international education. We especially welcome applications from underrepresented minority groups. This degree seeks to form professionals with a deep understanding of the complex array of issues concerning educational policies and practices in developing as well as industrialized countries. It also seeks to form professionals who will either join institutions working on national development efforts in which education is a main sector or who will work in academic settings and international institutions conducting research or helping develop public policies in education for all levels and types. 

The Ph.D. requires a minimum of 90 credits beyond the B.A. Twenty-four credits are usually accepted for transfer from a previous M.A. degree and 12 credits are awarded for dissertation research, which means the degree generally requires 54 credits of coursework which can be completed in 2 to 3 years. The program is distinguished by the development of a unique program of study to suit the needs of each student. Initial program plans are flexible and are usually revised throughout a student's graduate work as particular directions and their implications for coursework develop. The Ph.D. program allows a student to specialize in one or multiple areas, as will be illustrated below.

Core Courses: 9-12 credits EDHI605 — Comparative Education EDHI606 — Political Economy of Education in a Global Context EDHI607 — Education and Culture in a Global Context EDHI750— International Higher Education  PROSEMINAR—Attendance required in at least 4 proseminars per academic year for first and second year students (0 credits)

Research Methods: 15 credits EDHI 672 — Modes of Inquiry Plus one quantitative course, one qualitative course, and two others in the methodological approaches most relevant to the student’s research interests.

International Education Specialization Course Electives: 12 credits Select four of the following or equivalents: EDHI 608—Gender and Education EDHI 680—Gender, Education, and Development EDHI 681—Education for Global Peace EDHI 682—Ecological Ethics and Education EDHI 683—World Religions and Implications for Education EDHI 684—Alternative Education, Alternative Development EDHI 788—International Education and Cultural Exchange: Policies and Practices EDHI788—Contemplative Inquiry and Holistic Education EDHI 805––Seminar in Comparative Education EDPS 624––Culture in Education Policy and Practice

Disciplinary and Professional Course Electives: 12 credits For example, courses may be selected in the areas of public policy, communications, anthropology, economics, sociology, gender studies, higher education, early childhood education, or from elsewhere in the College of Education, the University, or the Washington Regional Consortium.

Internship -- Optional: 3 credits   EDHI889 — Internship in Education

Transfer from previous master’s program: Maximum of 24 credits

Comprehensive Exam: 3 credits EDHI 898 — Pre-Candidacy Research

Doctoral Dissertation: Minimum of 12 credits  EDHI 899 — Dissertation Research

Total:  90 credits

Specializations:

All IEP students are expected to take both disciplinary courses and professional specialty courses. Disciplinary courses refer to those in the social sciences and humanities, such as Anthropology, Economics, or History. While some courses in these areas are offered within the Department, it is expected that doctoral students will also take coursework outside the Department and College of Education. Professional specialty courses refer to those that develop expertise in areas relevant to working in education. For example, students may want to specialize in higher education, early childhood education, curriculum development, or distance education. Courses in a variety of departments and colleges provide specializations in these areas.

This division between disciplinary and professional courses is not meant to be interpreted rigidly. Some of the areas in which students wish to develop expertise may not be easily classified as one or another, for example, gender studies, public policy, Latin American studies, and others. The division above should therefore not be seen as constraining, but interpreted in a way that allows students to develop the best program of study for their own needs.

While graduate degrees have traditionally encouraged high levels of specialization, the field of comparative and international education comprises many researchers and practitioners who are generalists or have multiple areas of specialization. This is especially important in our field, as over a person’s career they will likely work across considerable substantive and geographical diversity. The flexibility built into the IEP program structure is designed specifically to prepare students for this kind of diversity.

Both MA and PhD students may pursue specializations, although the longer period of study for PhD students gives them more options. For example, a PhD student could decide to become a specialist in the economics of international higher education. As part of their PhD program in IEP they could take substantial coursework both in the College’s offerings in higher education and in the Department of Economics or School of Public Policy. If desired they could even pursue M.A. degrees in one or both of these areas as part of their PhD program in IEP.

A much more generalist approach is also possible. An IEP student may want to have a primary focus on distance education in developing countries, for example. While this could be combined with a disciplinary specialty it could also be combined with an interdisciplinary strength in issues of development, honed through coursework in anthropology, economics, and sociology. The student's interest in distance education might for instance be focused on secondary and higher education with appropriate coursework in these areas.

There are five organized specializations in the IEP program. These are listed below, with example courses.

Education in Conflict and Emergencies:  This specialization examines educational issues in contexts of conflict and emergencies, such as under conditions of war, forced migration, epidemic and pandemic, and climate disaster. Students gain familiarity with global humanitarian frameworks and interventions in Education in Emergencies, as well as national, local, and school-based responses in different parts of the world. Through critical and reflective exploration of theoretical, conceptual, and practical dimensions, students work to advance their contributions to related research, institutions, and educational contexts. Possible courses include:

Education in Conflict and Emergencies (EDHI788J) Education for Global Peace (EDHI 681) Global Climate Change and Education: Policy and Practice (EDHI788F)

Intercultural Education and International Student Exchange.  Intercultural education is of paramount importance in today’s world where contact across cultures is increasing exponentially. This specialization offers an examination of the fundamental issues that combines culture, education, and development. These issues have recently been gaining importance to universities as they respond to globalization through internationalization initiatives, programming, and policy.  This specialization offers an examination of the higher education context in which those initiatives take place.  Possible courses include:

Education and Culture in a Global Context (EDHI607) International Higher Education (EDHI750) International Education and Cultural Exchange: Policies and Practices (EDHI788T) International Investigations in Cuban Education (EDHI788X)

Gender and Development.  Though attention to class, gender, race, and ethnicity permeates the courses in the IEP program, students can develop a specialization in gender and development which seeks to enhance their understanding of how gender operates in society and thus influences a variety of educational outcomes. Students are prepared to draw policy implications and design concrete practices to diminish the negative impact of gender and to increase individual and collective action toward its transformation.  Possible courses include

Gender, Development and Education (EDHI680) Approaches to Women’s Studies (WMST602) Gender and Development (WMST698R)

