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

Make an impact on a global scale.

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

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

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

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

The GW Advantage

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

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

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 Program at a Glance

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

course delivery:

Main Campus

Program entry:

The aims of the PhD are to:

•  Use multiple modes of scholarly inquiry to conduct rigorous research and develop new theory related to problems that require the integration of multiple disciplines and fields of study, in which education and/or human development play a major role.
• Build theoretical and conceptual foundations of key fields of study within the larger domain of education and human development.
• Contribute to the improvement of policy and practice.
• Create “research hubs” of recognized experts and communities of learners within GSEHD and the George Washington University (GW).
• Promote research in partnership with other organizations (e.g., think tanks, research institutes, both in the U.S. and abroad).
• Attract expertise and funding to GSEHD and GW.
• Attract and retain exceptional students.
• Create a highly valued educational experience at GSEHD through innovation, increased collaboration, and research.
• To what extent does storytelling enable young people with refugee and immigrant experiences to navigate their sense of self and community?
• How are U.S. higher education institutions responding to increasingly restrictive anti-migration policies and a growing wave of xenophobic activity?
• Does student and teacher participation in international education programs lead to positive youth, racial, and intercultural identity development?
• How have education for sustainable development policies been advanced at regional and national levels?
• How does civic education vary in schools with more and less cosmopolitan-oriented student bodies?
• Guide to Applying
• Admission Requirements
• Application Deadlines

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

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

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

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

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

Please note: The GRE is not required.

*Additional application requirements may exist for international applicants .

The deadline for Fall 2024 has passed, but applications may be accepted on a case-by-case basis . For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283. We encourage you to apply as early as possible. 

 Tuition & Financial Aid

• Tuition Overview

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

Learn more about scholarships, grants & financial aid    

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

The tuition rate for the PhD in Education - Comparative and International Education Concentration program is $1,905 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

Associate Professor, Educational Research

Assistant Professor, International Education and International Affairs

Professor, International Education and International Affairs

Associate Professor, Curriculum and Pedagogy

Research Professor, Education Policy

Associate Professor, International Education and International Affairs

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Master's Programs

You are here, international comparative education (ice).

The International Comparative Education (ICE) concentration is a multidisciplinary, international, cross-national program that places educational problems into a comparative framework.

The program

Master’s program.

This 12-month, full-time residential course of study combines an interdisciplinary overview of major issues in international and comparative education, development, and policy with specialized coursework in students’ areas of interest. The program’s two tracks—International Comparative Education (ICE) and International Education Policy Analysis (IEP)—focus on rigorous research, and culminate in a publishable-quality master’s paper. Flexibility and small cohort size are hallmarks of the program.

Learn more about program content

Doctoral program

The concentration in International Comparative Education also offers a doctoral degree within the Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS) academic area. Students have the option of pursuing a concurrent master’s degree and/or a PhD minor. For general information on the doctoral specialization in ICE, visit this PhD program page . For ICE doctoral program requirements, visit the Doctoral Degree Handbook . 

International Comparative Education at Stanford

ICE at Stanford affords students the opportunity to explore broadly, build community, and connect with career resources.

Why Stanford?

Stanford is known for its interdisciplinarity. Both the ICE PhD and ICE and IEPA MA programs allow students the flexibility to take courses outside of the GSE, depending on their interests and research goals. ICE students take courses at the business, law, and engineering schools, as well as in humanities and sciences. Access to top-notch faculty, and the rigor of Stanford academics are also reasons students choose ICE.

ICE students come from around the U.S. and the world. They bring a wide variety of perspectives and experiences, but share a passion for education and a desire to improve quality and accessibility for all learners. ICE students are curious, ambitious, and independent, while also enjoying the collaborative nature of small cohort learning. 

Learn more about ICE students and alumni

After you graduate

Our graduates enjoy strong job placement opportunities, and go on to become leaders in a wide range of industries. As many as 30 percent of ICE and IEPA master’s graduates go on to pursue doctoral programs. Most PhD graduates pursue careers in academia. Stanford offers strong career support to students and alumni, both through GSE EdCareers and Stanford Career Education .  

Learn more about careers in ICE

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Admission requirements.

