doctorate in international education

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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?
• 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 . For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283. We encourage you to apply as early as possible. 

 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 $1,870 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 2023, Fall 2023 and Spring 2024

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

Associate Professor, Educational Research

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 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

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Doctorate in Global Education – EdD (Part-Time Hybrid)

Career paths, program sites.

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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

Priority Deadline

November 1, 2024, followed by rolling admissions

Final Deadline

January 31, 2025

Residencies

United States

Critical Global Issue of Study

Education & Social Change

Please note that SIT will make every effort to maintain its programs as described. To respond to emergent situations, however, SIT may have to change or cancel programs.

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 on our beautiful Vermont campus 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 return for two weeks the following summer, 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  
• Summer residencies in Vermont   

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 coursework  online  combined with  limited residential coursewor k and  reflective practice  within  your ongoing professional  activities, concl uding  with a  dissertation.  Coursework is listed below.  

Please expand the sections below to see detailed course 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 (part-time hybrid).

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.

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Leadership for intercultural and international education cohort based PhD

This cohort-based doctorate program option for international educators and those interested in leadership in international/intercultural contexts, is oriented toward working professionals and is specifically designed to meet the needs of leaders working in highly diverse organizational settings. It is possible to remain fully employed while studying for this advanced degree.

Students enrolled in the program spend three weeks on the U of MN-Twin cities campus for three summers (typically late June through mid-July) and complete courses offered online during the fall and spring semesters. Students also complete a 24 credit dissertation. This is often a dissertation thesis, the results of which, provide a contribution to their own organization as well as a related professional field.

Students are leaders and policy-makers working in international education, intercultural training and organizational development in diverse international/intercultural contexts. Our students themselves come from multicultural backgrounds, and bring a breadth of learning experiences to the classroom.

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.

This program prepares students for a wide range of careers, including:

• Senior international office
• Head of school (International)
• Independent consultant
• Professor of international education
• Director of study abroad office
• Director of international student office

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 course (3 cr inside or outside of department; with approval of advisor)
• Qualitative course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

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

Program core (20 credits)

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 6 credits; 2 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)

Specialization courses: Intercultural/international education (6 credits)

• OLPD 5048–Cross-Cultural Perspectives on Leadership (3 cr)
• OLPD 8087–Seminar: OLPD (3 cr) [Take course topic approved by LIIE cohort advisor]

Additional Coursework (12 credits)

• OLPD 8002–Critical Issues in Contemporary Education (3 cr)
• OLPD 8602–Advanced Organizational Development (3 cr)
• OLPD 5044–Introduction to the Economics of Education (3 cr)
• Transfer Class (3 cr)

Electives (8 credits)

• OLPD 5103–Comparative Education (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)

How to apply

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

Admission Deadline

The deadline for the 2023 LIIE cohort cohort was November 1, 2022; the next cohort will begin in summer 2026, so the likely application deadline will be November 1, 2025.

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 until the next review date the following year. 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.

Online application and instructions Note: be certain to select "Org Ldrship Policy Dev-Comparative Intl Dev Educ - PhD" in the online application system when applying for this program. The system does not allow applicants to specify "LIIE."  

Admission Requirements

Degree: Master's degree or equivalent

GPA: Undergraduate 3.0; Graduate 3.5

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.

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

About International Education PhD

Students in International Education are expected to become aware of social justice issues in education and to understand participatory and popular education approaches to education. Graduates should have developed an in-depth awareness of cultural differences; the ability to apply critical theory and pedagogy in both schools and communities in domestic and/or international settings; and practical skills in training, project development, research, and evaluation.

Jennie Southgate, Department Administrator,  jsouthgate [at] educ [dot] umass [dot] edu (jsouthgate[at]educ[dot]umass[dot]edu) .

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International Doctor of Education (EdD)

The international Doctor of Education degree is designed for teachers and leaders who want to improve education around the world. Advance to the next level in your career or invest in your personal development through this unique program. 

Now Accepting Applications for International Cohorts

Admissions Requirements

We believe all educators should be empowered to be leaders. Our international EdD program is conducted in a convenient low-residency format that blends online coursework with annual, four-day residencies at international sites. If you're currently teaching or living abroad, our program will connect you with fellow educators that share your vision of making meaningful change in classrooms, districts and communities.

Why Study Education at Wilkes?

Our mission is to empower leaders with the knowledge, skills, and abilities to effect change in educational systems through the synthesis of theory, scholarship, and practice. Our vision is to develop authentic, ethical, courageous, and innovative leaders who transform educational culture and practice.

Our EdD offers a variety of innovative concentrations for international educators. Coursework is built around educational theory and research, combined with key connections to unique international challenges and leadership practice in the international educational environment.