Peace and Environmental Education.  This specialization provides students with an understanding of conditions, global and local, that lead to wars, conflicts, environmental destruction and climate change. It informs students of theories and practices in peace and sustainability education for peace building and preservation of nature. Also emphasized are understanding of political, economic, cultural, religious, and educational contexts for peace and sustainability. Peace is defined as a deep respect for each other as human beings, and for nature with sustainable ecological ethics. Further, peace is seen as being achieved through both external efforts and internal endeavors to cultivate wisdom and equanimity. Through coursework, students study alternative and transformative paradigms and acquire practical knowledge for peace and sustainability education.  Possible courses include:

Education for Global Peace (EDHI681) World Religions and Implication for Education (EDHI683) Global Climate Change and Education: Policy and Practice (EDHI788F) Contemplative Inquiry and Holistic Education (EDHI788)

Political Economy of Education and Development.  The term “political economy” is a contested one but generally has to do with a broad and integrated understanding of the politics and economics of issues. This specialization offers students an understanding of the debates about the theory and practice of political economy, current educational policies, and their relationship to development.  Possible courses include:

Political Economy of Education and Development (EDHI606) Alternative Education, Alternative Development (EDHI684) International Investigations in Cuban Education (EDHI788X)

NOTE:  In addition to the above specializations, others are possible. For example, students have developed specializations in professional areas such as Early Childhood Education, Special Education, Primary and Secondary Education, Teacher Education, Education Leadership, Education Policy, Higher Education, and Public Health Education. Specializations have also been developed in social science disciplines and applied areas such as Anthropology, Economics, Public Policy, Sociology, and Women’s Studies. The University of Maryland is a strong multiversity, offering many specializations, and we strongly encourage students to take additional courses outside of the IEP program from elsewhere in the Department, the College, the University, and the Region. (See the  UMD DC Consortium webpage  for details on schools where UMD students can enroll in classes.) A SAMPLE OF POSITIONS HELD BY IEP PH. D. GRADUATES

• General Secretary of Education International
• Chief of Staff to the United Nations Special Envoy for Global Education
• Head of Programs & Partnerships, the U.N. Sustainable Development Goals Academy
• Professor and Chair, Education Department, Kenya Methodist University
• Vice President at World Learning
• Professor, Western University, Canada
• Associate Professor, UMass at Amherst
• Director of Institutional Research, Simon College
• Senior Education Advisor, USAID
• Senior Program Officer, Global Education Partnership
• US Cultural Ambassador to India and Bosnia and Herzegovina
• Program Officer, Critical Language Scholarship Program, U. S. Department of State
• Senior Program Officer, United States Institute of Peace
• Senior Director, US Census Bureau  
• Program Manager, USAID/Regional Development Mission for Asia  
• Chairwoman, Society for International Development, Creative Associates
• Associate Professor, Universidad de los Andes
• Assistant Professor, School of Education, Universidad Catolica de Chile
• Assistant Professor at the University of Newcastle, Australia
• Assistant Professor, University of Hawaii
• Senior Research Education, Analyst at Research Triangle Institute
• Executive Director, Global Teacher Education/Educator, Smithsonian
• Program Officer, Kenya
• Program Officer, Open Society Foundation
• Program Coordinator, Action for Healthy Communities
• CFO, Dream Corps International, Beijing, China
• Director of Education and Literacy, Nascent Solutions, Inc.
• Director, Creative Associates International
• Executive Director, the Board of Trustees, Sogang University.
• Director of International Education, College Board, NY
• Associate Director of Capital Giving, Swarthmore College
• Assistant Principal at Howard County Public School
• Executive Officer for Diversity & Equity, MNPS, Nashville, TN

International Education Policy, Doctor of Philosophy (Ph.D.)

Doctoral students are required to complete 90 credits beyond the Bachelor's degree, including a maximum of 24 credits transferred from a previously earned Master's degree. Students are also required to complete 12 credits of EDHI899 , which is included in the total credit requirement.

The degree generally requires 54 credits of coursework which can be completed in 2 to 3 years. The program is distinguished by the development of a unique program of study to suit the needs of each student. Initial program plans are flexible and are usually revised throughout a student's graduate work as particular directions and their implications for coursework develop.

Advance to Candidacy:  In addition to course requirements, students must successfully pass a comprehensive exam in order to advance to candidacy.

Post-Candidacy:  Complete at least 12 credits of  EDHI899  doctoral dissertation research as well as successfully defend and submit an original dissertation. 

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Doctorate in Global Education – EdD (Online)

Career paths, program sites.

• Faculty & Staff

Tuition & Fees

Accelerate your career by building the interdisciplinary expertise and skills to address critical issues in global education.

At a Glance

For the program beginning summer 2025

Residency Locations

United States

Priority Deadline

November 1, 2024, followed by rolling admissions

Final Deadline

January 31, 2025

Critical Global Issue of Study

Education & Social Change

Program Cost

Contact a former student, why a doctorate in global education.

Built on SIT’s powerful experiential learning model, our hybrid doctorate in global education (EdD) combines rigorous online coursework with short residencies in Vermont to fit the needs of part-time and full-time professionals seeking to rapidly accelerate their career while tackling highly relevant issues in global education, both locally and abroad.

Drawing from SIT’s unique brand of in-depth, reflective practice and intensive research training, this doctorate gives you the tools you need to excel in an increasingly diverse, competitive, and interdisciplinary field. Courses take place in person and online, with an estimated 10 to 15 hours of studies a week.

• Examples of Student-Faculty Collaboration

Begin the program with a two-week summer residency, which will ground and orient you to your studies, introduce you to SIT’s global values, and allow you to bond with students and faculty while acclimating to your coursework. You will gather for another two-week residency in the second year of the program, but otherwise work completely remotely.

Courses are immersive, with engaging doctoral seminars; case studies; theory; data collection; research methods; and reflective practice tied to your ongoing work experience. Transfer up to 12 graduate credits from a relevant master’s program into this three-year, 60-credit doctorate.

Throughout the program, you will receive one-on-one guidance from an SIT advisor who, along with your doctoral colleagues, will work closely with you on research topics of your choice. You will present your doctoral defense in person or remotely.

SIT’s Doctorate in Global Education is recommended for students with a passion for international work and education at any level, in any subfield, at any location. As a graduate of this program, you will be fully supported by SIT’s global professional and alumni networks to advance to the top of your field as an international educator.