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

Financing your education

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

Contact admissions

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

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Learn More and Apply Global Educational Leadership Online (PhD)

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 The Doctor of Philosophy of Education (PhD) in Global Educational Leadership is a fully online doctoral program that engages educators in examining global leadership and global education from social justice and critical democracy perspectives. Students engage in rigorous inquiry and analysis of the globalization of policy, pedagogy, and practice in different contexts. The Global Educational Leadership PhD terminates in a comprehensive dissertation of original research.

The Doctor of Philosophy (PhD) in Global Educational leadership consists of three concentrations: Standard, International Baccalaureate (IB) Leadership Practices, and Global Catholic Educational Leadership. These three concentrations support candidates working in a variety of environments.  The Standard Concentration provides candidates preparation to engage in leadership positions within any educational context.  The IB concentration offers candidates the opportunity to earn the International Baccalaureate Leadership Practices Education Certificate from the International Baccalaureate Organization along with the PhD degree.  Candidates in this program are then equipped to lead IB schools or organizations.  Candidates in the Global Catholic concentration are equipped to lead within Catholic organizations across the globe.

The program's schedule allows students to attend full-time or part-time. Graduates of the program may wish to enter into a new career or strengthen their knowledgebase for their current position. Career options may include leadership positions in PK-12 or related fields in education agencies, faculty positions in higher education, leaders in Catholic educational organizations, International Baccalaureate organizations, or other educational institutions. 

Concentrations

The Global Educational Leadership Standard Concentration provides theoretical and practical knowledge in global education leadership, informed by theory and the experience of successful school leaders. This program engages students in rigorous study of practices of leadership within educational or other cultural organizations that have an international dimension as students work toward a dissertation of original research.   

International Baccalaureate Leadership Practices

The Global Educational leadership with a focus on International Baccalaureate leadership provides a focus on leadership within the context of International Baccalaureate schools as students work toward a dissertation of original research.  This program of study includes coursework meeting the requirements of IB leadership practices from the International Baccalaureate Organization (IBO).

Global Catholic Educational Leadership

The Global Catholic Educational Leadership concentration provides students a focus on Catholic context of global educational leadership as they work toward a dissertation of original research. Candidates in the Global Catholic Leadership concentration will be prepared for leadership in Catholic educational institutions at all levels, grounded in the philosophy and theology of Catholic education and the research needed to be an agent of transformation in a Catholic educational.

Standard Concentration

Students will be able to:

• Facilitate, develop, and implement a shared notion of learning and curriculum from input of all stakeholders.
• Identify, understand, and apply relevant theory to create a professional learning community of growth for all stakeholders.
• Understand, utilize, and assess processes and policies for procedures with respect to efficient operations and management.
• Identify, understand, and apply legal standards to prevent, mitigate, and redress harm to all stakeholders.
• Understand, implement, and evaluate all practices to ensure success of all students through integrity and fairness.
• Demonstrate the ability to design and conduct original research in their chosen fields of concentration.
• Apply a rich knowledge base to analyze global leadership practices with a focus on global minded education.
• Engage in critical study and discourse of global educational policy and practices.

Catholic Concentration

• Understand and apply Catholic social teachings within the context of leadership practices from a global lens
• Expand perspective and take action as an ally and activist for Catholic educational reform and social justice.

International Baccalaureate Leadership

• Apply the practices and principles to serve as leader within an IB school
• Demonstrate the habits of mind and leadership which are the foundation of the IB school
• Engage in research and analysis of current contexts of International Baccalaureate educational practices.

College Requirements

​dispositions.

The academic programs within the College of Education have set forth these dispositions as educational and professional expectations for all students. Students should be aware that failing to abide by DePaul University or College of Education policies including, under certain circumstances, these dispositions, could result in adverse consequences for the student, including removal from his or her program, the College of Education, or the University.

• Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
• Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies for success, finding alternatives for inappropriate strategies, and modifying future practices
• Demonstrates a positive attitude and commitment to the profession
• Demonstrates thoughtful, effective verbal and non-verbal communication and listening skills
• Respects and considers cultural contexts in order to determine how to be responsive to learners and to proactively promote all students' learning
• Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
• Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
• Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, etc.)
• Demonstrates concern for and protection of safety and well-being of others 

Degree Conferral and Graduation

The awarding of a degree is not automatic. You must submit an application to be considered for the degree. DePaul awards and posts degrees at the end of each regular academic term (autumn, winter, spring, summer).

