Loyola University Chicago

School of Education

Course Sequence

MEd in International Higher Education

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

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 Beijing 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

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
                       [**Rome - 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.