Students in the EdD program go on to work in the field in a variety of areas including leadership positions in academia, higher education, think tanks, NGOs, nonprofits, philanthropy, government agencies, and research. Career paths that may be open to you include:

University professor, assistant, or associate professor

Executive director of higher education center or nonprofit

Nonprofit, think tank, or NGO management or leadership

Director of programs for nonprofit or NGO

Education administrator

Associate/assistant provost or provost

Senior or leadership role in academic affairs

Researcher at think tank or NGO

Read about SIT Graduate Institute alumni careers through the SIT blog and our Career Impact page. Students who have graduated with this degree work in careers such as the following, among others.

• Courses take place almost entirely online  
• Two-week summer residencies during the first and second year of the program

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

Program Learning Outcomes

Upon successful completion of the program, students will be able to:

• Analyze contemporary educational issues around the globe through the lens of foundational theories.
• Design and carry out original, ethical research informed by relevant literature and grounded in appropriate methodologies and approaches.
• Interpret original and secondary data to produce actionable findings.
• Contribute to scholarship and practice of the field through publishable research findings.

Read more about Program Learning Outcomes .

Your doctorate  program  will span three years, totaling 60 credits.  With SIT’s experiential curriculum, you will become an expert in educational policy, practice, theory, research, and administration through curated online coursework in small personalized cohorts combined with  limited residential coursewor k and  reflective practice  within  your ongoing professional activities, and concl uding  with a  dissertation.  Coursework is listed below.  

Please expand the sections below to see detailed course descriptions and admissions information.

This is SIT

• We value active togetherness, reciprocity, and respect as the essential ingredients for building a sustainable community .

• With open minds, empathy, and courage, we facilitate intercultural understanding and respect for the commonalities and differences between people.
• We champion social inclusion & justice in all that we are and all that we do, from ensuring our community and our programs amplify the voices, agency, and dignity of all people to deliberately instilling the principles and practices of inclusion in all of our work.
• We are committed to human and environmental well-being through sustainability and contributing to a better world for all living and future generations.

Semester One: Summer, two-week residency and online (8 Credits)

• Theoretical Foundations I  
• Research Methods 1: Qualitative Appro a ches    
• Reflective Practice Doctoral Seminar 1

Semester Two: Fall, online (8 Credits)

• Theoretical Foundations II  
• Research Methods 2: Qualitative Approaches   
• Reflective Practice Doctoral Seminar 2

Semester Three: Spring, online (5-8 Credits)

• Research Methods 3: Intro duction to  Statistical Methods  
• Reflective Practice Doctoral Seminar 3  
• Elective   

Semester Four: Summer, two-week residency and online (5-8 Credits)

• Comprehensive Exam
• Research Methods 4: Qualitative  or Quantitative  Data Analysis  
• Reflective Practice Doctoral Seminar 4  

Semester Five: Fall, online (3-6 Credits)

• Reflective Practice Doctoral Seminar 5
• Dissertation Proposal and IRB Application Preparation

Semester Six: Spring, online (4-7 Credits)

• Reflective Practice Doctoral Seminar 6  
• Dissertation Proposal Defense and IRB Approval
• Data  C ollection   

Semester Seven: Summer, online (5 Credits)

• Reflective Practice Doctoral Seminar 7  
• Data  C ollection  
• Dissertation Wr i ting

Semester Eight: Fall, online (5 Credits)

• Reflective Practice Doctoral Seminar  8  
• Dissertation Writing

Semester Nine: Spring, online and graduation (5 Credits)

• Reflective Practice Doctoral Seminar 9
• Dissertation Writing and Defense

Admissions Criteria

We strive to create a diverse and experienced student body to enhance the learning experience both  within  and outside the classroom.  

To be considered for admission into SIT’s Doctorate in Global Education , an applicant must meet the following criteria:  

• M aster’s degree or an equivalent  from an accredited university    
• One research  methods course at the MA level (i.e.  I ntroduction to  R esearch  M ethodology).   In the case of SIT alum ni ,   Practitioner Inquiry   will meet this  requirement   
• Strong academic writing and scholarly potential , as evidenced  by  a statement of purpose    
• Demonstrated English language ability (see details below)  
• Intercultural and professional experience  
• A preferred grade point average of 3.5 out of 4.0 or higher   
• Demonstrated ability to use experience as a source of learning    
• All  applicants   are  required to interview with program faculty 

( MA holders and SIT alumni in a relevant field will be able to transfer up to 12 credits toward the EdD program.  Please ask  us  for more information. )  

SIT Graduate Institute’s Selection Process

Our admissions staff work one-on-one with every applicant to facilitate a highly informed and multidimensional admissions experience: applicants are required to undertake an interview with SIT faculty during the application process.    

As applicants become familiar with the attributes of an SIT education—grounded in the experiential learning model and focused on social justice and leadership skills in intercultural environments—they determine for themselves  how  SIT can help them meet their educational and career objectives.  

English Language Ability

Applicants whose first language is not English and who did not graduate from an English-speaking institution must demonstrate English language proficiency by submitting official test scores for one of the following:

Test Required Minimum Score

• Duolingo English Test 130
• ILETS (Academic) 7.0
• PTE (Academic) 68
• TOEFL: SIT’s code is 3788 100 on the internet-based iBT

These scores are considered the minimum proficiency needed to undertake graduate-level work .  Scores must be dated within two years of the start date of your academic program at SIT.  

Faculty & Staff

Global education – edd (online).

Discover the Possibilities

SIT’s Student Financial Services Office  provides guidance on all aspects of funding your degree throughout the application process and during your degree program. Tuition costs vary by program and scholarships are available.

International Education PhD Admissions

The International Education doctoral program is now accepting applications for Fall 2024 admission.

Applications to the International Education doctoral program are submitted through the  Graduate School . 

Application Timeline

The application deadline for fall admission is January 2.  We will also conduct a phone or Zoom interview with finalists. 

Prerequisites

The International Education specialization in the Educational Policy and Leadership doctoral concentration leads to a PhD degree. It is designed for professionals with extensive relevant international field experience. We expect applicants to demonstrate a professional commitment to working in education in developing countries, a commitment to issues of social justice, and career goals congruent with the program.

Successful candidates are usually early- or mid-career professionals who have experience working in development education with marginalized populations, particularly in developing countries. We look for applicants who have meaningful experience of immersion in another culture while engaged in education and development-related work, often at the community level.

