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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?

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• 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 .

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.

Faculty Lead Inclusive Education Efforts in West Africa

September 19, 2024

Dr. Gresham, Dr. Engel and alumna Elaine Walton led a hybrid workshop in Senegal titled, "Raising the Bar: Real-World Rigor" as part of their IIES initiative.

GW University Seminar Grant Awarded to REAL Lab

August 23, 2024

REAL lab faculty and students received the grant for their project, "DMV Regional Community of Practice on Refugee Students in Higher Education."

Dr. Engel Panelist at "Unlearning Intolerance: Global Citizenship Education and SDG 16"

July 17, 2024

Dr. Engel served as panelist at APCEIU event hosted at United Nations Headquarters, "Unlearning Intolerance: Global Citizenship Education and SDG 16."

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.

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Doctor of Philosophy in Education (PhD), International Education and Globalization

Courses start every monday, take the first step in your national university journey, 240k+ alumni worldwide.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in pre-K-12, post-secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

The International Education and Globalization specialization focuses on educational phenomena, practices, institutions, and organizations within different societies and cultures. Coursework explores international organizations, policies, initiatives, and challenges faced by global practitioners. Further, it prepares you to apply your organizational training, development, and ethical leadership to programs and institutions within diverse cultural environments. You’ll examine practices and challenges within international education; societal differences in conflict and mediation; and equity, inclusion, and social justice in a global context.

Admission Requirements 

A conferred post-baccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

IEG-7100 Introduction to International and Global Education 

In this course, you’ll analyze the practices of international and global education and investigate instructional and technological practices. You’ll evaluate current education theories, critique comparative analyses, and assess the benefits and challenges of international and global education. Finally, you’ll synthesize the concepts of culture, diversity, equity, and inclusion in education within the international and global arena.

IEG-7200 Perspectives on Culture, Society, and Education

This course explores comparative trends and cycles and the influence of culture on international and global education.You’ll assess methods to promote culturally responsive pedagogy and andragogy in educational research and practices. You’ll also analyze intercultural and multicultural issues with respect to diversity, equity, inclusion, and opportunity in educational systems. Finally, you’ll appraise the quality of international education programs and the global competitiveness in education.

IEG-7300 Educational Conflict, Mediation, and Resolution

A study of conflict, mediation, and resolution in diverse educational environments. You’ll investigate strategies for mediation and resolution with respect to diversity, equity, inclusion, and social justice. You’ll also critique mediation techniques for conflict resolution and synthesize the concepts of conflict, peace, and citizenship within the context of international and global education.

IEG-7400 Globalization and International Education Policy

This course evaluates international and global policy initiatives and analyzes the influence of globalization on educational change. You’ll determine organizational policies for implementing international and global education, and relate policy development to the growth and change in this field. Finally, you’ll critique organizational strategic planning as it pertains to globalization and international education.

IEG-7500 Ethical Issues and Responsibilities in International and Global Education

In this course, you’ll critique ethical theories and their practical implications for international and global educational practices. You’ll assess the ethical implications of technology and validate how culture contributes to the concepts of truth and values. Additionally, you’ll develop ethical practices to affect diversity, equity, inclusion, and social justice within international and global education.

IEG-7600 Capstone: Theory and Leadership in International Education and Globalization

In this capstone course, you’ll synthesize the leadership skills and behaviors that enhance professional leadership competencies. You’ll evaluate leadership theories relevant to international and global education, promote skills for effective organizational leadership, and assess international and global education leadership practices. Finally, you’ll advocate for diversity, equity, inclusion, and social justice as a global education leader.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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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.

Fully Funded PhD Programs in Education

Last updated July 15, 2022

Next in my series on  How To Fully Fund Your PhD , I provide a list below of universities that offer full funding to all students admitted to their PhD programs in education, international education, and educational leadership.

You can find several competitive, external fellowships in the ProFellow database for graduate and doctoral study, but it is useful to seek out PhD programs that offer full funding to all admitted students. When a doctoral program indicates that they provide full funding to their PhD students, in most cases this means they provide each admitted student full tuition and a stipend for living expenses for the four to the six-year duration of the student’s doctoral studies. Not all universities provide full funding to their doctoral students, which is why I recommend researching the financial aid offerings of all the potential PhD programs in your academic field, including small and lesser-known schools both in the U.S. and abroad.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines? Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

Universities offering Fully Funded PhD Programs in Education

Boston university, phd in educational studies.

(Boston, MA): Students admitted to the program will be fully funded for five years. Students work closely with BU Wheelock faculty as assistants in research and teaching.

Drexel University, PhD in Education & Educational Leadership

(Philadelphia, PA): Drexel University provides tuition remission, a living stipend, and health insurance subsidies through research and teaching assistantships.

Harvard University, PhD in Education

(Cambridge, MA): Harvard guarantees full financial support to PhD students—including tuition, health fees, and basic living expenses—for a minimum of five years. This multi-year funding package includes a combination of tuition grants, stipends, traineeships, teaching fellowships, research assistantships, and other academic appointments.

New York University, PhD in Education

(New York, NY): NYU Steinhardt awards all students (including international students) who are offered full-time admission to our Ph.D. programs a full funding and mentoring package.

Queen’s University, PhD in Education

(Ontario, Canada): Queen’s guarantees a minimum funding package currently valued at $18,000 [CAD] per year for four years for full-time doctoral students; in most cases, funding packages are higher (2011-12 Average: $25,800). In addition, Queen’s guarantees an international tuition award (or equivalent award) valued at $5,000 per year for four years for eligible international doctoral students.

University of California Irvine, PhD in Education

(Irvine, CA): Effective 2015, all incoming UC Irvine PhD in Education students, including California residents, non-residents, and international students, are offered five years of financial support. Funding includes an academic year stipend or salary, tuition and Student Services Fee waiver, and student health insurance.

University of California San Diego PhD in Education

All PhD students at UC San Diego are guaranteed funding for five years which is equivalent to the amount allocated for a 50% TA position. Funding packages can consist of instructional assistantships, Graduate Student Researcher (GSR) positions, university or outside fellowships, and/or stipends. A minimum financial support package of $20,000 for the first year.

University of Colorado, PhD in Education

(Boulder, CO): Admitted doctoral students received four-year funding packages including a stipend and a tuition grant equal to the cost of tuition (in-state and out-of-state).

University of Michigan, PhD in Education

(Ann Arbor, MI): Funding for students admitted into our doctoral programs includes tuition, health and dental benefits for students and their families, and a stipend for living expenses. Each of the programs also provides additional support for conference travel, research projects, and writing. 

Michigan State University PhD in Education

(East Lansing, MI): For most students in the doctoral program, international and domestic, the primary source of on-campus support is graduate assistantships. Assistantship stipends depend on the level of assistantship. In addition to the stipend, all graduate assistants receive a waiver of nine (9) credits of tuition per semester. They offer a variety of multi-year recruiting fellowships for incoming doctoral students.

University of Virginia, PhD in Education

(Charlottesville, VA): Financial support packages, which may include a combination of fellowship funding, bi-weekly pay, tuition remission/adjustment, and health insurance, are decided at various administrative levels.

Vanderbilt University, PhD in Educational Leadership and Policy

(Nashville, TN): All Peabody graduate (Ph.D.) students receive full tuition funding through a combination of University Tuition Scholarships and/or merit awards.

Stanford University Fully Funded PhD in Education

(Stanford, CA): Stanford GSE offers all admitted Ph.D. students a five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance. Click here for more funding information.

University of Arkansas, PhD in Education Policy

(Fayetteville, AR): Graduate assistantships offer qualified applicants a full tuition waiver, a health insurance benefit plus an attractive annual stipend. Distinguished Doctoral Fellowships are combined with graduate assistantships to provide a package of stipends totaling $40,000 per year a tuition waiver, and further benefits.

University of Washington, PhD in Education

(Seattle, WA): The UW College of Education Faculty Council distributes a number of scholarships annually. The College of Education supports 120+ graduate students each academic year through teaching, research, and staff assistantship positions. Primary consideration is usually given to doctoral students.

Washington University in St. Louis, PhD in Education

(Saint Louis, MO): Ph.D. students receive full tuition remission, a health fee subsidy, and a monthly stipend to defray living expenses. The stipend is paid over 12 months (August-July), which includes summer funding. Washington University guarantees funding for Ph.D. students for up to six years as long as satisfactory progress is made in their program. Competitive fellowships are also available.

Concordia University, PhD in Education

(Quebec, Canada): Competitive funding packages in the form of awards, teaching, and research assistantships are offered at the time of admission to most students to allow them to focus on their research and studies. Students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria.

Indiana University, PhD in Education

They offer a variety of funding opportunities for Ph.D. students, including fellowships, research, and teaching assistantships which include a stipend, tuition remission, and student health insurance. All admitted graduate students who meet departmental deadlines are automatically considered for available fellowships.

University of Pennsylvania, PhD in Education Policy

(Philadelphia, PA ): All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and they offer generous scholarships, fellowships, and assistantships.

University of Delaware, PhD in Education

(Newark, DE): Full-time Ph.D. in Education students receive financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive a 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available.

For application tips on applying to a PhD program, see  How To Get Into a Fully Funded PhD Program: Contacting Potential PhD Advisors .

Find more graduate fellowships for doctoral study and dissertation research in ProFellow’s fellowships database .

© Victoria Johnson 2020, all rights reserved.

Related Posts:

• Fully Funded PhD Programs in School Psychology
• Fully Funded PhD Programs in Psychology
• Fully Funded PhD Programs in English
• Fully Funded PhD Programs in Mathematics
• Fully Funded MD-PhD Programs

Education Fellowships , Fully Funded PhD Programs , PhD in Education

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Peace corps perks: post-service graduate school fellowships, 62 thoughts on “fully funded phd programs in education”.

Thank you so much for compiling this useful information. Finally a resource that cuts out the fat and leans right into the meat of the information!

Now I am doing Master in Marketing & Management from India Pune University. So I have dream that I want do PhD in Retail which is in the abroad and I am unable do that due to fund so I need guidance of fully funded PhD program.

I am Binod k.c from Nepal. I have a masters degree in management. I have an education of 17 years, can I apply for Phd or not. To apply for Phd I need the education of 18 years or I can study by 17 years. What percentage is needed in masters to apply for the Phd. I hope for the reply.