International students who meet the admissions criteria are eligible to choose a concentration in PA Principal Leadership with certification or PA Superintendent Letter of Eligibility, allowing students to earn their certificates while living abroad. PA certificates may be transferred to other states using current Department of Education reciprocity agreements.

Admission Details

Admission to the EdD program is competitive and cohort size is limited. Students applying to the international doctoral cohort must be living outside of the US/Canada at the time of application or upon the start of the program.

Scholarships may be available to international applicants. Choose the International Graduate application when applying and the semester and residency location best for you (Fall-New Delhi, Spring-Dubai).

Program Format

Enjoy online learning combined with three four-day residencies at international sites throughout the program. Our cohort model allows students to collaborate with peers and professors in person and online, forming a strong support system that extends beyond graduation. The connections you make in our program are life-changing and grow your reach both personally and professionally. 

Our highly skilled full-time and adjunct faculty hold terminal degrees and possess extensive experience as educators and researchers, worldwide. They serve as mentors to accepted students throughout the program and guide the research process as dissertation chairs, encouraging high standards from conception through defense and providing a personalized, scholarly leadership journey.

The international EdD is designed to address the needs and challenges facing all educators in contemporary society, while meeting the unique needs of international teachers and leaders. Coursework combines the principles and theory of leadership, scholarship and practice to prepare leaders who can affect change in educational systems worldwide, advance student learning and inform future practice through research.

The program was designed to empower international classroom teachers, as well as advance current or aspiring educational leaders. The completion of required doctoral-level coursework culminates in the development of a dissertation proposal. The final dissertation and its defense are the capstone requirements for the EdD in Educational Leadership.

The curriculum consists of 54 post-master's credits, including 9 credits of leadership core courses, 24 credits of content area courses, 12 credits of research courses, and 9 credits of dissertation.

The AAIE Institute and International Leadership Certification

Fifteen credits from the Association for the Advancement of International Education (AAIE) Institute, when taken post-master's, can be transferred into the EdD program.

About Wilkes

Wilkes is a leading provider of graduate programming for educators. In addition to the doctor of education, Wilkes offers more than two-dozen master's degrees and certificate programs to education professionals around the world. Wilkes also offers doctor of philosophy in nursing, doctor of nursing practice and doctor of pharmacy degrees, master's degree programs in various fields, and 47 undergraduate majors.

Wilkes was recently recognized by The Chronicle of Higher Education as one of the fastest growing universities in the country. Wilkes is regionally accredited by the Middle State Commission on Higher Education.

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Global Executive Doctor of Education

This program is designed for senior educational leaders, policymakers, administrators and other professionals who are committed to improving educational outcomes on a large scale.

Across the globe, education is regarded as not only a fundamental resource for societies but also as a human right. Draw from international perspectives to solve the complex challenges of educational equity.

The USC Rossier School of Education announces two new scholarship opportunities for students applying for a Summer 2024 start in the Global Executive Doctor of Education program. The McCain & Sample Global Fellows Scholarship is for students from Central and South America; the Caribbean; Africa; and Central, South, and Southeast Asia. Applicants from these regions may apply for a $25,000 McCain & Sample scholarship, to be awarded on a competitive basis. In addition to the McCain & Sample Global Fellows Scholarship, all admitted students for the Summer 2024 cohort are eligible for a number of $10,000 scholarships.   For information on the program and further details on the scholarship application process, please contact the Global Executive EdD program office.  

The Global Executive EdD program utilizes a hyflex format, empowering students to choose between online and in-person participation in quarterly intensive learning sessions. For students starting the program in Summer 2024 (Cohort 13), all summer terms (Terms 1, 5, and 9 with intensive sessions in July) will require on-ground attendance at USC. All other program travel remains optional through our HyFlex approach (in terms 2, 3, 4, 6, 7, and 8). Please see below for more details.

Program Overview

The Global Executive Doctor of Education (Global EdD) program will prepare you to achieve large-scale improvements across educational systems through the strategic use of policy, innovative practice, assessment and social entrepreneurship. The hybrid learning experience of this program combines online classes with nine one- to two-week intensive class sessions at various international destinations. The online learning experience allows you to participate in intensive class sessions virtually. Before the beginning of each term, you will have the opportunity to choose whether to enroll in the hybrid or online learning experience for that term.

Through this program, you will:

• Glean insights and solutions from a wide range of global perspectives.
• Have the option to travel to up to four countries for nine intensive class sessions. 
• Remain employed while participating in live, online class sessions. 
• Interact with ambitious, international leaders with a variety of professional aspirations.
• Complete a dissertation as part of a thematic dissertation group. 