Required Materials

• Two letters of reference
• Personal statement
• Transcripts
• Online application 
• Two writing samples
• English Language Proficiency scores
• GRE is not required

Funding Information

We cannot guarantee funding for incoming doctoral students but are committed to helping all of our students secure financial support for the duration of their degree programs.  Accepted applicants are also encouraged to pursue  funding opportunities  available across the campus.

If you have additional questions, please contact Jennie Southgate ( jsouthgate [at] educ [dot] umass [dot] edu (jsouthgate[at]educ[dot]umass[dot]edu) ).

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International Education and Development PhD

Key information.

• 1st   in the world for Development Studies   (QS World University Rankings by Subject 2024)

The PhD in International Education and Development gives you the opportunity to develop specialist knowledge in the field of development and education and to hone advanced research skills in methodologies appropriate for contexts in low-income countries.

Our doctoral researchers come from all over the world and this PhD will help advance your professional career.

Areas of study

Doctoral researchers will become members of the Centre for International Education (CIE) , a global leader in this field, and will be based in the Department of Education, located in the School of Education and Social Work.

Your supervisors are generally members of CIE and are global in outlook. They all share an understanding that education lies at the heart of development and poverty reduction.  Their r esearch interests include conflict and peace-building, refugee education, gender justice, critical pedagogies, inclusion, governance and global education policy.

You will have opportunities to engage with other research centres in the School and across the University and to work in international and interdisciplinary ways.

We understand that deciding where and what to study is a very important decision. We’ll make all reasonable efforts to provide you with the courses, services and facilities described in this prospectus. However, if we need to make material changes, for example due to government or regulatory requirements, or unanticipated staff changes, we’ll let you know as soon as possible.

Masters and P h D events

Meet us on campus or online

Book your place

Entry requirements

• UK requirements
• International requirements

Please select your country from the list.

Philippines

Saudi Arabia

South Africa

South Korea

Switzerland

United Arab Emirates

My country is not listed

If your country is not listed, you need to contact us and find out the qualification level you should have for this course. Contact us

English language requirements

Ielts (academic).

Advanced level (7.0 overall, including at least 6.5 in each component).

IELTS scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course.  Find out more about IELTS

We accept IELTS One Skills Retake.

We do not accept IELTS Online.

Check full details of our English Language requirements and find out more about some of the alternative English language qualifications listed below

Alternative English language qualifications

Proficiency tests, cambridge advanced certificate in english (cae).

176 overall, including at least 169 in each skill.

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced

Cambridge Certificate of Proficiency in English (CPE)

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency

LanguageCert Academic SELT

Advanced level (75 overall, including at least 70 in each component).

LanguageCert Academic SELT scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course.  Find out more about LanguageCert Academic SELT

We only accept LanguageCert when taken at SELT Test Centres.

We do not accept the online version.  We also do not accept the non-SELT version.

LanguageCert International ESOL SELT

Advanced level (International ESOL SELT C1 with a minimum of 33 in each component)

LanguageCert International ESOL scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. Find out more about LanguageCert SELT

We only accept LanguageCert when taken at SELT Test Centres. We do not accept the online version.

Pearson PTE Academic

Advanced level (67 overall, including at least 62 in all four skills)

PTE (Academic) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about Pearson (PTE Academic)

We do not accept the PTE Academic Online test.

TOEFL (iBT)

Advanced level 95 overall, including at least 22 in Listening, 23 in Reading, 23 in Speaking, 24 in Writing. 

TOEFL (iBT) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about TOEFL (iBT)

We do not accept TOEFL (iBT) Home Edition.

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

As/a-level (gce).

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language (Grade 4 or above in GCSE from 2017).

Grade B or above in English as a Second Language.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language

Hong Kong Diploma of Secondary Education (HKDSE)

Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only:  70%

Council for Indian School Certificate Examinations (CISCE) - English:  70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Kenya Certificate of Secondary Education

Grades A - C in English language

Malaysian Certificate of Education (SPM) 1119/GCE O-level

If taken before the end of 2008: grades 1-6 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades A1-C6 (1-6) in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt english-speaking countries.

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirement. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this, we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries: 

• Antigua and Barbuda
• New Zealand
• St Kitts and Nevis
• St Vincent and the Grenadines
• The British Overseas Territories
• Trinidad and Tobago
• United Kingdom

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

English language support

If you don’t meet the English language requirements for your degree, you may be able to take a pre-sessional course

• Visas and immigration

Admissions information for applicants

If your qualifications aren’t listed or you have a question about entry requirements, contact us

• How to apply

If you’d like to join us as a research student, there are two main routes:

• browse funded projects in this subject area
• browse our potential supervisors and propose your own research project.

Find out how to apply for a PhD at Sussex

Our supervisors

Prof Janet Boddy

Professor of Child, Youth and Family Studies

[email protected]

View profile of Janet Boddy

Dr Rachel Burr

Senior Lecturer in Education

[email protected]

View profile of Rachel Burr

Prof Barbara Crossouard

Professor of Theory in Education

[email protected]

View profile of Barbara Crossouard

Dr Emily Danvers

Senior Lecturer in Higher Education Peda

[email protected]

View profile of Emily Danvers

Prof Mairead Dunne

Professor of Sociology of Education

[email protected]

View profile of Mairead Dunne

Prof Louise Gazeley

Professor of Educational and Social Disadvantage

[email protected]

View profile of Louise Gazeley

Dr Christina Hancock

Lecturer in Primary Education

[email protected]

View profile of Christina Hancock

Dr Tamsin Hinton-Smith

Senior Lecturer In Higher Education

[email protected]

View profile of Tamsin Hinton-Smith

Dr Nimi Hoffmann

Lecturer in International Education and Development

[email protected]

View profile of Nimi Hoffmann

Prof Lisa Holmes

Professor in Applied Social Science

[email protected]

View profile of Lisa Holmes

Dr Perpetua Kirby

Lecturer in Childhood and Youth

[email protected]

View profile of Perpetua Kirby

Dr Nigel Marshall

Reader in Education

[email protected]

View profile of Nigel Marshall

Prof Linda Morrice

Professor of Education and Migration

[email protected]

View profile of Linda Morrice

Prof Mario Novelli

Professor Of The Political Economy Of Education

[email protected]

View profile of Mario Novelli

Dr Keith Perera

Lecturer in Education

[email protected]

View profile of Keith Perera

Dr Marcelo Staricoff

[email protected]

View profile of Marcelo Staricoff

Dr Julia Sutherland

[email protected]

View profile of Julia Sutherland

Prof Simon Thompson

Head of School ESW

[email protected]

View profile of Simon Thompson

Dr Gunjan Wadhwa

Lecturer in International Education

[email protected]

View profile of Gunjan Wadhwa

Dr Rebecca Webb

Senior Lecturer in Early Years and Primary Education

[email protected]

View profile of Rebecca Webb

Prof Jo Westbrook

Professor of International Educationand Pedagogy

[email protected]

View profile of Jo Westbrook

Dr James Williams

Senior Lecturer

[email protected]

View profile of James Williams

Funding and fees

How can i fund my course, funded projects and scholarships.