I am a professional teacher and need to do my PhD on scholarship as i cannot foot the the fees

Hi I have interest in obtaining a phD in education how do I apply for a scholarship?

PLS I AM INTERESTEDIN PHD IN BUSINESS MANAGEMENT. I HAVE M.SC IN BUSINESS ADMINISTRATION WITH MAJOR ININTERNATIONAL BUSINESS

I am Lekha Erandi,Lecturer in Mass communication ,Open University of Sri Lanka. I’m interested in the field of development communication, women and media and Environmental communication. For my post graduate studies, I did the research based on religious communication. Now I already submitted my MA thesis, it is based on communication for community development. Through study,I strongly believe that communication is the bridge to empower grass root people. My basic degree and post graduate programs were done locally. But as an academic I hope to explore my knowledge widely. and I hope to start my PHD studies in a foreign university as believe that explore would be more important to develop academic credentials.i would like to get some information about fully funded phd in mass communitarian.

I hold Masters in Mathematics Education. Is it possible for me to get fully funding PhD in Mathematics Education to offer. Thank you.

Now I am on the way o finishing M.A in educational leadership and management in Addis Ababa (Ethiopia) university. I wish to continue PhD as soon as possible in abroad country…….Could you please help me?

I have Masters in Educational management and I would like to do a PhD in the same field but I have no money.Help me get a scholarship.I will be grateful.Thank u.

i want to do my phd in education.i have completed my master in education. But i need full funded scholarship.How is it possible?

How can I get funding as a Ugandan who has MA Education and worked for six years as adjunct a lecturer in Education.

Thank you very much… The information was useful.

This is really good information.

OK, BUT what is their application based acceptance rates? That is, how many valid applications do they get and how many applicants are then offered acceptance letters?

My Directory of Fully Funded PhD Programs in Education, available at the link above, includes acceptance rates of the programs.

I just applied to a PhD program at Drexel’s School of Education. Fully Funded co-horts are not available. It is $1100 per credit, plus fees…

Hi Meg, thanks for this update! I will look into this and remove Drexel from this list.

Yikes, that price is literally insane.

Very useful information you’ve presented here after scouring the internet for weeks. This term fully funded was the buzzword I was missing. Now to find fully funded PhD programs that can be done online with minimal residency so I don’t have to uproot my family and my current teaching load. Are there any online programs that are fully funded?

Tracy, I have not been able to find any so far. Online programs are typically offered by for-profit universities. However, if you can find a 3-year PhD position that does not require the normal 2 years of course (typically you need to have a Master’s/postgraduate degree already to be eligible for these), you may not need to be in-resident. These programs are more common in Europe, Asia and Oceania. Thus you might spend some time abroad to get started, and then could complete your PhD dissertation remotely. This would require negotiation with your supervisors.

Vicki Johnson, do you have any specific ideas for programs? I have a Master’s degree in English but looking into a doctoral program in International Education or similar. My background is teaching ESL and English.

Try Colorado State University, their program is fairly new (10) but they have some online portion and a short residency program.

Do you have any information about fully funded Ed.D programs?

Same question!

Thank you for the information. I will be finished with my MAT (Biology ) in 2018 and am looking for a PhD program in Education. The program must be fully funded and in Maryland because I am a new Mom and my husband’s job is here in MD. I hope to find something so that we don’t have to move.

Hi Taj, I would suggest looking into the university programs that are nearby you. You can call the admissions office to find out if they offer full funding packages to incoming doctoral students.

Thank you so much and I will do that asap.

Johns Hopkins

Thank you so much Ms. Love.

Really? Do they fully fund?

Hello Johns Hopkins university has a fully funded Phd program in Education.

Did you find something? Same here!

Have you looked at the Universities at Shady Grove?

Hello I am looking now after reading your suggestion!! Thank you.

Is there any Ph.d course after graduation of 4 years in elementary education?

I am looking for the right fellowship for an Ed.D. with a focus on training of teachers in developing countries. I am looking for the university already doing research in African countries. Can you give me any recommendations?

Most of these fellowships sound like assistantships that waive tuition and provide a stipend in exchange for work. NSF gives out fellowships that amount to more than $100,000 for 3 years of study, plus you can work an assistantship. Stanford is making three fellowships each year with a total value of $160,000 for business students. Compared to Fellowships in Science and Technology, Education majors get almost nothing. Education is just not a national priority and is certainly not on an equal footing with STEM fields.

Hi there. I’m looking for a fully-funded PhD degree in education in Australia or Canada. Is there any available? Your kind advice is highly appreciated.

Hi, my Directory available at the link above includes 2 fully funded programs in Canada.

Vicky, fully funded only in Public Health or Education too?! Thanks!

Good day. Any ideas about scholarship opportunity for Africans I to study in the UK apart form the Common wealth. I need a fully opportunity to carry out a PHD in a UK based uni in a Public health related topic that focuses on indigenous women reproductive health

i will appreciate a fully funded on-line course Ed.D in early years/early childhood education.

I have not been able to identify any fully funded online PhD programs in any subject.

Good day. I like to have a PhD fully funded scholarship in Educational Technology and I will appreciate this if I could be directed to the right University. Thank you.

Please see my comment above!

Greetings. I am an experienced minority teacher with strong science and computer technology background. I look forward to a fully funded PhD program in “Educational Technology for the future” research studies. I believe I possess all the tools and an exceptional will to pursue my research in this direction. Any assistance in this direction will be greatly appreciated.

Hi. I wanted to share that you do not need to enter a PhD program specifically in the subject of Educational Technology to do a PhD dissertation in this subject. You can do a dissertation in this subject in a general PhD in Education program. The key is to identify universities with professors who have done research in this subject who are availble serve as your advisor. You might also do a dissertation in this subject in Business PhD program.

Hi: Thank you very much for your response regarding my request. I am a believer of STEAM not just STEM, and an interdisciplinary approach to develop a comprehensive immersive educational programs. I look forward to some kind of an educational foundation or an agency to hear about my proposal to develop a pilot program to implement a “comprehensive immersive educational system” with a strong technology foundation where Science, Technology, Engineering, Mathematics and Arts (including Philosophy) to achieve the maximum learning experience of young minds.

Greetings. I appreciate your work here. I am interested in a fully funded PhD programme in Special Education. I shall be very appreciative of your anticipated kind gesture. Thanks

I wish to study fully funded PhD program in Special Education ( especially in the field of autism). Is there any university is conducting this program.

I’m from Asia And fully funded doctoral / PhD courses you know of?

Hi, Looking for a fully funded Ph.D.in education in the Philadelphia area. Are there any? Seems like most listed are out of my state. Thank you.

Try University of Pennsylvania.

I am a Chemical Engineer (BS – Chemical Engineering) with an MBA in Project Leadership & Management, I have applied to George Washington University’s Distance & Online Doctorate Program – Doctor of Engineering (D.Eng) in Engineering Management. I am looking for scholarships & fellowships to enable foot the tuition fees. I am based in Nigeria

My name is Katura Fennell and I am looking into any schools that will fully fund a doctoral program in the area of education. I am currently a teacher in Nashville TN and enrolled at Lipscomb University receiving my Ed.S in leadership, but really want to continue my education and help make a difference in the world of education. Any guidance or list of recent schools that will supply funding? I can be emailed at [email protected] with any information. Thanks in advance.

Hi Katura, the list of fully funded Phd programs in Education above is current as of May 1, 2017. We also sell the exclusive Directory of Fully Funded PhD Programs in Education, which is a detailed directory of 22 universities in the U.S. and Canada offering full funding to all incoming students. You can purchase the Directory here: https://www.fullyfundedcourse.com/free-directory . Best of luck!

Hello, Can I get some information on fully funded Ph.D program in IT and Computer science in US for an international student(Graduate in Information Assurance)? I can be emailed at [email protected] for extra information. Thank you.

Hi Nikhitha, please see our article Fully Funded PhD Programs in Computer Science: https://www.profellow.com/fellowships/fully-funded-phd-programs-in-computer-science/

Hi, thanks for the wonderful info. I’m interested in a few different areas for a PHD that I don’t see listed: Buddhism, Comparative Religions, Psychology, Mythology or Stories (lit, film, poetry, all forms). Given that these subject are not exactly the cats’ meow in terms of financial opportunities afterwords, the study is a labor of love and philanthropy. Could there possibly be a school for me somewhere? I would do a part-time online program with an international university if needed too – I’m in Southern California.

I’m a nurse educator in Singapore. Have been teaching in academic school and hospital for more than 10yrs. I have master of education from university of Sydney. How can I do a part time PhD in education which is fully funded? Please assist.

I have a JD, a few credits short of a LLM (in Comparative Law), and a MA (in African-American World Studies). I have been working as a lawyer for a non-profit Public Interest firm for 12 years, but I want to get a PhD. I have a small family now (3,8 year old girls), so I need a PhD program that is fully funded. I am interested in “Justice” so I can pursue a PhD in either Law, African American Studies, or Education. I have been out of the scholarly environment for so long, I really don’t know where to start. Any help would be appreciated.

Comments are closed.

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Comparative and International Education PhD

Doctor of philosophy in comparative and international education.

• Fields of Study
• Program Life

Admission Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall
• Enrollment Formats: Full-Time, Part-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

For admission-related inquiries, please contact [email protected] .

Requirements from the TC Catalog (AY 2024-2025)

Displaying catalog information for the Fall 2024, Spring 2025 and Summer 2025 terms.

View Full Catalog Listing

Comparative and International Education (CIE – code: COMP)

Check the Course Planning sheet in the Student Handbook for the most recent degree requirements.

Coursework (at least 75 graduate level points, including up to 30 transferred credits)

Ph.D. coursework falls into four broad areas:

Area 1: Core Courses (9 credits)

ITSF 6580: Advanced Seminar in Comparative Education

ITSF 6581: Advanced Seminar in International Educational Development

Choose 1 other ITSF course (approved by advisor)

Area 2: Concentration in an Academic Discipline (at least 30 credits)

Courses counting towards the concentration must be advisor-approved.

Many of these courses can be taken at Columbia’s Graduate School of Arts and Sciences (GSAS).

This area may include discipline-based research methods (note that Ph.D. students must have at least 12 credits of research methods courses).

In some cases, transferred credits may be applied in this area.

Area 3: Comparative Education/Transcultural/Area Studies (at least 18 credits)

The majority of these courses will come from the ITS department.