It is your responsibility to initiate the degree conferral application process by submitting an online application. Submitting an application means you intend to finish your degree requirements by the end of the term for which you have applied.

Graduate students must be approved for student teaching and complete student teaching, seminar, and induction courses to be cleared for the degree. Student must submit graduation application for the quarter you are completing the final course (student teaching is considered a course).

After you submit the application, you cannot register for any term after the one selected in the application.

To apply for degree conferral, log on to Campus Connection. Select FOR STUDENTS, then GRADUATION, then APPLY FOR DEGREE CONFERRAL. On screen instructions will take you through the application process.

Provided that all requirements and financial obligations are met, degrees are posted 30 days after the official end of the term. Official dates are listed on the Academic Calendar.

DePaul holds one commencement ceremony each year in June. If you intend to participate, you must first apply for degree conferral for the current academic year and then submit a cap and gown order. Honors are not announced at the ceremony for undergraduates completing their final courses in spring quarter because a final GPA is not available at the time of the ceremony.

Additional information about degree conferral and graduation can be found on the College of Education website.​

PhD Degree Requirements

Specific degree requirements are determined according to the concentration chosen by the student. Doctorate of Philosophy (PhD) concentrations are available in Standard Concentration, International Baccalaureate, and Global Catholic.

Please review the concentration requirements pages for more information.

Please note: a dissertation of original research is completed for all Global Educational Leadership PhD concentrations in conjunction with faculty advisement. Preparation for the writing of the dissertation includes a Candidacy Paper and Dissertation Proposal. Oral examination for Candidacy, Dissertation Proposal and Dissertation are required. Consult the Doctoral Program Handbook for additional information.

Academic Standards

Students must maintain an overall GPA of 3.0 prior to the completion of 36 credit hours and 3.3 after the completion of 36 credit hours. Students are allowed no more than two grades of “C.” Upon receiving a third grade of “C,” students must retake the class in which the grade was received. Grades of “D” and “F” require that the course be retaken.

Concentrations, tracks and specializations provide focus to the major. In addition to any college core requirements and major requirements, students are required to choose one of the following:

• Global Catholic Educational Leadership, Global Educational Leadership (PhD)
• Global Educational Leadership with International Baccalaureate, Global Educational Leadership (PhD)
• Global Educational Leadership, Global Educational Leadership (PhD)

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Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

The Human Element of Data and AI

Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Comparative and International Education PhD

Doctor of philosophy in comparative and international education.

• CIE Academic Disciplines
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Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall

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

Additional information.

• Informational meeting recommended
• Please visit program website for more information

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 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.

Departmental certification examination

Students complete their certification exam (AM) by the end of their first year in the program. The exam is integrated with the Advanced Seminar and includes two parts: one completed in the fall semester and one completed in the spring. Students must be authorized by the Office of Doctoral Studies (ODS) to take this exam; please see advisor for more details. The certification exam may be attempted twice. 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

Ph.D. students are required to pass two proficiency examinations in foreign languages. Examinations are usually arranged through the appropriate language department at Columbia University.

One of these examinations 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 for one or two 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 Fax: 212-678-8237

Email: iceinfo@tc.columbia.edu

PhD: Leadership for Intercultural and International Education

Contact us today!

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Earn Your Doctorate

The Ph.D. in Leadership for Intercultural and International Education (LIIE) from the University of Minnesota-Twin Cities is a competitive, cohort-based program designed to support the next generation of international education leaders.

The LIIE program allows students to earn a critical, research-based doctoral degree from one of the top CIDE programs in the country while maintaining full-time employment. Students spend three weeks taking courses together on campus, and complete coursework online during the academic year.

Who Enrolls?