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals. Don’t miss out on scholarships – check the specific application deadlines for funding opportunities. Note that funded projects aren’t available for all our PhDs.

Details of our scholarships are not yet set for entry in the academic year 2025/26.

Applying for USA Federal Student Aid?

If any part of your funding, at any time, is through USA federal Direct Loan funds, you will be registered on a separate version of this degree which does not include the possibility of distance learning which is prohibited under USA federal regulations. Find out more about American Student Loans and Federal Student Aid .

Part-time work

We advertise around 2,500 part-time jobs a year so you can make money and gain work experience. We have a special scheme to employ students on campus, wherever possible.

Find out more about careers and employability

How much does it cost?

Fees for self-funding students.

Fees are not yet set for the academic year 2025/26 – check back from September 2024. Note that your fees, once they’re set, may be subject to an increase on an annual basis.

• Living costs

Find out typical living costs for studying at Sussex

Find out about our terms and conditions

Explore our campus

Experience Sussex life in our virtual tour.

Start your virtual tour

PhD Information Sessions

Visit campus and chat to staff and students. Book your place

Online PhD Sessions

Join a live webchat. Book your place

International

Meet us in your country

Course enquiries

+44 (0)1273 876787

Send us a message

Admissions enquiries

If you haven’t applied yet:

+44 (0)1273 678464 eswpgradmin@​sussex.ac.uk

Find out about the School of Education and Social Work

After you’ve applied:

+44 (0)1273 877773 [email protected]

Find out how to apply

Quick links

• Guide to PhD study
• PhD support
• Academic facilities
• Open Days and events
• Accommodation
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• Order a printed prospectus

What do you want to do next?

• Courses Browse our courses by subject area
• Sussex Life Find out about life at Sussex
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• Future Students
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Program Information

• Students & Alumni

Master's Programs

International Comparative Education

You are here

The International Comparative Education master’s program at Stanford GSE addresses educational practice in a rapidly changing global context and in a wide array of countries. Students examine problems from comparative and interdisciplinary perspectives, including economics, history, political science, and sociology. 

The master’s program offers two tracks: International Comparative Education (ICE) and International Education Policy Analysis (IEPA). The tracks run jointly and concurrently, and matriculated students have the option to switch from one program to the other as their interests evolve.

If you are interested in the doctoral program in International Comparative Education, please visit this PhD program page .

This 12-month program (September through August) provides an interdisciplinary overview of the major theoretical and empirical issues in education, development, and policy. Students also complete specialized coursework and reading in their areas of professional interest, and have the flexibility to take courses outside the GSE. With a focus on research methods, the program culminates in a publishable-quality research paper. 

Curriculum and coursework

Students begin with core courses, including an introduction to international and comparative education, economics of education, and research methods. The master’s seminar series provides advising as well as peer and faculty support as students develop their master’s papers. 

By winter quarter, students have room to take 1-2 electives, and this number increases in spring quarter. In summer quarter, students workshop and finalize their papers. Students are encouraged to take classes throughout the GSE that relate to their interests, and also are free to take classes in the schools of business, law, and engineering, as well as in humanities and sciences. 

For specific requirements and offerings, please visit the Master’s Handbook .

Master’s paper

Rigorous research is at the heart of the ICE/IEPA master’s program, and students produce high-quality research papers with the possibility of publication and other avenues for reaching a wide audience and affecting policy.  

Work on the master’s paper begins the summer prior to students’ arrival on campus. Students read a collection of articles written by core ICE faculty, as well as recommendations for developing ideas for their projects. Throughout their four quarters on campus, students are supported and guided by faculty, staff, and cohort members as they develop their ideas, carry out research, and write. Students also have the option of working in pairs to co-author their papers.

View past master’s papers

More information

Still have questions? Visit our FAQ page .

Christine Min Wotipka

ICE/IEPA Master’s Program Director [email protected] 650.763.1392

Caroline Stasulat

Associate Director of Degree Programs [email protected] 650.725.6448

Student Voices

Hear from our students about why they chose to study international education at Stanford, what their learning journey has been like, and what advice they would give to future ICE/IEPA students.

See more Student Voices

What you need to know

Admission requirements.

To learn more about requirements for admission, please visit the Application Requirements page .

Financing your education

To learn more about the cost of the program and options for financial support, please visit Financing Your Master’s Degree on the admissions website.

Contact admissions

For admissions webinars and to connect with the admission office, see our  Connect and Visit page .

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U-M honors contributions to international education

• Fernanda Pires

Fostering global perspectives, enhancing cultural understanding and developing real-world skills among students are some of the strengths of this year’s recipients of the University of Michigan President’s Award for Distinguished Service in International Education .

Andrew Lawlor , director of Global MBA Projects and lecturer of entrepreneurship and strategy at the Ross School of Business, and Emily Wang , assistant director of the Office of International Affairs at U-M Dearborn, are this year’s honorees. The award recognizes faculty and staff for their exceptional contributions to advancing international education and fostering a globally enriched learning environment.

“Through international education, we understand deeper, we see further and we reach higher,” said U-M President Santa Ono. “For by better understanding our world, we can better serve our world. And in better serving our world, we will change our world. That’s why I’m so proud U-M is a leading international university.”

A global perspective in business education

Lawlor’s contribution to international business education at U-M spanned from 1994 to 2024. His approach was rooted in experiential learning, emphasizing the importance of real-world application. By engaging students in live projects, he ensured they faced genuine business and cultural challenges that enhanced their understanding and decision-making skills.

“International business knowledge, purview and experience are key success factors,” Lawlor said. “Not having that is a marked disadvantage. I am so proud of riding the waves of specific business challenges and cultures across 40 countries with so many students.