The curriculum includes three concurrent streams that focus on a critical aspect of educational leadership as well as a dissertation project. The program will increase your capacity to understand the context in which educational systems operate; measure where an educational institution or system is and where it needs to be; utilize a deep understanding of how people learn and mobilize human, fiscal, physical and technological resources to facilitate change. 

Dissertation in Practice

Building on the foundation established by coursework, you will complete a dissertation in practice that researches, diagnoses and develops recommendations for a field-based educational problem using one of three problem-solving frameworks. 

The dissertation in practice is deeply integrated into the curriculum to streamline the completion of your degree. You will complete your dissertation by participating in a thematic dissertation group, which brings together a small number of students working on closely-related topics or utilizing a common methodological approach. In this way, you will benefit from a highly collaborative environment while still completing your own unique work of scholarship. 

Learning Experience

The Global EdD learning experience combines assignments completed online at your own pace, live online class sessions, and one- to two-week intensive class sessions each term. 

During the uncertainty of travel during the COVID-19 pandemic, we introduced a Hyflex model that provides you with the flexibility to choose how to participate in the intensive class session each term.

Self-Paced Assignments and Online Sessions

Throughout the year, you will complete assigned coursework at your own pace. Occasionally (approximately one to three times per month), faculty facilitate lectures and highly collaborative small group discussions in a live online format. These online class sessions provide you the opportunity to interact virtually with faculty and student colleagues. 

Intensive Class Sessions

Throughout the program, nine intensive class sessions (one each term) are offered in various international locations around the world. These one- to two-week sessions require all-day participation in class discussions, lectures and learning activities, student work groups and more. While locations change each year, past sessions have been held in destinations throughout Asia, Europe, South America and Africa.

When Participating in Person

When you attend intensive class sessions in person, you will travel to that location for one to two weeks. You will participate in class discussions, lectures and learning activities, student work groups, readings and site visits to schools, universities and other educational organizations. Lodging and most meals during instructional sessions are included. In-person class sessions are contingent on favorable public health conditions and a minimum number of participants.

If Participating Online

If you attend any intensive class sessions online, you will join class discussions and lectures virtually. You will also participate in learning activities, student work groups and readings.

Choose How to Participate Each Term

All summer terms (Terms 1, 5, and 9) require in-person participation during the intensive sessions in Los Angeles. For all other terms, you will have the opportunity before each term to choose whether to enroll in the hybrid or online learning format for the intensive class session that term. For each term that you select the hybrid learning format, you will pay an additional $2,500–$5,000 above the $135,000 base tuition and programming cost. Whether you select the hybrid or online option each term, you should expect to devote your full attention to learning for the entire one to two weeks of the intensive class session.

  HyFlex Model 

Cost of Attendance

The estimated cost to begin the program in the 2024 summer term ranges from $135,000-$160,000. This cost includes:

• Mandatory student fees
• Instructional materials
• Accommodation (hybrid option only)
• Most meals during in-person sessions (hybrid option only)

Airfare and local transportation fees are not included.

A non-refundable deposit of $1,000 is required to confirm enrollment. This deposit will be applied to tuition costs. You will be billed for the remainder of the cost in installments.

Financial Aid

United States citizens and legal residents are eligible to apply for financial aid in the form of student loans. Federal loan programs currently allow eligible students to borrow up to the full cost of study. 

The USC Office of Student Financial Services provides information regarding student accounts, tuition payment plans, campus-based loans, payment options and tax credits. In order to be considered for financial aid, you must apply by filing the FAFSA by the annual deadline. After you apply, the financial aid office will determine your financial need and inform you of the loans that are available to you.

Career Outcomes

The Global EdD program prepares graduates for roles as senior educational leaders, policymakers or administrators in universities, school systems and education-related corporations. Some positions held by our graduates include:

• Chief operating officer
• Branch chief of U.S. study abroad at the U.S. Department of State
• Executive vice president
• Assistant dean
• Associate dean
• Faculty member

Program Details

Degree awarded, estimated length, program cost.

$135,000-$160,000

Next Deadline

Rolling (April 15, 2024 for international applicants)

Class Times

More in this program

Take the Next Step

• Request Info

USC Rossier’s renowned faculty is committed to training the next generation of scholars and researchers to the highest standards.

Ruth H. Chung

• Professor of Clinical Education
• Educational Psychology
• Marriage and Family Therapy
• Asian American Acculturation: Theory and Measurement. Intergenerational conflict and adjustment issues in Asian American immigrant families. Cultural psychology and multicultural counseling. Measurement and assessment. Teaching of statistics and research methods.