This area may include research methods (note that Ph.D. students must have at least 12 credits of research methods courses).

Transferred credits may be applied in this area.

Area 4: Non-Major Foundations/Electives (at least 18 credits)

This includes courses taken outside the primary program of study.

Only graduate-level language courses at an advanced level of proficiency count towards the degree. These require approval from your advisor and the Registrar. No more than 6 credits of language courses can be used towards a graduate degree.

Courses Outside of TC:

Please see the TC Catalog for information about taking courses through the Inter-University Doctoral Consortium.

Transfer credit:

A maximum of 30 credits may be transferred from other accredited institutions. Only graduate courses which have been (1) completed with grades of B or higher, (2) submitted on an official transcript from a regionally accredited institution, (3) granted/assigned graduate credit on the transcript of that institution, and (4) completed prior to enrollment at Teachers College may be considered for transfer credit. Transfer credit is awarded at the discretion of the faculty advisor and according to College policy. After registering for the first semester, students should obtain and fill out an Advanced Standing Review (ASR) application from the Office of the Registrar and return it to the Office of the Registrar. Transcripts will be evaluated and sent to the International and Comparative Education Program Assistant, who will then contact the student with further instructions. The entire process can take several months.

Ph.D. students must complete all degree requirements in no more than seven years. Those with 30 points of advanced standing prior to doctoral admission are to complete requirements within six years.

Up to 45 credits can be transferred in if those points are all from a Columbia University graduate degree.

Departmental certification examination

The program certification examination is integrated with the Advanced Seminar and covers all major areas of the International & Comparative Education field, as identified by the certification examination bibliography. It consists of a doctoral portfolio, in which students submit an academic theory paper, an academic CV, an academic statement, a short writing piece, and a transcript. The portfolio is due in May (end of the Spring semester) and is evaluated by three faculty examiners from the program. The portfolio will receive a grade of pass or fail. Students must pass the examination in the spring.  Students who fail it in the spring can retake it one more time the following semester. Students must be authorized by the Office of Doctoral Studies (ODS) to take this exam; please see advisor for more details. More information is available on the “Ed.D/Ph.D Policies and Procedures” page.

Specialization examination

Each discipline has different examination requirements. Students must register for the exam with ODS during the first week of the semester and should consult the main advisor for more information.

Defense of a dissertation proposal

The dissertation proposal defense requires two readers. The advisor/sponsor is the first reader, and students are responsible for finding a second reader appropriate for their concentration.

Students should register for ITSF 7500 during the semester of the proposal hearing. Please note that students are liable for dissertation advisement fees (ITSF 8900) in every semester following registration for ITSF 7500 or following the term in which the dissertation proposal is approved, whichever comes first.

Students are responsible for making arrangements with the two readers for the proposal hearing. Students should fill out the “Dissertation Proposal Hearing Report,” available from the ODS website. After a successful hearing, this form needs to be signed by both readers and the department chair. A copy should be submitted to the International and Comparative Education Program office and the original should be turned into ODS.

After a successful proposal hearing, students must submit an application to TC’s Institutional Review Board (IRB) for the research project. Please refer to the TC IRB website for more information ( https://www.tc.columbia.edu/institutional-review-board/ ). Once approved, copies of the IRB approval letter must be filed with the International and Comparative Education program office and ODS.

Foreign Language Examinations

Starting from Fall 2023, Ph.D. students are required to pass one proficiency examination in foreign languages if they have not yet passed their M.Phil. requirement. Examinations are usually arranged through the appropriate language department at Columbia University.

This examination  may be replaced by receiving a passing grade for two of the following statistics courses offered at TC: HUDM 4122 (Probability and Statistical Inference), HUDM 5122 (Applied Regression Analysis), HUDM 5123 (Experimental Design).

Languages to be used must be listed on the Program Plan.

Program Plan

Download the documents, "Instructions for Completing the Ph.D. Course Program Plan" and "Ph.D. Course Program Plan Form" from the ODS website. Students should complete the Program Plan and obtain the advisor's signature on the form. This should be done by the time of the proposal hearing.

M.Phil. Certification

Once students have 1) completed all required coursework, 2) passed the department exam, the specialization exam, and the proposal hearing, 3) passed the foreign language examinations, 4) received IRB approval for the dissertation research, and 5) submitted the approved Program Plan, students are eligible for M.Phil certification. This process must be completed through the International and Comparative Education program office with the assistance of the International and Comparative Education Program Assistant.

Fieldwork Outside of the United States

Students who are conducting fieldwork outside of the United States may register for ITSF 6200  up to four semesters. This is a 0-credit course. If this course will be taken, it should be included in the Program Plan.

Preparation and defense of a research dissertation

After taking ITSF 7500, all Ph.D. candidates are required to continuously register for ITSF 8900 and pay a fee in the term in which the dissertation is defended. Students who are not going to receive advisement may submit a “Personal Exemption for Dissertation Advisement” to ODS. 

Students may also refer to the document "General Instructions for the Preparation of Dissertations for the Degree of Doctor of Philosophy" downloadable from the ODS website for more information on dissertation preparation.

Consult the Office of Doctoral Studies for requirements on continuous enrollment.

For more information, review the full International and Comparative Education Student Handbook here .

• View Other Degrees

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

Email: iceinfo@tc.columbia.edu

• How to Apply for A PhD Abroad – International Study
• Applying to a PhD

So you’ve decided to enrol onto a doctoral degree and study abroad at the same time. This is a great opportunity to develop yourself both personally and academically. However, do you actually go about securing a PhD as an international student? To help answer this for you, we’ve created this guide to explain how to apply for a PhD in foreign universities.

Why Do Your PhD Abroad?​​​​​​​

There are many benefits to studying abroad.

Some PhD students do so as a way to develop a new language, discover more about a different culture, and to meet new people.

Besides personal reasons, undertaking a doctorate degree abroad can also for academic purposes. For example, in some countries, a particular research field may not be very popular and so there may not be many doctorate options available. In these cases, undertaking a PhD abroad will open up many more opportunities. It could also offer greater funding, lower tuition fees, better laboratory equipment and more experienced supervisors. Not only would these factors result in a more enjoyable PhD, but they could also contribute to greater career prospects. For example, you will likely have more opportunities to write publications, attend conferences and collaborate with other researchers. All of these will help you establish yourself as a respectable researcher within your field.

Is It Difficult to Apply to PhDs Abroad?​​​​​​​

It’s not as difficult as you would imagine when it comes to applying to a PhD in a foreign country. Regardless of whether you’re applying to a university within the EU, such as the UK, Finland or Spain, or to universities within the US or Asia, the processes are relatively similar.

The differences in the application process can be categorised into three areas.

• the documents you need to provide,
• the prerequisite tests you need to sit,
• how much you need to communicate with the potential supervisors before applying.

We’ve provided a basic outline of the application processes below. Although this will provide you with a good starting point, we highly recommend you look at the university websites for specific instructions and guidance before applying.

Will I Need a Student Visa?​​​​​​​

This will depend on what country you are applying to. For example:

• In the UK, applicants from outside the EU will need a Visa Tier 4 (Student). This will allow them to undertake a full-time PhD. However, due to UK visa restrictions, international students are unlikely to be able to enrol onto a part-time degree.
• In Germany, most students will not require a student visa but will require a residence permit.
• In the US, applicants will need to hold an F-1 Student Visa.
• In Asia, the requirements differ depending on the specific country. For example, in China, you will require an X1 Student Visa whereas in Singapore you will require a Student Pass.

Because of the significant differences between countries, we highly recommend it is highly that you check the requirements on an individual case-by-case basis. This is best done by checking the government website of the country you wish to apply to.

General Process for Applying to PhDs Abroad​​​​​​​

When applying to a PhD position, most universities regardless of where they’re located will require:

• Online Application – An electronic form to provide your details and attach all supporting documents. You will also need to make any application fees during this process if required.
• Academic Transcripts – Most universities need a scanned copy of your transcripts when applying. You will only have to submit official hard copies once they have accepted your admission.
• CV – This should include details of your previous education, undergraduate degree and any experiences revenant to the field you’re applying to.
• Statement of Purpose/Personal Statement – A letter which outlines why you’re applying to the PhD and why you believe you’re suitable for the project.
• Letters of Recommendation – this should preferably be provided by your undergraduate degree course tutor or a professor who knows you well.

Language Tests

If your PhD is to be undertaken in English and English isn’t your first language, most universities will require you to sit an English language proficiency test. The most common tests, in order of popularity, are:

• IELTS (International English Language Testing Systems)
• TOEFL (Test of English as a Foreign Language)
• PTE (Pearson Test of English)

The minimum test scores will change from university to university. They will also vary depending on the research field. For example, research projects related to English Literature or Law will require relatively high scores whilst projects in Science and Engineering will require slightly lower scores. To provide an example, the University of Leicester in the UK requires a minimum overall IELTS score of 7 for Law PhDs but has a lower overall score requirement of 6 for Engineering PhDs.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

How to Apply for PhDs in EU Countries​​​​​​​

For UK universities, there are generally two ways of applying. You can either apply directly through the university’s website or you can make an application through the UCAS Postgraduate system .

In Spain, Italy and Germany, before applying to a PhD you will first need to pass a pre-application process. This involves checking that your qualifications meet their eligibility requirements. Before undergoing this pre-screening process, it would be beneficial to first speak to your government. They may offer advice on how your countries qualification system corresponds to the qualification system in the country hosting the PhD.

Once you’ve made your application, the university will review it and get in contact with you. For most EU institutions, they will invite you for a Skype or telephone interview with them if they believe you may be a suitable candidate.

If you require a student visa to study in an EU country, it’s recommended that you submit your application at least 3-4 months before the proposed PhD start date.

How to Apply for PhDs in USA

In addition to the English language exams mentioned previously, international applicants will also need to sit additional exams to be eligible for PhDs in the USA. These are the GRE General Exam and GRE Subject Exam(s). The GRE Subject Exam(s) you will need to undertake will be specific to your field and will be specified by the university as part of their edibility requirements.

Securing a PhD position in the United States is considered relatively difficult compared to other countries. As a result, it is commonly recommended that you apply to at least 9 different universities to increase your chances of securing a position.

How to Apply for PhDs in Asia

As Asia covers a wide range of countries such as China, Hong Kong, Singapore, South Korea, UAE and India, their application processes naturally differ from one another. Therefore, check the specific application process for each university you’re interested to get the most accurate information.