“It’s a humbling experience to receive the award. It has been a privilege to have been given the opportunities, resources and support to design and execute my international courses during the last 31 years.”

For Lawlor, who retired this month, managing and navigating international business challenges and understanding multicultural and social dynamics across many countries are critical for students. His courses focused on short-term international projects involving in-country research, analysis, relationship-building and impact assessment.

Students had to apply Ross’s coursework, frameworks and learnings in real-time settings. Lawlor’s methodology promoted critical judgments and decision making and fostered professional development through hands-on experience. Each project required rigorous data collection, thorough analysis and strategic recommendations. Students presented their research findings and action plans to corporate sponsors.

“This method helped students transition business issues from abstract concepts to concrete solutions,” Lawlor said. “The impacts come from exposure on the ground, inside each country, with eyes wide open and listening to voices and tone, interviewing key project constituents, seeking research about the history and current context, and collaborating effectively with their project sponsors and participants.”

Lawlor highlighted some transformative projects, such as Whirlpool’s entry into Slovakia, which was the first international acquisition of a post-Soviet Union manufacturing company, and Whirpool’s groundbreaking acquisition of a post-Apartheid manufacturing company in South Africa, where students worked on pioneering marketing and sales campaigns.

“Each country had different histories, business and social mores,” he said. “Each had amazing and different contexts and settings for a Ross team to travel to, achieve a wide range of learning objectives, and successfully deliver their project’s business goals.”

According to Gretchen Spreitzer, associate dean for engaged learning at Ross, over the past 31 years, Lawlor provided invaluable guidance to nearly 3,300 MBA students on 680 projects.

“Professor Lawlor has worked to develop a pedagogy for impactful learning from action-based learning projects,” Spreitzer said. “It begins with identifying the opportunity for a high-challenge, significant scope team project that addresses a ‘front-burner’ issue for the sponsor.

“The projects are unstructured initially by design, with joint team, sponsor and faculty clarification and refinement of initial project goals, scope, schedule and required outputs. The team of students must then take the business problem from abstract to concrete and from ambiguous to clear to provide substantive solutions and recommendations.”

The projects are multidisciplinary and multicultural, blending personal experiences, intuition, creativity, research, analysis and problem-solving methods, she said.

“The teams are encouraged to use frameworks and tools from the Ross MBA core courses and the team’s collective business experiences,” Spreitzer said. “The projects require rigorous data collection and detailed analysis to provide findings appropriate for the organizational context. Strategic and operational options are assessed and outlined with specific recommendations, plans and programs are presented with persuasion, decision-support and clarity.”

Lawlor plans to remain engaged with Ross on a volunteer basis after retirement. He has committed to working with the Ross School’s Office of Action-Based Learning to secure and plan new projects and sponsorships.

“I’ve also committed to being an adviser to four international nonprofit organizations in Malawi, Rwanda, Kenya and Zambia who have hosted Ross students in recent years,” he said. “Countries where our students have offered effective guidance with great impact and learnings for both the Ross teams and the nonprofit leadership. There is much new work to be planned and executed by our students with these organizations.”

Championing global education

Wang, assistant director of the Office of International Affairs in Dearborn, has been with the University of Michigan for over 28 years. She is now recognized for her dedication to enhancing international education programs’ opportunities to support intercultural exchange and international student life. She leads the OIA in developing social events, workshops and information sessions.

Wang’s passion for education was cultivated from a young age, inspired by her father’s calligraphy scroll written in Chinese: “The sounds of wind, rain, reciting. Each sound comes into our ears. The family affairs, the national, the global, each affair comes to our attention.”

“I wanted to thank the UM-Dearborn leadership and faculty,” Wang said. “Their vision of leading international education at the Dearborn campus put me on this career path that I am passionate about.

“As an educator, I wanted to contribute and make an impact in our students’ lives. However, without support, it wouldn’t be possible. I love what I do every day over the years. This award is not just for me. It is for all the faculty and staff who share the same passion as me.”

For Wang, building internationalization on campus—based on understanding and respect for differences—is key to international students’ success, especially when transitioning to a new country and environment. The framework of using cultural references to build human competencies needs to be addressed in our interactions with students, she said.

“We need to cultivate quality education by supporting student organizations, providing volunteering opportunities and broadening students’ worldviews,” she said. “We have to help them to be open-minded to accept differences.”

Francisco Javier Lopez, director of international affairs at UM-Dearborn, said that international students represent a growing sector of the campus student population, making up about 10% of overall enrollment.

Wang has worked directly with international scholars every day, providing expert immigration advice and support services on federal regulations, maintenance of immigration status and F-1 student benefits. She also contributes to developing programs and opportunities in support of intercultural exchange and international student life, leading the OIA in creating social events, workshops and information sessions.

“Wang has contributed significantly to increasing global opportunities for all UM-Dearborn students,” Lopez said. “Her tireless work has had an overarching, transformative impact on the lives of countless students and scholars worldwide. She has also contributed significantly to expanding global and intercultural opportunities for all students across the university.”

For Wang, students from different backgrounds should have equal opportunities to get a quality education that we could offer as a university.

“We build programs and connections to promote lifelong learning opportunities for everyone willing to obtain more knowledge about global affairs, so we hope there will be less conflict in the world,” she said. “Through international education, we seek first to understand, then to be understood and learn to respect others. International education makes us humble and compassionate human beings. There are no boundaries to establishing friendships and learning from each other.”

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International relations and global studies, ba.

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Understanding World Affairs

Become a citizen of the world and gain a profound understanding of global issues. The BA in International Relations major prepares you for global citizenship by requiring you to follow an interdisciplinary course of study. You will take courses in political science and choose an area of focus based on individual interests.

Interdisciplinary Approach

• You will gain the tools you need to analyze trends in a complex global world by analyzing dilemmas such as why sometimes countries go to war, and when they are able to forge peace; what is the relationship between wealthy countries and poorer ones, and how do we create a just society?
• You will bring together empirical questions and questions of justice, examining how institutions like the United Nations, the World Bank, the European Union, and the International Monetary Fund work to promote peace, security, prosperity and economic relations. You also will think about how such institutions may need reform.

Take Courses Like…

As this is an interdisciplinary major, requirements include three groups of courses: required courses in political science, electives in political science and other fields like history, economics, peace and justice, and others; and you will choose a minor in any of the following programs: history, economics, environmental studies, modern languages, global Asia, Latin American studies, peace and justice studies, diplomacy, non-profit studies, and women’s and gender studies.