Participants have been professionals in:

• international and I.B. schools,
• colleges and universities (particularly Study Abroad and International Students offices)
• language institutions
• government and educational ministries
• research/policy institutes
• international development organizations

Past program curricula have included courses in the following:

• Internationalization of Education
• Cross-cultural perspectives on leadership
• Comparative Education
• Critical Issues in Education
• Program Evaluation
• Inquiry Strategies in Educational and Organizational Research
• Advanced Seminar in Intercultural Communication
• Advanced Organization Development
• Introduction to Statistics
• Case Studies for Policy Research
• Participatory Action Research Methods
• Culturally Responsive Leadership

The University of Minnesota recognizes and values the importance of diversity and inclusion in enriching the experience of its students and in supporting its academic mission.  The University is committed to attracting and retaining students with varying identities and backgrounds.

The University of Minnesota and the LIIE program faculty actively seek diverse representation of race, ethnicity, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, and gender expression in this program.

Learn more: http://diversity.umn.edu .

Schedule: next cohort (2023-25)

• November 1, 2022: application due
• Summer 2023: full-time study on campus (3-week residency)
• Fall & Spring 2023: coursework online, part time
• Summer 2024: full-time study on campus (3-week residency)
• Fall & Spring 2024: coursework online, part time
• Summer 2025: full-time study on campus (3-4 week residency)
• Fall & Spring 2025: dissertation work (depending on student progress)

International Education PhD

The specialization in international education provides educators with the opportunity to study the role of education in the context of Asia, Africa, Latin America, and other developing areas. The specialization has courses related to both formal and non-formal education theory and practice; on education for children, adolescents, and adults; and on basic, primary, secondary, and higher education in developing countries.

Students may focus on a wide variety of topics in international education including comparative education, education reform, policy issues, teacher quality and development, institutional capacity building, project planning/management/monitoring and evaluation, social theories of education, education in crisis and conflict contexts, and gender issues in development.

Related offerings

Students interested in our International Education PhD may also be interested in these other offerings.

• International Education MEd – Online

Featured class

Explore the theory and practice of action research in school and other informal and formal educational settings. Produce your own qualitative action research study.

Application information & deadlines

The International Education doctoral program is now accepting applications for fall 2024 admission. Information about the application process can be found on the International Ed PhD Admission page.

PhD Admissions

January 2, 2024.

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

International Education

The International Education program prepares students for careers in international development building and in strengthening educational systems.

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Doctorate in International Relations – PhD (Online)*

Career paths, residencies.

• Faculty & Staff

Tuition & Fees

A doctorate for international affairs professionals seeking to analyze, critique, and improve responses to conflict, displacement, and human security.

At a Glance

For the program beginning summer 2025

Residency Locations

Serbia, Jordan

Priority Deadline

November 1, 2024, followed by rolling admissions

Final Deadline

January 31, 2025

Critical Global Issue of Study

Geopolitics & Power

Program Cost

Why a phd in international relations from sit.

Citizens around the world are witnessing major shifts in world order as new centers of power arise, populist movements grow, and political instability and conflict drive people across national borders. SIT’s PhD in International Relations is a professional doctorate designed for those eager to better understand and tackle these challenges, while also advancing their careers.

This part-time PhD is designed for working professionals in international affairs with an interest in peacebuilding, conflict and refugee response, and humanitarian affairs. Across four years, students critique traditional approaches to geopolitics and offer evidence-based approaches to improved human security.

The program includes two 10-day international residences. During the first-year residency in Serbia, you will examine the refugee crisis and the rise of illiberalism. During the second-year residency in Jordan, you will examine the landscape of conflict and the power of regional and global alliances in shaping foreign affairs. Specialized online courses on forced migration, peace and conflict studies, and global governance and human security complement each residency and provide you with the skills to lead complex projects and influence policy and practice through original research.

Featuring professors, advisors, and diplomats from across the globe, this program draws upon SIT’s 60-year history of experiential education and global partnerships to provide a unique global perspective students can apply, in real-time, to their work contexts as they earn their doctoral degree.

Working professionals who complete this PhD may expect to expand their careers as:

Foreign affairs specialist

Crisis response or operations specialist

Security analyst for intelligence agencies

Policy advisor and consultant

Director of policy for refugees and conflict response agencies

Senior leader in humanitarian and emergency affairs organizations

Risk analyst and early-warning consultant

Crisis operations specialist for international humanitarian agencies

Think tank researcher

University faculty

Read about SIT Graduate Institute alumni careers through the SIT blog and our Career Impact page.

