Loyola University Chicago

School of Education

Explore the Program

  • Study as part of an online global cohort, offering a rich diversity of perspectives.
  • Learn from  with international reputations for scholarship, policy work, and practice in higher education as viewed from a global perspective.
  • Benefit from networking and bonding with other students from across the world through a cohort that completes all required coursework together.
  • Work in diverse cultural contexts to better understand, analyze, evaluate and advance the missions and programs of higher education institutions around the globe.   
  • Skilled policy analysts able to use advanced statistical analysis for data-driven decision making.   
  • Develop and undertake effective, high quality assessments and program evaluations.   
  • Demonstrate an understanding of social justice and the application of social justice concerns in the domain of higher education, particularly in regard to student development, the advancement of intercultural understanding and (relatedly) with respect to education abroad programs. 

The US Department of Education requires any institution offering distance education/online programs to students outside of its home state to acquire authorization from the states in which students reside. Regulations vary from state to state. While Loyola University Chicago is authorized, exempt or pursuing authorization in most states, some restrictions apply. Please see our State Authorization page for the most up-to-date information.

 

Loyola University Chicago is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions.

Completion of this MEd degree requires 36 semester hours, an internship, and completion of a final electronic portfolio. This program will include online and blended courses with the course meetings taking place at Loyola's oversea centers in  and Vietnam.

 

Required Courses (36 semester hours) 
See  for more information.

  • ELPS 405: Introduction to Educational Policy Analysis 
  • ELPS 419: Leadership in Higher Education
  • ELPS 427: American Higher Education
  • ELPS 431: Evaluation in Higher Education
  • ELPS 432: Multiculturalism for Social Justice in Higher Education
  • ELPS 448: International Higher Education
  • ELPS 455: Comparative Education
  • ELPS 529: Educating Students Abroad: Lessons from Rome in Cultural Immersion
  • ELPS 550: Globalization and Education
  • ELPS 565: International Education Internship
  • RMTD 400: Introduction to Research Methodology
  • RMTD 404: Introduction to Educational Statistics

 

Length of the Program: This cohort program is designed to be completed in 2 years including summers.  All courses must be completed within the cohort sequence.

 

Comprehensive Assessment/Capstone Project: The preparation of an electronic portfolio is required.

 

Continuous Enrollments: Master's students in international higher education are required to maintain the status of continuous enrollment during their program of studies. This means that students complete the cohort in the  as defined.

 

Degree Conferral: While the commencement ceremony is every May, degrees can be conferred May, August, and December. Students must apply for graduation/degree conferral. Students should apply for graduation for the semester they anticipate completing all degree requirements. Failure to meet application deadlines may result in a delay of the conferral of the degree to the following semester.  are due:

 

  • February 1 for August conferral*
  • August 1 for December conferral
  • December 1 for May conferral

 

* Candidates graduating in August are eligible to participate in the preceding May commencement ceremony in Chicago.

 

Travel & Visa: Securing the necessary visas to travel along with related expenses are the student's responsibility.

Graduates of the program will be reflective leaders able to work in diverse cultural contexts to better understand, analyze,evaluate and advance the missions and programs of higher education institutions around the globe. Graduates of the program will be skilled policy analysts able to use statistical analysis for data-driven decision making. Graduates of the program will be able to develop and undertake effective, high quality assessments and program evaluations. Graduates will demonstrate an understanding of social justice and the application of social justice concerns in the domain of higher education, particularly in regard to student development, the advancement of intercultural understanding and with respect to education abroad programs.

 

Course Sequence  

All courses will be delivered online, except with the modifications noted below.

 

First Year

SemesterCourses
Fall ELPS 427: American Higher Education
ELPS 455: Comparative Education
Spring ELPS 448: International Higher Education 
                       [*Vietnam - first full week of January]
ELPS 432: Multiculturalism for Social Justice
                        in Higher Education
ELPS 405: Introduction to Educational Policy Analysis
Summer II RMTD 400: Introduction to Research Methodology

* This blended course starts with online learning followed by 5 days at Loyola's campus in Vietnam and with site visits to local universities, followed by further online learning.