Sample courses include:

• POL 114 Introduction to International Relations
• POL 303A Workshop: International Organization (Model United Nations)
• POL 322 Diplomacy

Opportunities and Experiences

You can expect engrossing debates in a friendly atmosphere and lively lectures by knowledgeable faculty who will challenge you to think critically, and grow academically and professionally, to meet the career opportunities of the 21st century.

The faculty of the department includes nationally and internationally recognized scholars, who are also engaging teachers and activists. Their scholarship is evidenced by their numerous books, monographs, global awards, and articles published in journals, newspapers, and periodicals intended for general audiences. The department’s faculty members also present their research at international, national, and regional conferences.

You have an opportunity to gain practical, resume-building experiences through participation in the award-winning Model United Nations team, as well as internships at the UN and affiliated non-governmental organizations, government agencies, and think tanks.

Choose Your Career

With the BA in International Relations and Global Studies, you will be prepared for careers at the United Nations, UNICEF, and non-governmental organizations, as well as in sectors such as international journalism, international law, and business.

Where Graduates are Employed

You may go on to have successful careers in fields including, but not limited to:

• Federal, state, and local governments
• Advanced education in government and public administration
• Political campaigns
• Public and private interest groups
• Foundations and intellectual or benevolent institutions
• Careers in business, especially with corporations that do business internationally
• Law enforcement agencies and other criminal justice organizations
• Military service
• Public service, nonprofit administration, and work with non-governmental organizations

In addition, you may go on to graduate or law school, or careers in higher education, education, nonprofit organizations, law, government agencies, multi-national corporations, and financial institutions.

A breaking hero emerges: Meet Australia's Raygun

An australian professor had some breaking moves, and people had thoughts., by nbc staff • published august 9, 2024 • updated on august 9, 2024 at 3:19 pm.

As Dr. Rachel Gunn, she's a 36-year-old lecturer at Macquarie University in Australia . She holds a PhD in cultural science. She researches and lectures on the cultural politics of breaking .

As Raygun, she's an Olympian breaker, competing for Australia.

Raygun lost all three of her matches, against B-Girls named Nicka, Syssy and Logistx. Yes, that sentence is accurate.

24/7 New York news stream: Watch NBC 4 free wherever you are

But Raygun had some moves. And people had some thoughts.

What my nephew does after telling all of us to “watch this” pic.twitter.com/366LjIRl4j — Liz Charboneau (@lizchar) August 9, 2024

There has not been an Olympic performance this dominant since Usain Bolt’s 100m sprint at Beijing in 2008. Honestly, the moment Raygun broke out her Kangaroo move this competition was over! Give her the #breakdancing gold 🥇 pic.twitter.com/6q8qAft1BX — Trapper Haskins (@TrapperHaskins) August 9, 2024

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All I can think about when I see this is the hip hop dance teacher from Bob’s Burgers but if instead she was from Australia and was a 36 year old woman named Raygun https://t.co/nUwYVLnrms pic.twitter.com/Wl5FResHw7 — Shereef Sakr (@ShereefKeef) August 9, 2024

Paris 2024 Summer Olympics

Watch all the action from the Paris Olympics live on NBC

Algerian boxer Imane Khelif honored by celebratory parade upon return from 2024 Olympics

Olympic wrestler who missed out on gold medal for being 3 ounces overweight breaks her silence

when Raygun hit the kangaroo jawn I couldn't see the screen I was crying so hard pic.twitter.com/jcICfTu11d — Bradford Pearson (@BradfordPearson) August 9, 2024

I think I found the source of inspiration for the Raygun breakdance at the Olympics. https://t.co/t94Iyu1dPZ pic.twitter.com/a7DL9etwRz — Noodson (@noodson) August 9, 2024

Raygun was like pic.twitter.com/KvXVPVGScx — Charles J. Moore (@charles270) August 9, 2024

Raygun did THE SPRINKLER at this breakdance thing, this is the worst thing Australia has ever done. — Luis Paez-Pumar (@lppny) August 9, 2024

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Catholic international university offers graduate credit to icle credential holders.

HANNAH NAUGHTON

The Institute for Catholic Liberal Education is pleased to announce that graduates of its unique alternative teacher licensing program, the Catholic Educator Formation and Credential (CEFC) , are now eligible to receive up to 12 graduate credits toward an online Master of Arts in Liberal Arts Education from Catholic International University. 

Founded in 1983, Catholic International University offers a comprehensive schedule of fully online undergraduate and graduate degrees, certificates, and continuing education programs. CIU’s Master of Arts in Liberal Arts Education is a 33-credit, two-year program rooted in the Catholic intellectual and educational liberal arts tradition. Offering a set of core and elective courses tailored to specific needs, the MA in Liberal Arts Education prepares teachers and school leaders to awaken in their students a Catholic worldview, develop the tools needed to think broadly and creatively, and grow in the habits of excellence in mind and heart. 

The MA in Liberal Arts Education is a fully online, asynchronous program with options for class-related pilgrimages to various sites in the US and abroad. Students on a full-time, two-year completion track take two courses each Fall and Spring semester and one course in the summer; however, students have up to five years to complete the full program. Applications are currently being accepted for 2024-25 and are accepted on a rolling basis. Scholarships for this program are available, with special scholarships for students enrolling before October 16, 2024.

“Catholic International is delighted to partner with ICLE in driving forward the renewal of Catholic education,” said Dr. Ann Brodeur, Director of Liberal Arts Education at CIU. “Firmly anchored in the Church’s intellectual and educational tradition, our MA program allows faculty and school leaders to focus on pathways that best support their professional and personal development. Classes such as the Trivium and the Catholic Imagination , The Foundations of Western Education , Organizational Leadership for Catholic Schools, and Education for the Renewal of Christian Culture will renew and deepen educators’ sense of mission and give them the vision and skills to transform our classrooms, schools, and communities for Christ. We look forward to helping ignite, build, and sustain that transformation!”

“Our CEFC program imbues Catholic educators with a sense of hope as they discover the great treasure of the Catholic intellectual tradition and its distinctive wisdom about faith and reason in education,” said Elisabeth Sullivan, ICLE’s Executive Director. “The MA in Liberal Arts at Catholic International University offers an excellent channel for our CEFC graduates to continue their intellectual formation and enter more deeply into their vocation in Catholic education.”