First-Year Residency: Belgrade, Serbia

This 10-day residency focuses on the refugee crisis and the rise of illiberalism. Engage with EU policymakers, local activist organizations, and scholars to learn about the shifting power relations of contemporary Europe in the context of forced migration, war, and shifting European identity.

Second-Year Residency: Amman, Jordan

This 10-day residency focuses on peace and conflict in the Middle East and North Africa (MENA) region. Through visits with academics, government officials, local NGOs, and international organizations in Amman, students will examine the landscape of conflict in the MENA region and the power of regional alliances in shaping foreign affairs.

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

Program Learning Outcomes

Upon completion of the PhD in International Relations, students will be able to:

• Identify, analyze, and critique contrasting approaches to international political order through the lens of foundational theories, both mainstream and critical.
• Contribute professional scholarship related to discourses on international relations, international peace and conflict studies, refugee and forced migration studies, and human security via presentations at professional conferences and publication of academic scholarship.
• Design and conduct original, ethical research informed by relevant literature and grounded in appropriate methodologies and approaches.
• Interpret original and secondary data to produce actionable findings with a capacity to improve the way policymakers approach critical global issues, particularly those related to conflict, refugees, and crisis response.

Read more about Program Learning Outcomes .

Students complete 64 credit hours of work across four years (12 semesters) of study. Courses focus on theory, research methods, applied practice, professional development, and dissertation preparation. Throughout, you will learn from professors and advisors from across the globe. This PhD draws on SIT’s 60-year history of experiential education and global partnerships to provide students with a unique and powerful learning experience.

Students can request to transfer up to 15 credits of relevant previous graduate coursework upon admission, thereby reducing the overall credit requirement from 64 to 49.

With approval, students can pursue an accelerated pathway to complete the degree in 10 semesters. The research and dissertation writing phase of the program may vary, dependent on individual student progress, outside commitments, and type or scope of research.

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

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

Theories and Polemics of International Relations (3 credits)

This course explores the role theory plays in shaping our understanding of international relations and global affairs. Dominant theories which make up the cannon of the field—such as realism and neorealism, liberalism and neoliberalism, constructivism, and Marxism—are explored, as well as critical theories such as feminism, post-colonialism, and indigenous approaches.

Global Governance and Human Security (3 credits)

This course examines the complex field of global governance, focusing on the theoretical underpinnings, institutional structures, and contemporary challenges of designing systems of international governance without international government. Students will engage with advanced literature, conduct original research on a topic related to global governance of their choosing, and critically analyze issues related to global governance, including perspectives from critical theories, realism, and constructivism.

Forced Migration and Humanitarian Response (3 credits)

Conflict-induced and disaster-induced displacements are impacting hundreds of millions of people around the globe annually. In response, humanitarianism—the promotion of the general welfare of people impacted by conflict, disaster, environmental disruption, famine, and political and economic collapse—has become a dominant feature of international affairs. Unfortunately, the international political system remains a flawed vehicle for satisfying global humanitarian demand. Carefully guarded national sovereignty, the relatively weak power of international institutions and non-governmental organizations, and growing skepticism about a liberal global order now threaten the international humanitarian aid system. This class considers these developments as well as the drivers of forced migration, the history of humanitarian response, and the search for new evidence-based frameworks to improve it.

Seminar in Peace and Conflict Studies (3 credits)

This seminar will give students an in-depth understanding of the origins of intra- and inter-state conflicts, the debates over why such conflicts emerge, escalate, and de-escalate, and the pathways and possibilities for sustainable peaceful transformations. Simulations, case studies, and scenario-based exercises are used to give students a realistic understanding of the drivers of violent conflict and the challenges and possibilities of building peace across a variety of settings and contexts. Of particular interest is considering how dominant theories about the nature of conflicts connect to the conflict management strategies adopted by various stakeholders in international politics.