Robert A. Filback

• Master of Arts in Teaching English to Speakers of Other Languages (MAT—TESOL)
• Higher Education
• International and Comparative Higher Education; Curriculum and Program Development; Online and Digital Learning; English Language Education and Policy; Fostering Creativity and Innovation

Alan G. Green

• Urban Education • Achievement in Mental Health Among African American Teen

• K-12 Education Policy

Anthony B. Maddox

• Professor of Clinical Education and Engineering
• Teacher Education
• Science • Technology • Engineering Education • Math Education

Lawrence O. Picus

• Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
• Professor of Education Finance and Policy
• Associate Dean for Faculty Affairs
• Public Financing of Schools

Mark Power Robison

• Professor of Clinical Education and History
• Chair Global Executive EdD Program

Artineh Samkian

Helena Seli

• Director of Program Development

Tracy Poon Tambascia

• Professor of Higher Education
• Veronica and David Hagen Chair in Women’s Leadership
• Higher Education Administration • University Student Affairs • International Higher Education

From Our Alumni

Pursuing my doctorate at USC Rossier was one of the best decisions I have made in my professional life. The program is so rich, creative, innovative and global. I have learnt so much about the complex realm of education through an international lense which was exactly what I was looking for. The program enhanced my confidence as a global expert in the field. My degree is a stamp that I am proud of.

Ameena Hussain, EdD ’16

Director of Programs and Chief Curator WISE, an Initiative of Qatar Foundation

No other professional development opportunity, training or experience can match what this experience offered me both professionally and personally. While my dissertation was about higher education retention at HBCUs, being able to explore this perspective in other countries like Doha and Hong Kong gave a unique perspective that enhanced my approach to providing innovative solutions being applied in other countries.

Charles Prince, EdD ’18

Associate Vice President Research and Innovation at Virginia Union University

If I could be a perpetual student in the Global EdD program, I would. Through the program I was able to dig into what education means to me, while also seeing education through the lens of countries and cultures across the world. This global experience had a multidimensional impact, changing how I hope to influence education in the United States and even how I plan to educate my own children.

Allison Boxer, EdD ’20

Managing Director, Impact Strategy Sorenson Impact Center

The Global Executive EdD program propelled my impact in the educational sphere exponentially. The connections made within the cohort and throughout our studies have had a profound impact on my personal and professional life, for example my research shaped and continues to be used to change education laws within my home state.

Rebecca Good, EdD ’19

National Vice Provost of Teacher Preparation Relay Graduate School of Education

News and Insights

April 15, 2024

New study finds that Black and Latinx youth online engagement can foster a positive sense of self

Building on data from a project led by USC Rossier professor Brendesha Tynes, Naila Smith is the lead author of a new research paper that examines how online spaces created by Black and Latinx youth benefit their ethnic-racial identity development.

Featured Faculty

• Brendesha Tynes

April 11, 2024

Helping students afford their college dreams

USC College Advising Corps advisers invited to White House Department of Education listening session to discuss the Free Application for Federal Student Aid process.

April 9, 2024

‘It is open season on DEI’

Scholars discuss the current environment in higher education and offer historical context and policy insights at the 45th Pullias Lecture.

• Adrianna Kezar
• Royel M. Johnson, PhD
• Pedro Noguera

April 8, 2024

A Hippocratic oath for teachers

As USC Rossier prepares to celebrate the Class of 2024, professor Nooshan Ashtari shares words of wisdom with future educators. 

• Nooshan Ashtari

April 4, 2024

Annual conference challenges presenters to dismantle racial injustice and construct educational possibilities

The 2024 American Educational Research Association Conference to feature over five-dozen USC Rossier scholars.

Sabrina Chong

Director, Global EdD Office

• [email protected]
• (213) 740-6019

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Related Programs

Educational leadership.

Doctor of Education (EdD)

Educational Leadership (online)

Phd in education.

Doctor of Philosophy (PhD)

Professional Doctorate in Education (EdD)

教育专业博士学位(EdD)

Jan/apr/sep.

Course duration

£16,200

Course Fees

Course information

The EdD programme at Buckingham brings together an exciting international research community. Our Doctoral Programme in Education promotes and endorses the highest level of knowledge, skills and experiences of leaders in schools and education in the belief that this recognition will impact significantly on practice. An EdD is at the same level as a PhD. Like a PhD the EdD requires students to make a unique contribution to knowledge. A distinguishing element of an EdD is that it is also required to ensure your study results in a tangible impact on practice.  This is because the EdD is a practitioner/professional doctorate which means that it is designed for professionals working in Education and that the focus of study should be on the nature of Educational practice.