 

** This is a face-to-face course taught at the Rome Center during an intensive 2 week session in early July.

 

Second Year

SemesterCourses
Fall RMTD 404: Introduction to Educational Statistics
ELPS 419: Leadership in Higher Education
Spring ELPS 431: Evaluation in Higher Education
ELPS 565: International Education Internship
Summer I ELPS 550: Globalization and Education
Summer II ELPS 529: Educating Students Abroad: Lessons from 
                       Rome in Cultural Immersion
                       [** - first two weeks of July]

 

For additional information see the IHE Program Policy regarding Leaves of Absence, Alterations to Course Sequence and Program Withdrawal 

 

Course Descriptions  

ELPS 427: American Higher Education (online)
This course provides a broad historical and philosophical perspective on U.S. higher education.  Emphasis is placed on the development of U.S. higher education ideas and institutions from the American colonial period to the present.  Central to this study is examining how U.S. higher education shapes and is shaped by transnational, national, regional, and local contexts.  As a result, students will demonstrate their understanding of U.S. history and the history of American education more broadly.

 

ELPS 455: Comparative and International Education (online)
Students in this course apply historiographic and social scientific theories and methods to understanding international issues of education.  This course provides an overview of the field of comparative and international education.  Although a great deal of educational research engages in comparison, comparative education enlarges the diversity of observations open to scholars and therefore extends our ability to explain educational activity and its effects within and across nations.  Upon completion, students will demonstrate a sound grasp of the field's major issues and perspectives, the nature of comparativist research, and develop research and writing skills needed for scholarly work in the field of comparative and international education.

 

ELPS 448: International Higher Education (blended course that includes one-week, on-site component at Loyola’s campus in Vietnam)
This course introduces students to the higher education systems of countries around the world, placing a particular emphasis on how each system is confronting the challenges of globalization.  In this course particular emphasis is given to the European Community and China, though higher education systems in the Middle East, Central Asia, Africa and Central/South American will also be examined.  Upon completion students will understand how – on regional, national and institutional levels – institutions of higher education today are responding to the challenges posed by internationalization, massification, scholar and student exchange, access challenges, accountability demands, as well as international trade agreements on the exchange of educational goods and services.

 

ELPS 432: Multiculturalism for Social Justice in Higher Education (online)
Ample research supports the important role diversity and multiculturalism play both in shaping educational outcomes as well as enhancing society. This course provides an introduction to theory and research related to multiculturalism and social justice. Specific attention is paid to understanding social systems and structures that reinforce power differentials, privilege, and oppression. Content is contextualized to higher education through the exploration of issues related to the development of multicultural competence and ally development. This course draws heavily on personal reflection and encourages students to explore their own identity and how it shapes social experiences related to multiculturalism and social justice.

 

ELPS 405: Introduction to Educational Policy Analysis (online)
This introductory seminar on education policy analysis focuses on policy practitioners, communities of practice and organizations – their philosophies, genres of learning and sense making, and multipart interactivity.  The course provides students with critical insight into the politics and strategies involved in analyzing educational policies while enhancing the practical skills necessary for writing clear and powerful policy papers.

 

RMTD 400: Introduction to Research Methodology (online)
This course provides an introduction to research methods used in education and the social sciences including qualitative, quantitative, and mixed methods research designs.  Upon completion of the course, students will be able to critique the argument and methods used in empirical research, integrate in a written literature review the results of studies in order to present an argument, and understand the ethical issues involved in research with human subjects.

 

RMTD 404: Introduction to Educational Statistics (online)
This course provides an introduction to data investigation, basic data analysis and inferential statistical methods.  Specifically, students learn to: describe data (qualitatively and graphically); formulate research hypotheses and conduct hypothesis testing; select and compute appropriate statistical estimates; use a statistical software computing package to accomplish these tasks; interpret and write about the results of the estimates and tests; as well as understand the assumptions and limitations of using statistical methods for analysis.

ELPS 419: Leadership in Higher Education (online)
This course is designed to provide foundational grounding in leadership theory and research. Specific attention is paid to the evolution of leadership theory, interdisciplinary conceptualizations, administrative applications, pedagogy for teaching and learning, and the leadership development process of college students.  Given that leadership is a contextually-bound and socially-constructed phenomenon, time will be dedicated to understanding cultural dimensions and considerations.  Applications of course content to student roles as professionals in higher education will serve as an on-going theme.  Upon completion of the course students will be able to describe various historical and contemporary perspectives on administrative leadership and their application in higher education, including the influence of gender and culture on leadership development.