Preliminary Review (0 credits)

At the conclusion of year one of the program, students must pass a preliminary examination. Preliminary exams demonstrate mastery of content covered in core courses and demonstrated progress towards the dissertation research proposal. Upon completion of all coursework, students must pass a comprehensive examination and begin a prospectus (proposal) for their dissertation research.

Quantitative Research Methods (3 credits)

In this course, students will be introduced to statistical concepts and procedures as prerequisites for conducting quantitative and mixed-methods research. Students will learn how to display data distributions using graphs and describe distributions with numbers using measures of central tendency and dispersion. Additionally, students will examine relationships among data and learn how to produce data using various quantitative designs. This course will introduce students to inferential statistics, including simple linear and multiple regression analyses and ANOVA. Students will develop knowledge and skills using and interpreting descriptive and inferential statistical data and will use Stata software to analyze data.

Qualitative Research Methods (3 credits)

In this course, students will be introduced to a range of approaches and methods used in qualitative inquiry. Among the approaches covered are process tracing, discourse analysis, ethnographic research, case studies, comparative historical analysis, archival research, interviewing, ethnography, content analysis, ethnographic research, political profiling, and agent-based modeling. Students will deepen their knowledge about these approaches and enhance their data collection skills by conducting surveys, analytical frameworks, designing case studies, and reflecting on each method’s strengths and limitations. Students will also learn how to code data inductively and deductively, develop codes, look for patterns emerging in data, develop overarching themes, and interpret findings.

Research Colloquium (3 credits)

The Research Colloquium gives a platform for doctoral students to present and discuss possible PhD research projects, exchange ideas, receive constructive feedback, and workshop ways to prepare and improve their dissertation research proposals. Across 10 days, students interact in a conference format, presenting their research ideas, the literature and debates attached to those ideas, and the methods they are considering using in their inquiry process. Students are also expected to critically evaluate the work of their peers, providing constructive criticism to help them advance their research agenda, operationalize their research questions(s), and identify and develop plans for overcoming challenges in the data collection and analysis phases of their research. Prior to the in-person colloquium, students will work with their advisor as needed to develop their presentations.

Electives and Transfer Credits (15 credits)

In addition to the above, students must take 15 credits of elective courses prior to sitting for comprehensive exams. Elective credits can be fulfilled by two means: transferring prior graduate credits earned at SIT or another accredited institution or completing an advisor approved elective offered through one of SIT’s part-time hybrid master’s or PhD programs.

Comprehensive Exams (0 credits)

Comprehensive exams confirm the students’ mastery of their chosen field of study and serve as the basis for their doctoral dissertation literature review. After passing the comprehensive examination and prospectus defense, students enter candidacy.

Proposal Defense, IRB approval (3 credits)

The proposal defense is designed to evaluate the feasibility, significance, and originality of each student’s proposed dissertation research project. It serves as a critical checkpoint to ensure that the research project is well-structured and has a high likelihood of success. The defense is conducted in front of the student’s three dissertation committee members: their primary advisor and their first and second reader. It consists of a formal presentation followed by a question-and-answer session. After the questioning, the committee deliberates, then provides feedback to the student regarding the strengths and weaknesses of the proposal. The outcome of the defense will be one of the following: 1) Pass: the student may proceed with their research, 2) Conditional Pass: the student is allowed to proceed, but they must address specific issues or complete requested revisions to the proposal before doing so, or 3) Fail: the proposal does not meet the required standards, and the student will be required to revise and redefend it at a later date. *Requires successful completion of comprehensive exams.

Doctoral and Professional Development Seminar 1-4 (1 credit each)

The Doctoral and Professional Development Seminars 1-4 seek to build a community of practice of IR PhD students as they work to complete their doctoral dissertations. Students meet bi-weekly with each other and their advisors to share their dissertation progress, problem solve, and share drafts of their work for feedback. The seminar will also feature occasional guest speakers who will share their own doctoral dissertation journeys and their professional transitions after receiving their PhD.

Dissertation (20 credits across 4 semesters)

At least 20 credits of the PhD program of study consists of research and dissertation. After completion of the dissertation, the student must pass an oral examination in defense of the dissertation. The culminating experience for the doctoral degree program is publication of the dissertation. The non-coursework portion of the program usually lasts 2 years.