To summarise:

• China – uses two centralised application services, CUAC and CUCAS. Both these services help international students find and apply to a PhD project in China. Students can also apply directly to a University if they wish to.
• Singapore – rather than applying to a specific research project, you will have to apply to a faculty or department within a University. Only once you have been accepted into the university department will their research projects become available to you. Like US universities, most universities in Singapore will have required you to have sat a GRE Exams prior to applying to them.
• UAE – you must apply directly to your chosen university. To be eligible for a PhD in UAE , you must hold a Master’s degree and it must be from a university recognised by their government. You will also be required to undertake GRE Exams before making your application.

How to Apply for PhDs in Australia

To apply to a PhD in Australia , you will first be expected to find and email a potential supervisor. If you’re an international student and you make an application directly to the university without doing this first, it’s highly likely that you won’t be considered for the position.

Upon discussing the project with the supervisor, they will instruct you to put in a formal application. This formal application will require the information previously outlined above.

Similar to EU institutions, if an Australian university believes you’re a strong candidate, they will likely invite you to a Skype or telephone interview.

Unlike EU universities, PhDs in Australian universities can start at any time of the year. Therefore, unless a specific funding requirement is attached to the project, there are usually no deadlines associated with applying to their PhDs. However, try to apply 3 to 4 months before you intend to start your studies.

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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.

PhD open evening on campus

Monday 21 October, 5pm - 8.30pm

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

Senior 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

[email protected]

View profile of Keith Perera

Dr Marcelo Staricoff

Lecturer in Primary Education

[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.

Up to 10 scholarships for outstanding PhD students from China

Find out more

Commonwealth PhD Scholarships (for least developed countries and fragile states) for full-time doctoral study at a UK university.

A number of ESRC-funded standalone PhD and PhD with Masters scholarships across the social sciences.

A maintenance allowance for a Black home PGR student for 4 years starting at £19,237 in 2024-5 and UK PhD fees for 4 years

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.

Home students: Fees are not yet set for entry in the academic year 2025/26. Fees will become available once set by United Kingdom Research and Innovation.

Channel Islands and Isle of Man students: Fees are not yet set for entry in the academic year 2025/26. Fees will become available once set by United Kingdom Research and Innovation.

International students: £22,575 per year for full-time students

Home PhD student fees are set at the level recommended by United Kingdom Research and Innovation (UKRI) annually, rising in line with inflation. Overseas fees are subject to an annual increase - see details on our tuition fees page

Additional costs

Note about additional costs.

Please note that all costs are best estimates based on current market values. Activities may be subject to unavoidable change in response to Government advice. We’ll let you know at the earliest opportunity. We review estimates every year and they may vary with inflation. Find out how to budget for student life .

Empirical research costs

On top of your PhD fees and living costs, you may also need to cover some research and training costs, relevant to your research project. These costs will depend on your research topic and training needs, but may include: - travel (to archives, collections or scientific facilities) - a laptop - overseas fieldwork costs (travel and accommodation, and language training) - conference costs (travel, registration fees and accommodation) - laboratory consumables and workshop materials - participant costs - transcription or translation costs - open-access publication costs. If you have a scholarship from one of the UK Research Councils, your scholarship should cover these types of costs. You'll receive details of how to claim this additional funding. If you're self funded, or if your scholarship doesn’t cover these costs, check with the Research and Enterprise Co-ordinator in your School for details of School or Doctoral School funding that may be available.

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Humanities PGR Virtual Open Week 2024

Find out more about the options and funding opportunities for PhD study in the Faculty of Humanities across a range of online sessions during our Virtual Open Week (14-18 October 2024).

Sign up for your session

PhD Education / Overview

Year of entry: 2025

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• Bachelor's (Honours) degree at 2:1 or above (or overseas equivalent); and
• Master's degree in a relevant subject - with an overall average of 60% or above, a minimum mark of 60% in your dissertation (or overseas equivalent)

Full entry requirements

Apply online

Please ensure you include all required supporting documents at the time of submission, as incomplete applications may not be considered.

Application Deadlines

For consideration in internal funding competitions, you must submit your completed application by 20 January 2025.

If you are applying for or have secured external funding (for example, from an employer or government) or are self-funding, you must submit your application before the below deadline to be considered. You will not be able to apply after this date has passed.

• For September 2025 entry: 30 June 2025

Programme options

Programme overview

• 2nd in the UK for Education (Complete University Guide 2024).  
• The University of Manchester was ranked in the top 10 in the UK for Education research (overall GPA, REF2021).
• Learn with research-active experts in the field of education and work with highly diverse cohorts of students and staff.
• Contribute to improvements in the overall wellbeing of students, their families and communities throughout the world through research.

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Want to find out more about what PhD study really involves, the application process and funding options for 2025? The Humanities Doctoral Academy will be conducting a range of sessions for potential PhD students across our Virtual Open Week (14 – 18 October 2024) across all four academic schools for anyone considering postgraduate research study for 2025/2026.

Register for your session here.

For entry in the academic year beginning September 2025, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): £6,000 International, including EU, students (per annum): £22,000
• PhD (part-time) UK students (per annum): £3,000 International, including EU, students (per annum): £11,000

Further information for EU students can be found on our dedicated EU page.

Your fees will cover the cost of your study at the University, as well as charges for registration, tuition, supervision, examinations and graduation (excluding graduation robe hire).

Payment of tuition fees will also entitle you to membership of The University of Manchester library, the Students' Union and the Athletic Union.

Scholarships/sponsorships

There are a range of scholarships, studentships and awards to support both UK and overseas postgraduate researchers, details of which can be found via the links below.

To apply University of Manchester funding, you must indicate in your application the competitions for which you wish to be considered. The deadline for most internal competitions, including School of Environment, Education and Development studentships is 20 January 2025.

All external funding competitions have a specified deadline for submitting the funding application form and a separate (earlier) deadline for submitting the online programme application form, both of which will be stated in the funding competition details below.

You will need to be nominated by your proposed supervisor for a number of our scholarships. Therefore, we highly recommend you discuss these funding opportunities with your supervisor first, so they can advise on your suitability and ensure you meet nomination deadlines.

For more information about funding, visit our funding page to browse for scholarships, studentships and awards you may be eligible for.

• ESRC North West Social Science Doctoral Training Partnership (NWSSDTP) PhD Studentships 2025 Entry
• School of Environment, Education and Development Postgraduate Research Studentships 2025 Entry
• China Scholarship Council - The University of Manchester (CSC-UoM) Joint Scholarship Programme 2025 Entry
• Trudeau Doctoral Scholarships 2025 Entry
• Commonwealth PhD Scholarships (High Income Countries)
• School of Environment, Education and Development Enhancing Racial Equality (SERE) Studentship 2025 Entry
• Commonwealth PhD Scholarships (Least Developed Countries and Fragile States)
• President's Doctoral Scholar (PDS) Awards 2025 Entry

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

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The application deadline for Fall 2022 is February 28, 202 2

About Our program  

The PhD in International Education Development (IED) is an   English language PhD program offered by the Peking University Graduate School of Education,   established first   in Fall   2019   and designed to further talented students ’ desire to learn more about, and contribute to research in the development of international education. Education Development issues transcend all nations, and our program based in the ever growing and influential China, represents the successes, lessons and experiences to be learned, seeking to address global issues.

The program boasts an intellectual agenda promoting internationalism, innovative research methods, challenging case studies and research opportunities, emphasizing pragmatic solutions and bolstering leadership skills, in seeking to reflect the agendas of prominent international   organisations . Our curriculum reflects both a cross-national, cross-cultural and comparative focus for better understanding educational development and our passion for bolstering education development across the globe, at all education levels. Coupling a strong theoretical and empirical grounding with practical solutions, program participants will be able to consider issues of international education development more critically and analytically.

This program leverages both the high-quality teaching resources and research capabilities of Peking University, the Graduate School of Education therein, and the China Institute for Educational Finance Research, as well as the practical training and expertise of the Asian Development Bank, World Bank, United Nations and other international   organi z ations. Thus, this program   focuses   on expanding students' horizons internationally and allowing students to fully understand international education development, both in theory and in practice. Several of our faculty have   served in international organizations   and   the program reflects their unique viewpoints, work experiences and international perspectives. These top scholars and practitioners will not only be your teachers, but also assume the role of mentors, advisers and experts. An intimate cohort of talented international students will enable students to develop an impressive network and to really get to know their peers and their faculty.

This program addresses the growing demand within universities and other public bodies, namely government, international organizations, research institutes and NGOs, for individuals with intellect, wisdom and creativity   to solve   global issues of education development. Thus, we offer our students opportunities to gain hands-on professional experience through our practicum and internship programs.

The program is a four-year, full-time program, with both courses and dissertation instructed in English. After completing the required credits and then submitting and defending a PhD dissertation, students will be allowed to graduate and will receive a doctorate in Education or Management from Peking University.

The program offers four different research concentrations, each with different focuses, taking advantage of a large and well-established faculty with a wider-range of interests and experiences.

1.Higher Education. This concentration   focuses   on the history and scientific methodology of International Education Development. Instructed by Ma   Wanhua , Shi Xiaoguang and Shen   Wenqin , upon completing this research concentration, students will obtain a Doctorate of Education. 

2.Principles of Education. This concentration   focuses   on the theory of formation and development of pedagogy; and International Education Development in the context of globalization. Instructed by Wang   Liping , upon completing this research concentration, students will obtain a Doctorate of Education.

3.Educational Technology.   This concentration focuses on theory, research, and best practices to advance knowledge as well as mediate and improve learning and performance through the strategic design, management and implementation of learning and instructional processes and resources.   Instructed by Jia   Jiyou ,   Guo Wenge   and Shang   Junjie , upon completing this research concentration, students will obtain a Doctorate of Education.

4.Education Economics & Management. This concentration   focuses   on the relationship between education and the economy, international organizations and international development. Instructed by Min Weifang,   Yan   Fengqiao ,   Yue   Changjun , Yang Po, Ha Wei and Zhang Ran, upon completing this research concentration, students will obtain a Doctorate of Management.  

Some examples first year IED courses that may be offered are listed in the chart below.