 

ELPS 431: Evaluation in Higher Education (online)
This course examines evaluation and assessment philosophy, approaches, models, and practice in higher education with focus on institutional accountability and assurance of quality programs.  Students will gain an appreciation for the importance of evaluation and assessment of educational programs in higher education and understand strategies employed by institutions to achieve their goals and objectives. Students will also gain an understanding of the range of quantitative and qualitative tools available to measure student learning and developmental outcomes.

 

ELPS 565: International Education Internship (online with internship experiences in or near student’s home location)
Students, with instructor approval, will identify and design an internship experience in a college, university, or international education agency located near where they currently reside that affords administrative and/or curricular experiences related to international education. Potential internship sites may be found in study abroad offices, in international education offices, and/or in offices providing a variety of services to either international/foreign students or to students planning an international educational experience. These internships may involve programming activities, designing and implementing workshops/instruction, student advising, and/or program evaluation and research.

 

ELPS 550: Globalization and Education (online)
This advanced seminar examines globalization in relation to schooling and educational issues broadly considered.  Students read recent social science scholarship and debates on how globalization might be productively theorized and studied.  Students in the course will understand and be able to critically evaluate the diverse range of approaches used by researchers to study education and globalization.  Students will better understand how contemporary globalization issues and phenomena shape the operations of educational institutions around the globe.

 

ELPS 529: Educating Students Abroad:  Lessons from Rome in Cultural Immersion (blended course that includes two-week, on-site component at Loyola’s John Felice Rome Center)
In this course graduate students explore the study abroad experience of students from the unique vantage point of simultaneously undertaking a short-term, education abroad experience.  The course is taught onsite in Rome, Italy which itself becomes a “learning laboratory” and serves as the cultural context for the exploration of the field of study abroad.  Students examine the purposes, goals, and mission of international study programs; the diverse nature, scope, and structure of study abroad programs; the intended and unanticipated learning outcomes of international study; the challenges and issues experienced during study abroad; as well as the issues faced by coordinators and administrators of study abroad programs.

Application Deadline: 
Cohort beginning each Fall: March 1

 

A Completed Application Form 
You may submit your application form online

 

Official Transcripts
Applicants must submit official transcripts for all undergraduate and any graduate work. To be eligible for admission, your transcript must show an earned bachelor's degree or a bachelor’s degree in progress. Certified copies of transcripts are acceptable; faxed copies of transcripts are not considered official. If you attended Loyola University Chicago previously, you do not need to request transcripts; we have them on record.

 

Transcripts must show a GPA of at least a 3.0. In exceptional cases, applicants whose undergraduate GPA is below 3.0 may be admitted. Each program area gives meaningful consideration to the applicant's graduate GPA, recommendations, professional experience and reasons for pursuing a graduate program, as well as to the diversity of the student body.

 

You will also be required to submit:

  • English Language Test scores
  • Transcript Evaluations for all non-USA transcripts

 

Three Letters of Recommendation
If you supply your recommender’s email address as part of your completed online application form, then your recommendation letters may be submitted online. Or, your recommenders may choose to mail them to:

 

Graduate & Professional Enrollment Management
820 N. Michigan Ave.
Suite 1200
Chicago, IL 60611

 

Recommenders must include at least one from a previous faculty member.

 

A Personal Statement
Your statement should be 500-1000 words.

 

Provide a statement regarding your personal and professional interest and goals in international higher education. How will the program advance your professional goals? Please also discuss life experiences that have influenced your view of social justice.

 

Resume
Submit a current professional resume.

The School of Education’s MEd in International Higher Education has been set up as a cohort program because we find that students benefit greatly from joining a cohort learning community and from networking and bonding with one another during the course of their program. Once a cohort is formed, the students participate together in all of the required courses leading to the MEd degree.