Dissertation Defense (1 credit)

In this course students will prepare for an oral defense working closely with their primary and secondary advisors, and deliver and defend their work. Students will be able to present their dissertation remotely.

Admissions Criteria

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

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

For the PhD in International Relations, admissions will evaluate candidates to ensure they meet the following criteria:

• Bachelor’s or master’s degree in a related field from a regionally accredited institution
• Strong academic writing and scholarly potential, as evidenced by a statement of purpose
• Demonstrated English language proficiency (see details below)
• Intercultural and professional experience
• A minimum preferred cumulative grade point average of 3.5 on a scale of 4.0
• Demonstrated ability to use experience as a source of learning
• All applicants are required to interview with program faculty

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• three letters of recommendation
• resume or curriculum vitae
• proof of English proficiency

Additional Application Information The statement of purpose should not exceed 600 words and should describe how the applicant’s experience will contribute to success in the program; describe how completion of the degree will support long-term professional goals; and expand on key research questions the applicant aims to address as part of the plan of study. Letters of recommendation must be from three people who can attest to the applicant’s academic and professional achievements. At least one letter should be academic in nature.

Applicants will be able to transfer up to 15 credits of related graduate coursework toward the PhD program. Please contact us for more information .

English Language Ability

Applicants whose first language is not English and who did not graduate from an English-speaking institution must demonstrate English language proficiency.

*This new program is pending accreditation from the New England Commission of Higher Education (NECHE) in accordance with the Commission's Policy on Substantive Change. The approval process is anticipated to be finalized in fall 2024.

Faculty & Staff

International relations – phd (online)*.

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Master of Arts International Education

Application extended: still accepting applications.

Prepare for a career as an educator working internationally. In this interdisciplinary master's, you will learn how to design, implement, manage, and evaluate international education programs in a broad range of settings. You will also gain hands-on experience in an internship placement, either in the US or abroad.

Degree Details

Official degree title.

Master of Arts in International Education

What You Will Learn

Your academic experience.

Upon completion of your master's you will be able to:

• Demonstrate and employ a solid understanding of responsibilities that come with being an international professional and an educational expert
• Demonstrate skills for working effectively in international and multinational settings
• Design, implement, manage, and evaluate international education programs in schools, colleges, foundations, multinational corporations, and public and private educational and cultural agencies
• Apply theoretical, conceptual, and methodological advances in the humanities and the social sciences to the analysis of international educational policies and institutions

Internships

Our internship acquaints you with current practices in the field, introduces you to the everyday life of the profession, and develops your professional networks to help you secure a job after graduation. Recent placements include Institution for International Education, NYU Office of Global Services, Sesame Street Workshop, UNESCO, and the US Department of State.

Special Areas of Study

Our advisors and faculty work closely with you to plan your course of study, choose electives, find internships, and select research topics geared to your interests and professional goals. The curriculum includes training in both qualitative and quantitative research methods. Students can take electives from across the University.

Study or Intern Abroad

Our International Education programs offer students extraordinary opportunities for study, professional development and networking, and applied learning at New York University’s academic centers in Africa, Asia, Europe, North America, and South America. We offer one of the most extensive graduate study abroad programs in the country. 

Get Involved

Join the International Education Student Board , a group of students committed to creating social and professional events for the student body.

Our alumni are located throughout the world, and work at a variety of international education organizations, universities, governmental agencies, and nonprofit agencies. 

Recent placements include:

• Coordinator of Global Programs, NYU Shanghai
• Program Manager, Institute of International Education
• Enrollment Advisor, CIEE International Study Programs
• Program Associate, Education Division, Asia Society
• International Admissions Coordinator, University of Maryland, College Park
• Educational and Cultural Affairs, US Department of State
• Enrollment Advisor, American University of Beirut
• Technical Training Coordinator, Innovations for Poverty Action
• Program Coordinator, International Rescue Committee
• Refugee Education Programming and Community Outreach, Catholic Charities
• Project Director, Global Peace Initiative of Women
• Program Coordinator, Rockefeller Foundations
• Exchange Program Specialist, Bureau of Deputy Program Officer, USAID

Questions 

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

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, take the next step.

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