IED students are encouraged to apply for internship at Asian Development Bank (ADB), World Bank (WB), United Nations (UN) and other international   organi z ations.   Outstanding students will receive strong recommendation letters from our faculty. Students   will   also   have   the   opportunities to participate in research projects led by GSE faculty which involve the above international   organi z ations.

Online Learning During Covid-19

Peking University has adopted multiple online   teaching   methods to facilitate international students’ learning.   Teamwork,   group   discussion,   individual   counselling   can also be conducted virtually.

Synchronous   and interactive online classroom

The first and second cohort of IED program uses synchronous livestreaming online learning   which has lived up to our expectation in most cases.   Recorded video is   also   available for students to review after class.

Online-merge-offline (OMO) teaching

In the autumn semester 2020, Peking University has restored   face-to-face   teaching for most courses.   Students who are not   on   campus can also participate in offline courses simultaneously via OMO teaching.

Application Requirements

To be eligible to   apply, all applicants must meet the following admission requirements:

a)                   Applicants must be non-Chinese citizens with a valid passport. Residents of mainland China, Hong Kong, Macau or Taiwan who have emigrated to other countries and are applying to Peking University as international students must present valid passport or citizenship documents dating from before April 30, 2015 , along with proof of cancellation of Chinese nationality;

b)                 must have   obtained a master’s degree, and students who graduated from a non-Chinese institution must have a master’s degree from an institution recognized by the Ministry of Education of China;

c)                   must have English proficiency as either a native English speaker; having attended an undergraduate program where the language of instruction was English; or submit valid TOEFL or IELTS scores of at least 100 or 6.0 respectively;

d)                 be in good health and physical condition;

e)               and comply with the laws and regulations laid out by both the Chinese Government and Peking   University.

How Your Application is Considered

We have two rounds of application. The first round starts fr om October 20 , 202 1 to December 31st, 202 1 . Applicants who passed the initial screening will receive an online interview invitation in January, 202 2 . The second round starts from January 1st, 202 2 to   February 28th, 202 2 . Online interview will be conducted in   March, 202 2 .   We encourage students to apply sooner than later as the admission is on a rolling basis. 

Required Application Materials :

a)                   Peking University Application Form for International Students with a photograph affixed   (International Students Service System http://www.studyatpku.com).

b)                 Notarized   copies of Bachelor's and Master's degree certificates in Chinese or English. Original copies must be shown upon admission.

c)                   Students expecting to graduate should provide an official letter stating their expected graduation date   and they should obtain master degree before   enrollment.

d)                 Notarized   copies of   official transcripts   in   Chinese or English, indicating   academic achievement up to the present, including courses taken and standards achieved.

e)                   A   personal statement of no more than 3,000 words, written in English,   focusing on academic background, work experience, achievements, study purpose and future career plans.

f)                     Valid TOEFL (above 100) or IELTS (above 6.0) test scores.

g)                 A   resume, written in English.

h)                 Two letters of recommendation from an academic source or professionals   in   relevant   fields.   The   recommendation letters   should   be original and in Chinese or English.   Recommendation letters can also be sent to the e-mail address [email protected] directly by the recommender.

i )                     One photocopy of your valid passport.   Diplomatic passports are not accepted.

j)                     Published   academic articles and abstracts, or other original work (not compulsory).

k)                 Proof of payment of application fee. 

Applicants are required to pay an application fee of 800RMB online through the Peking University International Student Service System at   http://www.studyatpku.com .     Applications will be considered invalid until this payment has been completed. All application materials must be submitted by post to Peking University in duplicate. No exceptions will be made for posted application materials that were not received by the application deadline. The envelope should be addressed in both English and Chinese to “ IED Project Doctoral Application Materials,   Room 330, New Sun Student Center,   International Students Division,   Office of International Relations,   Peking University, Beijing 100871,   People’s Republic of China ”. In addition, the application form must be submitted online, at the Peking University China International Student Service System .   Application materials cannot be returned. The application fee is not refundable, irrespective of application success.

Upon reviewing the application materials, professionalism, academic level, morality and development potential of each candidate, shortlisted candidates may be required to attend an interview . Interviews may be held in person at the Peking University, or via virtual meeting. The program coordinator will contact you to make these arrangements. Based on candidates' application materials and interview performance, the Admissions Committee   of the program will make a comprehensive evaluation of each candidate and make a final decision whether the candidate is admitted or not.  

  Admission Evaluation :

1.         Initial screening. After Graduate School of Education get the applicants' materials (those who have met the basic application requirements) from the International Students Division, the admission committee will select qualified students based on the applicant’s academic record, his/her research agenda, the strength of the recommendation letters, and other application materials that could be evidence of his/her intellectual ability and commitment to an academic and research career. 2.         Evaluative Interview. Applications who passed the screening will receive an evaluative interview. Based on the interview result, the admission committee makes its recommendations for admission to   the   Graduate School of Education. The Graduate School of Peking University reviews the admission results and makes a formal admission decision. The International Students Division, Office of International Relations of PKU will issue the   “Admission Notice”   to the successful candidates before the end of June 202 2 . 

Tuition Fee and Financial Aid The annual tuition fee for this program is 50,000RMB. Generous scholarships are to be made available for outstanding students irrespective of nationality. We strongly encourage all applicants to apply   to   multiple   scholarship programs. More information regarding scholarships currently available to foreign students can be found at   the   International Students Division website:   http://www.isd.pku.edu.cn/HOME/SCHOLARSHIP/General_Information.htm . 

                           Chinese Government Scholarship (CGS)

https://www.campuschina.org/content/details3_74776.html

In order to promote the mutual understanding, cooperation and exchanges in various fields between China and other countries, the Chinese government has set up a series of scholarship programs to sponsor international students, teachers and scholars to study and conduct research in Chinese universities.   China Scholarship Council (CSC), entrusted by the Ministry of Education of the People’s Republic of China (MOE), is responsible for the enrollment and the administration of Chinese Government Scholarship programs. 

                           CGS-Bilateral Program

https://www.campuschina.org/content/details3_74775.html

Bilateral Program includes a full or partial scholarship established by MOE in accordance with educational exchange agreements or consensus between   the   Chinese government and governments of other countries, institutions, universities or international organizations. Applicants should apply   to the   Chinese Embassy or Consulate in   your home country between early January and early April. Please consult the   Chinese Embassy or Consulate   for the specific deadline of each year. Applicants shall visit   https://studyinchina.csc.edu.cn/#/login   and submit   a   type-A application.

                           CGS-EU Window Program

http://www.chinamission.be/eng/zglx/

Under the framework of China-EU High Level People-to-People Dialogue (HPPD), entrusted by   the   China Scholarship Council (CSC), the Mission of P. R. China to the EU will provide the Chinese Government Scholarship through EU Window Program. This program is a full scholarship for EU citizens.   Applicants shall visit   https://studyinchina.csc.edu.cn/#/login   and submit type-A application.   CGS online system won't allow applicants to fill more than one Agency Number in Type-A program. The agency No. is 00006.   Please noted that the system does not allow one account apply for two type-A scholarship programs, therefore applicants who want to apply both bilateral program and EU Window program shall create a new account in the system.

                           CGS-Chinese University Program

https://www.campuschina.org/content/details3_74779.html

Chinese University Program is a full scholarship for designated Chinese universities and certain provincial education offices in specific provinces or autonomous regions to recruit outstanding international students for graduate studies in China. It only supports graduate students. Applicants shall visit   https://studyinchina.csc.edu.cn/#/login   and submit   a   type-B application. The agency No. of Peking University is 10001.

                           Confucius China Studies Program

http://ccsp.chinese.cn/article/2014-06/29/content_543428_3.htm

In order to foster   a   deep understanding of China and the Chinese culture among young generations from around the world, enable the prosperous growth of China studies, promote the sustainable development of Confucius Institutes, and enhance the friendly relationship between China and the people of other countries, the Confucius Institute Headquarters has set up the “Confucius China Studies Program”. The program supports   foreign students to pursue full-time PhD degrees in the humanities and social sciences at Chinese universities. Applicants should be non-Chinese citizens and HSK test score level 5 is required, and priority is given to applicants with higher level of proficiency in Chinese under   the   same conditions.   Applicants shall submit the online application at ccsp.chinese.cn, and then post the application forms and other supporting documents to the Confucius Institute Headquarters.

Contact Information

Graduate School of Education, Peking University

(For program enquiry)

Email:   [email protected]

Tel: +8610 6275 1914

Website: http://www.gse.pku.edu.cn/

International Students Division, Office of International Relations, Peking University

(For application)

Tel: (86-10)- 6275 1230

Fax: (86-10)-6275 1233

E-mail: [email protected]

Website: www.isd.pku.edu.cn, www.oir.pku.edu.cn

Admission Office, Graduate School, Peking University (For admission enquiry)

Tel: +8610 62751354; +8610 62756913

PhD IntlEduDev Brochure 2022： https://english.gse.pku.edu.cn/docs/2021-10/20211022140806915935.pdf

• PhD Study Abroad - Guides to International Doctoral Opportunities

PhD Study Abroad

A good PhD should push the boundaries of its academic field. Sometimes that means going further afield as a student, which is why thousands of postgraduates choose to study their PhD abroad each year: seeking out the best expertise and facilities for the doctoral research they want to do.

You'll have plenty of options to choose between for an international PhD, from historic universities in Europe and America to ambitious and high-tech institutions in Asia or Australasia .

Our guides will help get you started with clear and up-to-date information on universities, fees, funding options, student visas, and information on how to apply for a PhD abroad (no matter where it is!).

Interested in PhD study down under? Find out what it's like to study a PhD in Australia, including advice on visas, applications & scholarships.

A culture of innovation and creativity makes Sweden a popular choice for international PhD students. Our guide covers universities, doctoral programmes, fees, funding and visas.

Holland and the Netherlands are a welcoming destination for international PhD study with historic and globally-renowned research universities. Our guide covers admissions, visas, fees and funding.

Looking to study a PhD in Norway? Our guide explains entry requirements, visas, funding (it’s free to study) and more.

A checklist of the things you'll need to do when making an international PhD application, from meeting the entry requirements to sorting out your visa.

What documents you need for a complete study abroad application, what they are and what they should and should not include.

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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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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Office of Academic Affairs:

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Doctor of Philosophy International Education

Prepare for a faculty position in comparative and international education, or for a career as a professional educator in international and multinational settings. 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.

Degree Details

Official degree title.

PhD in 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] .