Every student attends an Induction Programme and then is allocated two personal supervisors. You have a main supervisor who will be a critical friend through the process, and you will have approximately 12 hours of supervision each year. Students are supported by webinars and by two study days in November and another two study days in April. You are expected to attend these for the first three years. The online support guides you through some of the key elements of completing a doctorate, for example, research methodology, engaging with literature and philosophical frameworks.

The doctorate:

• Can be completed in 3-6 years part-time
• Involves itself in the professional practice of educational practitioners
• Can be achieved by the creation of a portfolio or a traditional thesis
• Has a highly competitive course fee
• Is available completely online

Course content

The University of Buckingham EdD is appropriate for experienced practitioners and postgraduate students who already hold an MA or equivalent. Doing a doctorate is likely to be one of the most intellectually challenging experiences of your professional career. Despite its challenges it is hoped that you will also find the experience hugely rewarding. The programme aims to enable those working in education to develop expertise through critical evaluation of research and scholarship in their chosen field of interest. Students will develop skills that allow them to critically analyse, engage in and reflect on educational issues. Whilst the intensity of the doctorate might seem daunting, the programme is designed for students to be able to complete study alongside their work in education.  Students will contribute to wider debate on education and reflect on the implications of their study for educators and learners. The expectation is that on average you will spend 15 hours a week studying.  This takes into account time spent with you supervisor, study days as well as your own independent research, reading and study.

We offer two routes to achieving the EdD at Buckingham:

• a traditional thesis; or
• a portfolio route

The choice of route will be decided in discussion with your supervisors.

Many people will be familiar with the structure of the doctoral thesis; it is a pathway that encompasses a review of literature followed by the pursuit of a research project and as the EdD is a professional thesis, this would also include an evaluation of the implications for practice that the work would have within a particular educational context. A thesis consists of a continuous narrative, divided up into chapters that form a whole. Each chapter contributes to the main idea and builds a logical sustained argument cumulatively from start to end.

By comparison a doctorate by submission of a professional portfolio reflects on a particular area of focus and interest through the production of a collection of different papers that together form a whole.  If you have already published articles and documents of different kinds, then the portfolio may be suitable for you.

It is important to recognise that both require the same level of academic rigour. A thesis is an extended piece of research that presents an argument supported by evidence and reference to relevant research. For the portfolio, it is the overriding argument that binds the varied contents of the portfolio together through use of linking documents. Both pathways also require an ability to be critical both in terms of one’s own position and also in the further development of your own critical voice when encountering a range of alternative views. Both pathways will also contribute something unique and original to your existing knowledge. Originality may lie in the discovery or collection of material never before used; or it may lie in a new approach to more familiar material.  Your progress with this work will be assessed at regular stages to determine your suitability to continue on the course.

Assessment for a doctorate is by the presentation of a 60,000 word thesis or portfolio that is examined by viva voce.

Entry requirements

To apply for this course, you must have:

• an Honours Degree or equivalent and a Master's Degree
• at least three years' experience as a practitioner in Education

Applicants must also pay a £300 non-refundable Registration Fee.

How to apply

Applicants are required to complete an application form (available via the 'Apply' button above) and to provide a doctoral proposal. On application, you will receive a form to be completed. This requires you to consider:

• the focus (topic) of your research and/or evidence (e.g. leadership, curriculum development, etc.)
• an introduction to existing literature reflecting your focus
• how at this point you think you will carry out the work
• the impact you feel this could have on educational practice
• your motivations for carrying out this work at this time and an introduction to your own educational context.

Your application will be assessed against a number of different criteria. These include:

• the suitability of your topic as one that has the ability to be developed at this level
• your ability to communicate effectively in English
• the way in which your area of interest relates to your own professional experience and background
• your academic record to date.

These applications will be reviewed and every applicant will then be interviewed by the Course Director. Applicants should have a focus linked to their professional remit and provide evidence that significantly contributes to the application of knowledge that is relevant locally, nationally and internationally.

Before being able to join us, you will need to supply:

• copy of your degree certificate
• copy of your Masters certificate
• copy of your passport photo page (and visa/work permit where necessary)
• head and shoulder style photo for your University identity card

The closing date for applications: 

  17 February 2024 for April 2024 entry

Enquire Apply

白金汉大学教育专业博士项目为申请人提供一个令人兴奋的国际研究社区。这个博士项目为那些来自学校和教育界的，代表了最高知识水平、技术和经验的行业领军人物背书。我们相信，获得该项目的认可将深远地影响行业实践。

教育专业博士学位（EdD）跟学术博士学位（PhD）是同等水平的。跟PhD一样，EdD也要求学生能够为新知识的发现做出贡献, 而EdD的不同之处在于，需要确保学习成果能够对实践产生明确的影响。这是因为EdD是一个针对实践者/专业人士的博士项目，换句话说，是专门为在教育领域工作的职业人士而量身定制的，其学习的重点理应侧重教育实践。