 

In addition, students in the IHE MEd global cohort program benefit from the university’s policy of granting a 20% tuition discount to students enrolled in cohort programs.  As a global/online cohort program students are exempted from paying the university’s Student Activity Fee, are exempted from the CTA U-Pass requirement and are exempted from the proof-of-immunization and proof-of-health-insurance requirements that apply to Chicago-based students.  This cohort program is designed to be completed in 2 years including summers.  All courses must be completed within the cohort sequence.

 

However, we recognize that circumstances may arise that require a student to take a leave of absence or request an alteration to the program sequence.

 

Alterations to Course Sequence: A student may petition the IHE Program Director to be allowed to take a course out-of-sequence, yet remain a cohort member.  Only one (1) course may be taken out-of-sequence during a cohort student’s course of study.  We cannot guarantee that seats will be available in an out-of-sequence course, nor that all required IHE courses will be offered in an online format.  Taking a course out-of-sequence may result in a student being unable to complete the degree in 2 years time.  Permission to take a course out-of-sequence will be granted at the discretion of the Program Director.

 

Per general School of Education policy graduate students may only count towards degree completion no more than two courses with a grade of C or below.  If an IHE cohort student needs to retake a course either because of this requirement or because of a grade of F, this will be considered an out-of-sequence course and require approval from the IHE Program Director as specified above. The short term ELPS 529 (Rome, July) and ELPS 448 (Vietnam, January) overseas study-abroad courses are a mandatory part of this program.  In extenuating circumstances they may be taken out of sequence the following year.  However, to preserve the integrity of this degree program other courses may not be substituted for them and they must be taken as study-abroad courses.

 

Leave of Absence: To request a leave of absence from the IHE Program students must complete a leave of absence request form and submit it to the IHE Program Director.  Students have a maximum of one year for the leave and must indicate when they plan to return from the leave (e.g., the beginning of the Spring, Fall or Summer term).  A leave of absence is equivalent to “pausing” one’s graduate studies for a period of time.  If a leave of absence is approved this means that when a student recommences studies he or she remains a cohort student (though he or she may be assigned to join a cohort different from the one he or she began with).  No courses are taken during a leave of absence.  Upon the resumption of studies the student is expected to proceed to degree completion at the pace and according to the established program course sequence.   If a student is granted a full year leave of absence but requests to rejoin the program in less time this will be permitted provided there is space available in the course(s) in which the student wishes to enroll.

 

Cohort Program Withdrawal: A student admitted to the IHE MEd Cohort Program may request to leave the cohort and work towards completion of the IHE MEd degree requirements as a non-cohort student.  The IHE MEd required courses may be taken either online or at Loyola’s Chicago campus.  However, please note that we cannot guarantee course availability and openings in courses for students who withdraw from a cohort.  Students who withdraw from the cohort may take one, two, or three courses per semester but must have any modifications to the specified course sequence approved by the IHE Program Director.  Students who withdraw from a cohort must adhere to the university’s requirements regarding continuous enrollment and have five years from acceptance to complete the program. (See SOE Policy: Time Limit for Degree Completion.)  IHE MEd students who withdraw from the cohort will no longer receive the 20% cohort tuition discount. As students in a global program geared towards online coursework they will still be exempt from the requirements that apply to Chicago-based students for semesters when they are only enrolled in online courses.  However, in semesters when an IHE MEd student is enrolled in any face-to-face courses at Loyola’s Chicago campus he or she will be required to pay the Student Activity Fee as well as U-PASS and Health Insurance fee/waiver if enrolled at full-time status (8 credits or more). 

Cohort Tuition & Fees

There is a 20% tuition discount for cohort members. The standard university fees charged include a , technology fees, a , and a study abroad fee for each class abroad. Please note: the matriculation fee and the course management fee are one time fees.

 

Costs on this page are projected in U.S. dollars. They are not final, and subject to change.

LocationFees
Vietnam $600# (based on 2017 fees)
  $1,065## (based on 2017 fees)

# covers double-occupancy room for 6 nights, several meals and various admission fees along with all in-country transportation

 

## covers double-occupancy room for 13 nights, two meals and various admission fees along with a bus pass and travel insurance

  • For more information contact: 
    Noah Sobe
    Phone: 312.915.6954
    E-mail: nsobe@luc.edu