Your Academic Experience

Alumni placements, funding for full-time phd students.

Our curriculum includes doctoral seminars, core courses in international education, specialized research methods, areas studies courses, and course work in your area of interest.

You can tailor your program of study by choosing one of the following concentrations:

• Cross-Cultural Exchange and Training prepares you to conduct research, teach, and work in educational and cultural organizations that facilitate international exchanges and cross-cultural training
• Global Education  prepares you to conduct research; teach; and work in colleges, universities, schools, publishing houses, and educational agencies that design, develop, and implement global education programs
• International Development Education  prepares you 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 list below includes initial or current positions for graduates of the International Education doctoral program in the past decade.

• Research Director, Global Coalition to Protect Education from Attack
• Project Director, Pen America
• Assistant Dean, Academic Affairs, NYU Shanghai
• Vice President for Academic Affairs, Council on International Educational Exchange (CIEE)
• Assistant Professor (tenure track), University of Virginia
• Senior Program Advisor, International Programs at University of Illinois at Urbana Champaign
• Director of Study Abroad, DePaul University
• Academic Director, Global Institute for Secondary Educators
• Assistant Professor (tenure track), Seton Hall University
• Director, Office of International Programs, Boston College
• Director, International Programs and Services, SUNY Purchase
• Community Manager, Hand in Hand: Center for Jewish-Arab Education in Israel
• Associate Professor, American University
• Director, Office of International Affairs, Stanford University

NYU Steinhardt  offers a competitive funding package for PhD students who study full time.   Learn more about Steinhardt's funding opportunities .

Drawing mainly from the fields of cultural and organizational sociology, I ask questions about how educational practices and institutions are shaped, how they undergo change, and how this varies across comparative contexts. Jonathan Z. Friedman, International Education PhD

Associate Professor and Director of International Education

Elisabeth King

Vice dean for faculty affairs and professor of international education & politics.

Carol Anne Spreen

Associate professor of international education.

Hua-Yu Sebastian Cherng 程華宇

Vice dean for research and equity; associate professor of international education.

Heddy Lahmann

Clinical assistant professor and deputy director of international education, associated and affiliated faculty.

Erich Dietrich

Clinical professor of higher education and international education.

Ritty Lukose

Associate professor, questions .

If you have any additional questions about our degree, please feel free to contact us at [email protected] .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

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Doctor of Philosophy in Teaching and Learning, Foreign, Second and Multilingual Language Education

The doctoral program in Foreign, Second and Multilingual Language Education trains you to become a world-class scholar and an academic leader at universities across the globe. The rigorous education of the program along with the support and perspectives from faculty will hone your expertise and prepare you for your future career.

Students who began the T&L PhD program in AU25 or beyond will follow the curriculum of one of the five new specializations associated with the PhD redesign. This area of study only pertains to students who began in AU24 or before. If you are a student who started in AU24 or before and want to switch into one of the new specializations, please work with your faculty advisor to determine if this is appropriate for you.

T&L PhD Revision Specializations

• Critical Studies in Education: Race, Justice, and Equity
• Inclusive Science, Technology, Engineering, Arts & Mathematics Education
• Innovative Arts, Literacies, and Languaging
• Literacies, Literature and Learning
• Multilingual Language Education

Program Features 

One of the most established programs in the United States producing many prominent scholars and leaders. 

Diverse opportunities to learn the cognitive, sociocultural and critical perspectives of theory and practices. 

Inclusive points of view exploring language teaching and learning issues and learners from around the world. 

Program faculty have lived, studied and taught in various parts of the world. 

Diversity of student and faculty backgrounds a program hallmark. 

Career Paths 

Funding Opportunities 

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support. 

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition. 

The college annually awards scholarships to its students to support their academic goals.  

Degree Requirements

Program start

Deadline to apply

Minimum Program hours

(up to 30 hours can transfer)

View Foreign, Second, and Multilingual Language Education (TCHLRN-PH, FSMLE) Curriculum Sheet

Education and International Development: Conflict, Emergencies and Peace (CEP) MA

London, Bloomsbury

This is the programme information for 2024 entry

If you require details of this year's programme, Education and International Development: Conflict, Emergencies and Peace (CEP) MA (2025), click here

This programme focuses on the concepts and theories relating to education in conflict and emergencies and implications for peace and development. Students engage with knowledge and skills to understand, evaluate and critique elements of research and to build new theories that advance this growing field of study. Students will gain the knowledge and skills to pursue careers in the academe, research institutes, policy sector and humanitarian and development organisations.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

• Entry requirements

A minimum of a second-class Bachelor's degree from a UK university or overseas qualification of an equivalent standard is required together with relevant experience in low or middle-income countries (normally a minimum of six months). Applicants should demonstrate commitment and genuine interest in issues relating to education in conflict and crisis situations.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

This programme provides students with the opportunity to develop a critical understanding of key aspects of theory, policy and practice in the field of education in conflict and crisis (e.g. refugee situations, pandemics and ongoing wars). In particular, they will become critically aware of political, economic and social dimensions of education and their relationships with instabilities, armed conflicts and prospects for peace with social justice. Students benefit from being taught by renowned researchers in the field, as well as being part of a student community with diverse experience of working in contexts affected by war and other types of emergencies.

The programme can be taken on campus, online (distance), or a combination of both (mixed mode). Please select the relevant mode of study at point of application. Note that distance and mixed mode options are not available to students applying for a student visa.

Who this course is for

This programme is suited to professionals working in the formal and non-formal sectors in education and international development, possibly on policies and practice related to or programmes in contexts that are affected by conflict and humanitarian crisis, who would like to reflect and build on their experience in these areas.

What this course will give you

This is a unique MA programme that is designed to help learners develop a critical understanding of the multidimensional interactions between social divisions, inequalities and educational development; how education can fuel or mitigate causes of conflict; and how to reconceptualise the notion, approaches, methods/ tools of education in politically unstable and fragile environments. Providing an opportunity to learn about theories of development and educational development from conflict and peace perspectives, this programme is dedicated to serving the most vulnerable learners in conflict and crisis.

This MA is taught in the department of Education, Practice and Society at IOE, UCL’s Faculty of Education and Society which is the well-established home of an interdisciplinary grouping, bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development; and the Centre for Education and International Development (CEID) is comprised of a team of internationally recognised academics who are committed to advancing research, transforming policies and practice in the field of education in conflict and crisis. With a history of teaching, researching and supporting education in low and middle income countries over the last 85 years, CEID has a strong network of alumni who work in a number of national and international organisations in different parts of the world. 

The foundation of your career

It is intended that students who participate fully in the programme will develop the following:

• the ability to reflect critically on a wide range of contemporary debates and issues concerning education in conflict and crisis;
• their knowledge of and understanding in the field of education particularly focusing on the contexts that have been affected by conflict and other types of emergencies, and the implications of published research in this area for their own practice;
• their skills in oral presentation and discussion, critical reading and reflective and analytical writing;
• an understanding of the processes entailed in research and the experience of conducting their own small scale research study.

It’s amazing how what I previously thought was a fairly niche corner of academia has such expertise and specification. The course has allowed me to forge my own path, piquing my interest in policy and security, an area I had never even considered prior to enrolling. Jimmy Gibson Education and International Development: Conflict, Emergencies and Peace (CEP) MA Q&A with Jimmy Gibson

Employability

Graduates of our international development programmes are mostly employed in NGOs, donor and multi-lateral agencies, national and local education departments, schools and universities. With a broad understanding of education and international development and the specialisation in conflict, emergencies and peace, our graduates are best suited to work for humanitarian agencies, international/ UN organisations, research institutes and education aid agencies that support education in politically and socially unstable environments (e.g., refugee camps, contexts of ongoing wars, health emergencies, crisis caused by natural disasters, such as hurricane/ flood/ earthquake/ drought). Some students continue on to doctoral study.

A number of students are mid-career professionals (including teachers, ministry staff and NGO professionals), for whom the programme forms part of their wider professional development, providing access to more senior roles or to a change of career direction.

During your time at UCL, you will be able to build networks with fellow students on this programme and the other programmes in the Education and International Development cluster, academic staff and alumni in the Centre for Education and International Development, as well as the broader UCL community.

Teaching and learning

This MA programme promotes the philosophy of co-learning and collaboration. Students work in small groups to apply theoretical knowledge in a variety of case studies and problem scenarios and present their group work to the class or online on discussion forums. We encourage students to engage in dialogue with their tutors and peers to 1) clarify their understanding of key concepts introduced in weekly sessions; 2) critique texts and visual learning materials; and 3) test new ideas and educational approaches to peace and social transformation. The more actively the students engage in discussions, the better they can learn and develop their academic abilities. We usually organise teaching and learning activities in a blended mode where students in the physical classroom and those connecting remotely via digital technologies learn together. The Moodle space is a rich learning platform through which students access learning materials and engage in discussions before and after the sessions with their tutors.

Teaching on the programme is intended to provide learners with a critical perspective on a range of different frameworks through which they can understand their experiences and practice. A range of teaching and learning methods are used including lectures, participant-led presentations, group work, workshops, online activities. Most taught modules are assessed through a piece of written coursework, usually of 5,000 words in length. Depending on the module, this may take the form of a discursive essay, critical analysis of empirical research, review of literature, group presentation or a project or research/ technical proposal.

For each 30-credit taught module students are expected to contribute 300 learning hours (a little over 37 days at 8 hours per day). Direct teaching/contact hours accounts for 30 hours, assignment tutorial(s) 1 hour, and the remaining hours consist of your own self-directed study such as preparation for classes and online learning activities, reading (individual and with other students), searching for new literature related to your area of interest, assignment preparation and completion.

The programme is designed to give you the coherence of a Master's degree in the area of education and international development with a particular focus on conflict and protracted crises. It allows some flexibility to design the degree that best meets your needs and accords with your interests. The programme consists of two compulsory modules, a dissertation and two optional modules. Students are free to select one of their optional modules from the wider range of MA level modules offered across IOE/UCL subject to availability. At least one optional module must be selected from the list of Education and International Development cluster optional modules.

A particular strength of our programme is that our students represent a variety of backgrounds and come with a wide and rich range of experience in low and middle-income contexts, many of which are affected by violent conflict, emergencies and political instabilities. The programme hence provides an enriching learning experience through critical reflections on the practical experiences of all learners and the application of theories to inform policies and practice. The compulsory modules are designed to help you develop a theoretical, conceptual and critical framework for the understanding and analysis of your experience in education, conflict and international development.