学生将参加入学导向活动，并得到两位导师的指导。这其中一位是主导师，将在整个项目的学习过程中发挥至关重要的良师诤友的作用。主导师每年的辅导时间是大概12个小时。学生将通过网络研讨会学习。每年的十一月和四月还分别有两个在线学习日。这些在线学习日在项目的前三年都要求实时参加。这些在线支持将指导学生完成博士学位的核心内容学习，比如研究方法、文献研究以及哲学框架等。

• 可在3-6年内兼读完成
• 与教育工作者的教育实践高度相关
• 可通过论文集（portfolio）或传统的博士论文（thesis）完成学业
• 课程学费极具市场竞争力
• 完全通过线上的方式完成

白金汉大学教育专业博士项目适合那些拥有硕士或者同等学历的有经验的教育从业者或研究生。读博士很有可能是很多人职业生涯中最具智力挑战性的经历之一，但我们希望这个经历也会让你收获颇丰。

项目旨在通过批判地评价兴趣领域的现有研究和理论，使学生发展自己的专业水准。学生将会发展批判分析的技能，并深入了解和反思不同的教育议题。虽然博士项目的学习强度让人生畏，但申请人可以放心，项目的设计确保了学生可以在工作的同时完成学业。

学生将为大的教育议题贡献自己的想法和研究并且反思自己的研究对于其他教育家和学习者的意义。我们希望学生能够每周平均花15个小时的时间用于项目学习，这包括与导师沟通的时间、必修的学习日以及自己的独立研究、阅读和学习的时间。

学生可通过以下两种方式毕业； 1.传统的博士论文，或 2.论文集

您将与导师讨论决定选择哪种方式完成博士学位。

很多人对于博士论文的结构比较熟悉。这个路径包含文献研究和开展自己的研究项目。教育专业博士论文作为一个专业论文，它还将包括该项研究对于特定教育背景下的教育实践的意义。论文是分割成不同章节的连续叙述，所有章节构成一体。每一个章节对于文章主旨皆有所贡献并且从头到尾在逻辑上持续推进。相比较而言，通过提交不同主题的小论文形成的专业作品集而获得的博士学位则可以反映出学生的关注重点和研究兴趣领域。如果你已经发表过不同类型的文章，那由论文集完成博士学习可能是适合你的路径。

需要承认的是，两种路径都要求学生有同样的学术严谨度。论文是有关一项研究的长篇论述，作者的观点通过综述相关研究成果和提供各类佐证来证明。作品集有一个凌驾于所有内容之上的一个论断，并通过使用把不同内容的文章串联起来的文件使之形成一个整体。 两个路径都要求学生在碰到不同观点时，保持对于自己所处环境偏见的敏感性并努力发展自己的批判性观点。 两个路径都要求对现有观点贡献与众不同和原创的新发现。原创性既可以来此与从未应用过的材料的发现和搜集，也可以来自与对于现有材料的新的研究方法。学校将对学生的研究进行规律的测评以确保你继续该项研究的适当性。

对于博士学位的测评是通过一个6万词的博士论文或通过演讲展示的论文集完成的。

申请该项目，你需拥有：

• 荣誉学士学位或同等学位和硕士学位
• 教育行业三年（含）以上的从业经验

除此，申请人还需支付£300的不可退还的申请注册费。

费用发票将在课程开始的9月份开具。可以按学期或学年支付学费。如需按学期分期支付，可在收到发票时直接与财务部门确认。 

请点击页面底部的“申请”，或者联系招生官 [email protected] 开始申请。

申请者需要完成网上申请，并且提交博士阶段的研究计划。申请时，您会收到填写研究计划的统一表格模板。研究计划会要求您明确如下事宜：

• 研究主题及/或研究材料（比如领导力、课程开发等）
• 有关该主题的现有文献介绍
• 该项研究对与教育实践的意义
• 开展该项研究的目的以及本人教育背景的介绍

我们将就如下标准对你的申请进行评估：

• 是否有能力开展并完成该研究
• 是否有能力使用英语有效沟通
• 研究兴趣是否与职业经历和背景相关联

申请被审核后，每位申请人都将被邀请参加该项目的面试环节，面试官是该课程的课程主任。申请人的研究重点应该与自己的工作内容相关，并且可以提供证据证明这项研究成果对于当地、全国甚至国际上的知识都极具意义。

• 护照照片页复印件（如需要，另请提供相关签证/工作许可页面复印件）
• 用于大学学生证的证件照

申请截止日期： 

• 2024年4月入学：2024年2月17日

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University of South Florida

School of Interdisciplinary Global Studies

College of Arts and Sciences

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Doctoral degree in politics and international affairs, overview and admissions.