Catholic International University is now the sixth Catholic institution of higher education to offer graduate-level credit to students who successfully complete ICLE’s CEFC program. Upon graduation, students are now eligible to receive up to 6-12 hours of graduate credit from the following institutions: 

• Augustine Institute’s Master of Arts in Catholic Education
• Belmont Abbey College’s Master of Arts in Classical and Liberal Education
• Catholic International University’s Master of Arts in Liberal Arts Education
• Franciscan University of Steubenville’s Master of Arts in Catholic Studies
• The Saint Paul Seminary’s Lay Graduate Programs , including the Master of Arts in Pastoral Leadership or the Catholic School Leadership Graduate Certificate 
• University of St. Thomas’s Master of Arts in Catholic Studies

About ICLE’s Credential Program

The Catholic Educator Formation and Credential is a robust 18-month hybrid program that prepares educators to infuse a deeply Catholic philosophy and practice of education into their teaching and serves as an alternative to state teacher licensure. It serves a growing number of entire dioceses across the country, including the Archdiocese of Denver, the Diocese of Colorado Springs, the Archdiocese of Oklahoma City, and the Diocese of Tulsa. It is also available to interested Catholic educators nationwide through a national cohort model. S ign up here to be notified when the 2025-2026 national cohort application period opens.

Graduate Education

Office of graduate and postdoctoral education, grad sga leadership outlines vision for the upcoming year.

Aug 16, 2024

In Spring 2024, the Graduate Student Government Association (Grad SGA) welcomed new leadership with Kiera Tran as president and Donglai Yang as executive vice president. As they step into their new roles, they have set their sights on addressing key issues affecting graduate students, including housing, career development, resource accessibility, and support for international students.

Adapting to a Growing Graduate Student Population

“With the new enrollment [growth], we stand to have more students than ever. With this, graduate students are affected the most,” said Tran. “We want to tackle this problem by creating a way for Georgia Tech to adapt to the new population of students.”

International students are a large part of the graduate student enrollment growth.

“More than 50% of graduate students are international students,” said Tran. “To help international students transition to life at Georgia Tech, we talked about creating a buddy program for students to make friends and learn from peers and senior students.”

Engaging the Graduate Student Community

“We are just two people, and with the cabinet, we have around 20 students to represent the entire student body of over 30,000 students,” said Tran.

Engaging with such a large and diverse student body presents a communication challenge.

“I think particularly for graduate students, there’s always the challenge of how to reach out to them–how to make sure that what we’re doing here is being seen and heard by the graduate students,” said Yang. "It is a very difficult challenge because it requires that we set up communications not only to the entire campus staff, but also at the department and graduate program coordinators level." 

To obtain the voice of the student population, Grad SGA plans to continue sending out surveys when they want student feedback. They are also going to schedule a town hall for students to attend, which will happen at the end of every semester. 

Strengthening Relationships with Administration

“The population of graduate students is more than undergrad,” said Tran. “Grad students tend to get neglected because we are not as involved on campus. This is a two-way street. Our goal is to encourage more graduate student involvement in campus activities, while also working with the admins and Institute to prioritize grad student needs.”

According to Tran, last year they worked on establishing connections with admins, from Pres. Cabrera’s cabinet to admins across campus within each department.

“All of the admins at Georgia Tech are very supportive of grad students,” said Tran. “It’s very clear to them that we have different needs, so they want to help us. It’s going to be a very fun year working with all the admins.”

Grad SGA is currently looking for senate candidates. Applications are open through August 26. Online and in-person students can access the application here .

Kiera Tran is a Ph.D. student studying geophysical glaciology in the School of Earth and Atmospheric Sciences. She began her journey at Georgia Tech in her junior year of college. It was at Tech where Tran discovered her passion for earth sciences and the desire to make an impact on global issues. She has been involved in Grad SGA for the past two years.

Donglai Yang is a 2nd year Ph.D. student in the School of Earth and Atmospheric Sciences studying the consequences of climate change to the polar regions with radar observations, high-performance computing, and artificial intelligence. This is Yang’s first year serving in Grad SGA.

Sara Franc Communications Officer Office of Graduate and Postdoctoral Education

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Langepas map, satellite – loading . . .

Khanty-mansiyskiy avtonomnyy okrug - yugra, 🌍 langepas map.

Name: Langepas

Latitude: 61°15'15"N

Longitude: 75°12'44"E

Region: Langepas

Region: Khanty-Mansiysk Autonomous Okrug – Ugra

Region: Ural Federal District

Country: Russia

Preparing to Graduate? Get Informed about Graduation Audit, PGWP and Work Hours

Post-Graduation Work Permit (PGWP) is an important topic for international students at RRC Polytech. Post-Graduation Work Permit: International Education at RRC Polytech includes detailed instructions on eligibility, application procedures, and even samples of questionnaires and immigration forms. We highly recommend reviewing the instructions thoroughly to ensure that you don’t miss any important information.

If you prefer a more visual approach, we’ve got you covered. Check out this step-by-step recording on preparing your PGWP application. Please note that a log-in is required.

We would like to remind you of the importance of applying to graduate before your program concludes. After your program ends, it typically takes approximately 3 to 4 weeks to complete the graduation audit process. Once your graduation status has been updated, you will receive a Confirmation of Completion letter via email. It is crucial to note that certain college services, such as access to marks, issuance of diplomas/certificates, and completion letters, will be withheld until all financial obligations to the College have been fully settled.

While waiting for the Confirmation of Completion , international students can work off-campus for no more than 20 hours per week by meeting specific conditions outlined on the Work off campus as an international student – Canada.ca page. When you receive the Confirmation of Completion Letter, you must stop working . However, you can begin working full-time while maintaining your valid student status as long as you’ve successfully submitted a Post-Graduation Work Permit application to IRCC.

Please ensure that you fulfill all necessary requirements and obligations to smoothly transition into your post-graduation plans. Make sure to review all the resources available to you, if you have any questions or need further clarification, please do not hesitate to reach out to us.

*DISCLAIMER: Immigration-related regulations tend to change without notice; please always refer to IRCC and Post-Graduation Work Permit Program – [R205(c) – C43] – International Mobility Program – Canada.ca for the most recent updates.