It is possible to study this MA part-time over 2 years. You will need to select a total of 180 credits. You will study the two compulsory modules: Education and International Development: Concepts, Theories and Issues and Education, Conflict and Peace and the Dissertation. You must select 2 optional modules and you are free to select one of the optional modules from the wider range of MA level modules offered across IOE/UCL, subject to availability. At least one optional module must be selected from the list of Education and International Development Cluster optional modules. Ideally, you will complete the compulsory modules in the first year, which will provide you a broad range of theoretical knowledge in the field to help complete your dissertation focusing on education in conflict and emergencies in the second year. 

You can also study this programme on a modular/flexible mode over 2-5 years. This means that you are able to choose the module/s as suited to your interest/ availability over the programme period. Students are free to select one of their optional modules from the wider range of MA level modules offered across IOE/UCL, subject to availability. You will need to gain a total of 180 credits to complete the MA. We recommend that students complete the compulsory modules before they enrol in the dissertation module.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Education and International Development: Conflict, Emergencies and Peace (CEP).

Students may choose to organise and undertake fieldwork in relation to their research for their dissertation, but this is not a requirement. If undertaken, fieldwork must be self-funded.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing Services team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their dissertation.

If students decide to undertake the fieldwork, it must be self-funded.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Commonwealth Shared Scholarship Scheme (CSSS)

Deadline: NOW CLOSED FOR 2024/25 ENTRY Value: Full fees, flights, stipend, and other allowances (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

GREAT Scholarship

Deadline: NOW CLOSED FOR 2024/25 ENTRY Value: £10,000 towards tuition fees (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

• why you want to study Education and International Development: Conflict, Emergencies and Peace at graduate level
• why you want to study Education and International Development: Conflict, Emergencies and Peace at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Got questions? Get in touch

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[email protected]

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• Study Abroad

How to Apply for a PhD Abroad

Updated on 23 february, 2024.

upGrad Abroad Team

Upgrad abroad editorial team.

Career planning is one of the most crucial activities students engage in after completing their education, especially after earning a master’s. On many occasions, there is still a lot one can learn about the chosen field by doing a PhD. It is the best option for those who want to explore novel areas of study and education in-depth. But how to apply for a PhD in foreign university is the one topic that is constantly on a student’s mind.

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Table of Contents

Why is phd important and how to apply for a phd abroad, which 5 phd streams are most popular, united states of america, united kingdom, how to apply in foreign universities for a phd, how to apply for a phd abroad with a scholarship.

A wide range of career options, both in India and abroad, can be unlocked by finishing your PhD. Choosing an international university to do your PhD has several advantages. Some of the well-known benefits of obtaining a PhD overseas are listed below:

• Students can look out for fresh possibilities and novel experiences.
• They can also apply for scholarships, which will reduce their tuition costs.
• Students have the choice of learning about the culture of the new nation.
• Additionally, it facilitates networking.
• It helps students learn from the top professors in the world.
• It offers a selection of various research packages for the user to choose from.
• A PhD from a university with international renown improves job prospects.

A guide on how to apply for a PhD in foreign universities is provided below.

There are no restrictions on the disciplines in which a student can pursue a PhD. Some streams pay better and are in higher demand than others. Here are the top 5 PhD streams to take into account as you decide to apply for a PhD abroad:

• Political Science  
• Physical Therapy  

Top 5 Countries to Apply for PhD

The USA is the best country to apply to for a PhD because of the high quality of education there. In addition, the USA provides a wide range of subject options, exposing overseas students to numerous research initiatives. Gaining expertise in the specialized subject of study can be facilitated by a PhD from the United States.

The top 5 US universities and their most popular PhD programs are:

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German universities offer top-notch facilities to international students, making them a center for higher education. Renowned German universities and colleges also provide thesis-based research degrees. Every year, Germany awards more than 29,000 PhD degrees to international students. The top 5 German universities that grant PhDs are shown below:

Study and settle in Germany – Consult Experts Now!

The United Kingdom is well known for its elite educational system and a broad range of degree programs. Several of the top universities in the world are located in the UK, which makes it popular with students from other countries. The top 5 institutions where international students can pursue a Ph.D. are as follows:

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A Canadian PhD entails training and research with some of the top academics. Like the United States, Canada is renowned for its cutting-edge educational facilities for international students. A student can take advantage of several internship possibilities and post-study work visa programs shortly after completing their studies. The top 5 Canadian universities offering PhD programs are as follows:

Seeking to study in Canada – Apply Now

Australia is one of the best options for research-based programs for any PhD student. The country also offers a variety of scholarships for international students and boasts world-class infrastructure with the highest completion rates for PhDs. Additionally, students at Australian universities can choose to pursue PhD in some of the most offbeat and innovative fields. Some of the top universities offering PhD programs are as follows:

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Here is a list of the paperwork students must provide to apply to one of the overseas universities. The paperwork would vary from country to country and from university to university.

• A master’s degree earned from a recognized university.
• GRE scores (For courses/ universities that require GRE, a score above 310+ is considered to be good, although the minimum score for different sections may differ for each program/ university)
• IELTS proficiency test results (an IELTS score of 6.5 overall is generally required, with at least 6.0 in each of the four components).
• Letter of recommendation
• Transcripts (of secondary school education, undergraduate degree, and graduate degree)
• Statement of Purpose

The top 5 scholarships for Indian students interested in pursuing a PhD at a foreign university are listed below:

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A Ph.D.  is an exceptional qualification that requires a lot of attention on the part of the students and guidance from an excellent university that values research. Therefore, students need to understand how to get admission in PhD abroad at some top universities. The facts in this post will help you determine which nation will be the best and why.

How to get admission in PhD abroad?

Along with other necessary paperwork from the university, a student needs a master’s degree from an accredited institution to study PhD abroad.

Is there a test to get a PhD abroad?

Some of the most popular entrance examinations needed for studying PhD abroad include IELTS, TOEFL , the GRE, the GMAT , and the SAT .

We are a dedicated team of study-abroad experts, ensuring intensive research and comprehensive information in each of our blogs. With every piece written, we aim at simplifying the overseas education process for all. Our diverse experience as journalists, content writers, editors, content strategists, and marketers helps create the most relevant and authentic blogs for our readers.

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Quick Facts

• Modality: In-person program
• Credits: 72
• Length of Program:
• Application Deadline: January 1

Program Overview

Our Ph.D. in Education with an emphasis in educational leadership, organizations, and policy (ELOP), prepares educational researchers who inquire into pressing problems in the leadership, organization, and policy of P-12 educational systems. Many students in ELOP also complete our graduate certificate in education for social justice . 

Faculty expertise includes accountability systems, education policy, ethical leadership, instructional leadership, religion and schools, rural education, school reform, and social justice leadership. 

Is this for you?

 The Ph.D. principally prepares students to pursue faculty positions in colleges and universities and positions as educational researchers in public institutions and private organizations, such as state educational agencies and educational policy research centers. Some graduates who have extensive classroom and/or administrative experience work in district and state leadership positions. 

Affiliated Faculty

Anita micich.

Associate Professor of Practice

Department: School of Education

[email protected]

Douglas Wieczorek

Associate Professor

[email protected]

Joanne Marshall

[email protected]

Application Information

This program has the following application deadlines:    

• To begin in the  Fall , apply by January 1 (Doctoral applicants must have achieved master’s degree by application term)   

Complete the  online graduate application . Applications require:    

• Statement of Purpose   
• Resume/CV   
• Scholarly writing example   
• Three reference who will provide letters of support   
• Official transcripts from all undergraduate and graduate institutions you have attended  

MPhil/PhD International Relations

Introduction, preliminary readings.

Be part of one of the world's leading departments in the study of international relations, while undertaking a substantial piece of work that’s worthy of publication.

On this programme, you’ll have the opportunity to make an original contribution to the field of study. You’ll begin on the MPhil and be upgraded to PhD status at the end of your first year of registration.

The department is organised around four research clusters: International Institutions, Law and Ethics; Theory/Area/History; International Political Economy; and Statecraft and Security. You’ll belong to at least one of these clusters during your studies and attend its weekly events. You’ll also have the chance to participate in the editing of a student-run journal called Millennium: Journal of International Studies , which has a major role in the discipline.

The Department has strengths in international relations theory, security studies, international political economy, and European studies. As well as Europe, its specialist areas cover Russia, Central, Northeast and Southeast Asia, the USA, South America, the Middle East, and Africa.

Other areas of research include foreign policy analysis, nationalism, religion, historical sociology, international environmental politics, and strategic war studies. Often, our faculty will contribute to more than one of these subjects. As such, there’s interdisciplinary work across the Departments of Government and International History, as well as the many research centres at the School.

Students who successfully complete the programme often embark on an academic career. Recent doctoral graduates have also gone into careers in consultancy, education and teaching, NGOs and charities, international organisations, and roles within the public sector and government.

• The Professor Is In: The Essential Guide to Turning your PhD into a Job . Karen Kelsky (Three Rivers Press, 2015)
• How to Write a Lot: A Practical Guide to Productive Academic Writing . Paul J. Silvia (American Psychological Association, 2007)

Entry requirements

The minimum entry requirement for this programme is a high merit (65+) in a master’s degree in a subject relevant to the proposed research with high merit (65+) in the dissertation element, or equivalent. Applications which don't meet these criteria (or don't expect to do so on completion of any pending qualifications) aren't considered eligible.

Please select your country from the dropdown list below to find out the entry requirements that apply to you.

Competition for places at LSE is strong. So, even if you meet the minimum entry requirements, this does not guarantee you an offer of a place.

However, please don’t feel deterred from applying – we want to hear from all suitably qualified students. Think carefully about how you can put together the strongest possible application to help you stand out from other students.

Programme content

In addition to progressing with your research, you'll take courses in methods and research design. You may take courses in addition to those listed and should discuss this with your supervisor.

At the end of your first year, you'll need to satisfy certain requirements and if you meet these, will be retroactively upgraded to PhD status.