The doctoral degree in politics and international affairs is an interdisciplinary program designed to prepare students to teach at the university and college levels and to conduct high-level research in the academic and nonacademic sectors. It combines a broad focus on international relations, comparative politics, American politics, and political theory with a critical understanding of institutions, rights, citizenship/identity, governance, global policy, and justice. Students work closely with faculty to frame their dissertation research and to advance their knowledge of their chosen fields of specialization. The program’s interdisciplinary approach to a variety of global issues provides a rich and open-ended opportunity to research current and past problems, movements, and transformations in politics.

Admission Requirements

We welcome your interest in our doctoral program. The department's deadline for fall admission is January 5 . The School of Interdisciplinary Global Studies only admits for the fall semester. Students must apply online through the Office of Graduate Admissions . For a listing of the admission requirements, students should consult the Graduate Catalog . 

*Effective starting with the 2023-2024 admissions cycle, GRE test scores are no longer required for applications to our doctoral program in Politics and International Affairs*

*International students should review the Office of Admissions International Students website for additional information and requirements.

*International students are also encouraged to contact the Office of International Services for information on visas, international travel, etc. 

PLEASE NOTE: International students whose native language is not English and who want to be considered for a teaching assistantship must show proficiency in spoken English even if their TOEFL has been waived for admission to a graduate program. More information on the TOEFL requirement can be found under Admission Requirements in the graduate catalog.

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School of Education

High rankings reflect strong graduate programs at the iu school of education.

By Catherine Winkler

Tuesday, April 09, 2024

The IU School of Education has been recognized again as one of the best graduate schools in education across the country by U.S. News and World Report’s 2024-2025 “Best Graduate Schools .”

Overall, the IU School of Education is ranked #34, two spots higher than last year, with eight graduate specialty programs ranked in the top 20. All specialty programs rose in rankings compared to last year.

“Our graduate programs contribute groundbreaking research and work that advances education around the world, and these rankings are evidence of both that hard work and our dedication to these programs,” said IU School of Education Dean Anastasia Morrone .

“Graduate programs across the School of Education are held in very high regard, which is a reflection of the stellar research, education, and outreach done by our faculty and alumni around the globe,” said Thomas Nelson Laird , Associate Dean for Graduate Studies.

• Student Counseling and Personal Service - #3
• Elementary Education - #5
• Higher Education Administration #9
• Secondary Education - #8
• Curriculum and Instruction - #14
• Educational Psychology - #18
• Educational Administration and Supervision - #14
• Education Policy - #18

Graduate programs at the School of Education prepare students for careers that make a difference through education fields or other professions. From working in schools and public institutions to jobs in government, corporate environments and technology companies, our graduates affect change and make the world a better place through their work. Many of these programs are also offered online, making them a flexible option for professionals looking to further their education.

Start your life-changing journey

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Home > Centers and Institutes > CIE > Doctoral Dissertations in International Education

Doctoral Dissertations at the Center for International Education

This folder contains the doctoral dissertations of students in the International Education doctoral program in the College of Education.

During the 50 year existence of the doctoral program associated with the Center for International Education at UMass Amherst almost 300 students have successfully completed their doctoral degrees. The majority of their dissertations will be available on this site..

The topics of these dissertations reflect the experience and research interests of the students. They also provide a good indicator of the commitment of CIE and its associated degree programs to working with education of all kinds, especially in conflict or emergency contexts.

Dissertations from 1979 1979

Education planning for South African refugees. , Nana Ruth Mbelle Seshibe, Education

Community education for self-reliant development. , Jane Kathryn Vella, Education

Understanding pictures : a study in the design of appropriate visual materials for education in developing countries. , David Addison Walker, Education

Dissertations from 1978 1978

A comparison of several algorithms for maximum-likelihood estimation of parameters in unrestricted common factor analysis. , Michael Patrick Hagerty, Education

A study of the self-concept of Basotho male and female adolescents in secondary schools. , Mercy Rapelesega Montsi, Education

Recasting Gandhian basic education in the light of nonformal education. , Vasudevan Nair, Education

Bilingual desegregation : school districts' responses to the spirit of the law under the Lau vs. Nichols Supreme Court decision. , Victor Alberto Monroy Ochoa, Education

An emerging problem for educational planners in Zaire : unemployment among the educated: causes and tentative solution. , Radja S. Bin Saidi, Education

Agricultural and educational development in rural Ghana. , Howard L. Steverson, Education

Developing a strategy for analyzing sex role stereotyping in reading skills materials. , Yvonne Villanueva, Education