Methods in International Relations Research

Methodology short courses, students are required to take compulsory assessed courses to the combined value of one unit in agreement with their supervisor:, bayesian reasoning for qualitative social science: a modern approach to case study inference, qualitative methods in the study of politics, special topics in international relations, fundamentals of social science research design, qualitative research methods, case studies and comparative methods for qualitative research, doing ethnography, qualitative text and discourse analysis, introduction to quantitative analysis, applied regression analysis, multivariate analysis and measurement, survey methodology, causal inference for observational and experimental studies, quantitative text analysis, social network analysis, intermediate quantitative analysis, computer programming, applied machine learning for social science, students are required to attend one of the following international relations research cluster workshops:, international relations theory/area/history research workshop, security and statecraft research workshop, international institutions, law and ethics research workshop, international political economy research workshop, relevant optional courses provided by the library, the eden centre and the methodology department, programme regulations at lse.

For the latest list of courses, please go to the relevant School Calendar page .

A few important points you’ll need to know:

We may need to change, suspend or withdraw a course or programme of study, or change the fees due to unforeseen circumstances. We’ll always notify you as early as possible and recommend alternatives where we can.

The School is not liable for changes to published information or for changing, suspending or withdrawing a course or programme of study due to events outside our control (including a lack of demand, industrial action, fire, flooding or other damage to premises).

Places are limited on some courses and/or subject to specific entry requirements so we cannot therefore guarantee you a place.

Changes to programmes and courses may be made after you’ve accepted your offer of a place – normally due to global developments in the discipline or student feedback. We may also make changes to course content, teaching formats or assessment methods but these are always made to improve the learning experience.

For full details about the availability or content of courses and programmes, please take a look at the School’s  Calendar , or contact the relevant academic department.

Some major changes to programmes/courses are posted on our  updated graduate course and programme information page .

Why study with us

Discover more about our students and department.

Meet the department

The Department of International Relations is one of the largest of its kind in the world, home to 500 students, from 30 countries.

Founded in 1927, our department is a leading centre for teaching and research in international relations – ranked second in the UK and fourth globally in the QS World University Rankings 2023.

Many leading thinkers in the field – including Martin Wight, Hedley Bull and John Vincent – have taught in the department and pioneered new developments and thinking in the field. The department also helped found the student-run Millennium: Journal of International Studies  – one of the most prestigious international relations journals.

We have around 225 undergraduates, 220 postgraduates and 30 postgraduate research students on our programmes. Our aim is to provide a wide range of study options, covering diverse themes such as major theoretical perspectives on international relations, the study of conflict and conflict management, the work of international institutions and the major regions of the world, from Europe to the Middle East.

We’re proud of the broad international profile of our department – with students and staff from Europe, North America and further afield. As a department we’ve played a pivotal role in training diplomats and academics and we’re proud of their success in various fields.

Learn more about our programmes and research .

Department of International Relations

University of the Year 2025 and 1st in the UK

1st in london for the 13th year running, 6th in the world.

Carbon Neutral In 2021, LSE became the first Carbon Neutral verified university in the UK

Your application, when to apply.

We welcome applications for research programmes that complement the academic interests of our staff at LSE. For this reason, we recommend that you take a look at our  staff research interests  before applying.

We encourage research projects which will expand and diversify the research profile of the department.

We strongly encourage applications from high calibre students of all nationalities studying across all research areas at the School but, in particular, we are seeking to support applications from:

• UK students
• Black, Minority Ethnic (BME) students, especially from Black African / Caribbean, Pakistani and Bangladeshi heritage

Please note: Prospective candidates aren't expected to contact potential supervisors in advance of their application. Due to the high volume of enquiries, potential supervisors are unlikely to be able to provide feedback on enquiries and outline proposals. Individual academic members of staff are not able to make commitments to supervise prospective students outside of the formal application process involving selection by the Department PhD Sub-Committee.

We apply our entry criteria rigorously, so if you don't already meet or expect to meet them with any pending qualifications, you won't be eligible. We carefully consider each application on an individual basis, taking into account all the information presented on your application form, including your:

• academic achievement (including existing and pending qualifications)
• statement of academic purpose
• a research proposal of up to 4,000 words with a title and abstract (300 words max.) included at the beginning. The proposal should meet the criteria outlined on the department's MPhil/PhD webpage
• sample of written work.

See further information on supporting documents .

You may need to provide evidence of your English language proficiency. See our English language requirements .

Please note that LSE allows part-time PhD study only under limited circumstances . If you wish to study part-time, you should mention this (and the reasons for it) in your statement of academic purpose, and discuss it at interview if you're shortlisted.

The application deadline for this programme is 15 January 2025 .

This includes applications for School scholarships and externally-funded applications.

See the fees and funding section below for more details.

Fees and funding

The table of fees shows the latest tuition fees for all programmes.

You're charged a fee for your programme. Your tuition fee covers registration and examination fees payable to the School, lectures, classes and individual supervision, lectures given at other colleges under intercollegiate arrangements and, under current arrangements, membership of the Students' Union. It doesn't cover living costs or travel or fieldwork.

Home student fee (2025/26)

The fee is likely to rise over the full duration of the programme. The School charges home research students in line with fee levels recommended by the Research Councils.

Learn more about fee status classification .

Overseas student fee (2025/26)

The fee is likely to rise over the full duration of the programme in line with the assumed percentage increase in pay costs (ie, four per cent each year).

At LSE, your tuition fees, and eligibility for any financial support, will depend on whether you’re classified as a home or overseas student (known as your fee status). We assess your fee status based on guidelines provided by the Department for Education.

Further information about fee status classification .

Scholarships, bursaries and loans

Scholarships, studentships and other funding

We recognise that the  cost of living in London  may be higher than in your home town/city or country and we provide generous scholarships to help both home and overseas students.

For this programme, students can apply for  LSE PhD Studentships , and  Economic and Social Research Council (ESRC) funding . To be considered, you’ll need to submit your application (and any supporting documents) before the funding deadline.

Funding deadlines

Funding deadline for the LSE PhD Studentships and ESRC funding: 15 January 2025 .

In addition to our needs-based awards, we offer scholarships for students from specific regions of the world and awards for certain subjects .

External funding

Additional funding opportunities may be available through other organisations or governments. We strongly recommend you investigate these options as well.

Further information

Learn more about fees and funding , including external funding opportunities.

Learning and assessment

How you learn, how you're assessed, supervision.

You'll be assigned a lead supervisor who has the necessary expertise to oversee your research work. Lead supervisors guide you through your studies and are your main support contact during the PhD programme. You'll also be allocated a second supervisor by the end of Autumn Term to provide additional specialist input.

During your first year you'll attend and contribute to the Methods in International Relations Research seminar ( IR501 ), one of the Department Research Cluster workshops and take research methods training courses to the combined value of one unit from the recommended list courses. These are designed to strengthen your methodological skills and background knowledge of specific topics related to your research. During the second, third and fourth years you'll also attend and contribute to one of the Department Research Cluster workshops.

You'll also be assigned an adviser, a member of the International Relations faculty who will be familiar with your progress but won't necessarily be an expert in your research area. Your adviser will be involved in the review and upgrade process.

Progression and assessment

Each PhD thesis is unique, but the time frame everyone has to complete their thesis is four years.

All MPhil/PhD students at LSE are initially registered with MPhil status. Continued re-registration and upgrade are dependent on satisfactory progress being made.

Progress will be reviewed annually by a research panel made up of members of academic staff other than the supervisor. Students are normally upgraded to PhD status by the end of the first year, and no later than within 18 months of initial registration in line with Research Degrees Regulations. The Annual Progress Review may result in a decision allowing progression to the next academic session, conditional progression to the next academic session, or a recommendation of de-registration.

In order to progress to PhD registration, you must normally have met the progression requirements outlined below:

• Achieved a mark of at least 50 per cent in each of the required examined graduate-level course units in Research Methods training;
• Have made satisfactory progress in your research: this will be assessed by a face-to-face review panel involving two academic staff members and including the views of the supervisor. Review panels will be formed in consultation with the supervisor.

By the end of your first year, you'll be required to submit a statement of research including a research outline and one draft chapter of no more than 10,000 words. The proposal, which should illustrate your command of the theoretical and empirical literature related to your topic, will be a clear statement of the theoretical and methodological approach you'll take. This should demonstrate the coherence and feasibility of the proposed research and thesis. The submission will also include a timetable to completion, which should identify any periods of fieldwork necessary to your research. Panels will normally take place in weeks two to four of the Spring Term.

The material submitted will be also discussed and commented upon at IR501 lab sessions.

• Regular attendance at IR501 and the IR Research Cluster Workshop will be taken into account for progression: at least 80 percent attendance is expected.

In the unlikely event where a student is successful at passing the upgrade panel but requires a second attempt at completing the Research Methods Courses, they may be authorised to be upgraded but would be required to pass the course by the end of their second year in order to re-register.

Progress review

After the first year review panel, progress will be reviewed annually as per Regulations for Research Degrees.

In year 2, you'll be expected to submit two additional draft chapters and a timetable to completion which will be reviewed by the same panellists as in year 1. The two chapters should be substantially new work, but may include revised material from year 1. A virtual panel meeting will be scheduled in weeks two to four of the Spring Term and make recommendations on further progression based on progress made and quality of work submitted, as well as attendance at a Cluster Workshop.

Students in their third year of registration will be required to submit an annual progress report at the end of June, including a timetable to completion clearly setting out the work completed and remaining on the student’s research, as well as carry on with their commitment to a Research Cluster. These will need to be approved by the supervisor and reviewed by the Doctoral Programme Director in order to authorise re-registration.

Graduate destinations

Career support.

Students who successfully complete the programme often embark on an academic career. Recent doctoral graduates have also gone into careers in consultancy, education and teaching, NGOs and charities, international organisations and to roles within the public sector and government.

Further information on graduate destinations for this programme

Hear from some recent graduates

Victor Bojbov Head of Cooperation in the Delegation of the European Union in Azerbaijan

Giovanni Angioni Head of Government Social Research Strategy at the HM Treasury

Kiran Phull Assistant Professor in IR, Department of War studies at King’s College, London

Marnie Howlett Lecturer in Politics, Oxford

Check our recent completion page .

Median salary of our postgraduate students 15 months after graduating:

Top 5 sectors our students work in:.

From CV workshops through to careers fairs, LSE offers lots of information and support to help you make that all-important step from education into work.

Many of the UK’s top employers give careers presentations at the School during the year and there are numerous workshops covering topics such as job hunting, managing interviews, writing a cover letter and using LinkedIn.

See LSE Careers for further details.

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