Dissertations from 1977 1977

The counselor's dilemma : a unique view of secondary school counseling based upon the notion of complementarity. , Alan Kent Bridges, Education

Animation rurale : education for rural development. , Jeanne Moulton, Education

Dissertations from 1975 1975

Conscientizacao : an operational definition. , William A. Smith, Education

Dissertations from 1974 1974

Education and development in Iraq : with emphasis on higher education. , Falih A. Al-Shaikhly, Education

Black studies : a challenge to the American educational system. , Jeanette G. Davis Harris, Education

Page 8 of 8

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College of Education

College of Education graduate programs receive high marks in latest national rankings

Fifty University of Iowa colleges and programs were recognized among the best in their field in the   U.S. News   &   World Report   Best Graduate Schools rankings for 2025. Ten UI programs, including the College of Education’s  Rehabilitation Counseling program , which is ranked third, are ranked in the top 10.

An accredited master’s program, Rehabilitation Counseling prepares graduates for careers serving persons with emotional and physical disabilities through counseling, human resources, advocacy, leadership, case management, life care planning, forensic rehabilitation, corrections, consultation, private and public service. 

The college received an overall ranking of 30 (up from No. 36) and an additional two of its graduate programs were nationally ranked in the top 25 by U.S. News & World Report : Student Counseling (No. 11; up from its previous ranking of No. 12) and  Higher Education Administration (No. 22).

The University of Iowa as a whole continues to excel, with 23 total colleges and programs ranked among the top 25 in the nation.

Click here to read the entire article , which includes a list of all 72 UI colleges and programs as ranked by U.S. News & World Report.  

Search NYU Steinhardt

FAQ for Prospective Doctoral Students

Phd in international education.

For general questions about your application, please read the  Graduate Admissions Application Guide .

Where can I find application information?

The application is available on the  Graduate Admissions website . It is due each year on December 1. All materials are submitted through the online application system. For questions about the application itself, including fee waiver requests, please connect with the Steinhardt Graduate Admissions office. 

Is the GRE required? What is the average GRE score?

Although the GRE is typically required for this program, for the 2023 admissions cycle GRE scores will not be required. For more information see  testing requirements . The Admissions Committee will not be considering GRE scores at all even if they are submitted as part of the application.

Do I need to submit letters of recommendation?

Yes, three letters of recommendation are required for the PhD program. Please note that these should be academic references.

What are the English proficiency exam requirements?

All applicants whose native language is not English are required to take one of the following English proficiency exams and submit the score: TOEFL, IELTS, or PTE Academic. See  more information on English proficiency testing .

What is the GPA requirement?

There is no fixed GPA requirement; evaluations of undergraduate and MA GPA scores depend on the quality of the institution as well as other factors. However, successful candidates typically have high prior GPAs.

Is funding available?

Yes, all full-time admitted PhD students are  fully funded . More information about the funding package is provided at the time of admission. 

Is an interview required for admissions?

The International Education faculty typically conduct brief Zoom interviews with semi-finalists.

Can I defer my admission?

NYU Steinhardt does not allow deferrals and the Office of Graduate Admissions is no longer permitting applicants to update their application and application materials for future consideration. Applicants who wish to be considered for a future semester must reapply by submitting a new application including all of the supporting materials by the application deadline.

What are the qualifications for admissions?

Applicants will be evaluated holistically based on the application components. We are looking for applicants who are a good fit with our department and whose research interests align with those of our faculty members. For advice on writing the statement of purpose, please also see the Application Guide .

What should I include in my 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.  

Do I need to have a fully developed dissertation topic when I apply?

Your dissertation topic does not have to be fully developed at the time of application. However, you should have a clear idea about your research interest.  

Is there a language requirement for admissions into the program?

Can i transfer credits i earned from a master's degree to the doctoral requirements.

No. Credits previously earned for a different degree cannot be applied toward the doctoral program.

What events can help me learn more about the program?

We host an Open House each fall for prospective students and online Information Sessions in both fall and spring. Check the Graduate Admissions Events website for more information; we typically post the dates and RSVP information for events in late August.

I cannot attend the open house or visit campus. Can I still meet with an adviser or faculty member to discuss the program?

Yes, you may email us to request a phone appointment with an advisor or ask questions. Please be sure to carefully review our website and FAQ first as you are likely to find many answers to your questions there. 

How can I learn more about the research interests of faculty or connect with them about my research interests and how they might align?

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. If you have questions about the program and cannot attend an event, you may also email our staff to ask questions or set up a phone appointment. These meetings do not influence admission decisions.

When will I receive a decision from NYU?

Decisions are typically emailed in late-March.