International Higher Education (MEd)
Join a global scholar-practitioner community and make a difference in international higher education.
The IHE MEd program at Loyola's School of Education offers a rigorous curriculum rooted in Social Justice and critical thinking. The IHE MEd program is designed to prepare students for leadership roles in the dynamic and diverse field of higher education, emphasizing the critical importance of promoting equity, inclusion, and social justice within international higher education contexts.
This innovative program combines academic rigor with practical experiences to equip students with the knowledge, skills, and perspectives needed to address complex global challenges and advance social justice within higher education institutions and organizations worldwide. Graduates are prepared to assume leadership roles in higher education institutions, governmental agencies, non-profit organizations, and international education settings. They possess the knowledge, skills, and commitment to advance social justice, diversity, and inclusion within higher education systems worldwide.
The International Higher Education (MEd) also offers an Accelerated Master's Pathway for Undergraduate students to complete their Graduate studies in a fifth year. Further details of the AMP, including the suggested sequence of courses, can be found under the Curriculum tab.
Related Programs
Curriculum
The IHE M.Ed. is designed to be completed in two years, including summers. Most of the courses take place online in an asynchronous format; the study abroad course - ELPS 529: US Students Abroad, Cultural Immersion Abroad - will take place in person at Loyola's John Felice Rome Center. Program requirements include 30 semester hours and completion of a final electronic portfolio with an optional Internship. All courses must be completed within the predetermined curricular sequence.
Besides the traditional Master's program, the International Higher Education (MEd) is also offered as an Accelerated Master's Pathway where exceptional students can complete the program in a fifth year. A suggested sequence for the AMP can be found below.
| Code | Title | Hours |
|---|---|---|
| ELPS 405 | Introduction to Educational Policy Analysis | 3 |
| ELPS 427 | Foundations in Higher Education | 3 |
| ELPS 431 | Evaluation in Higher Education | 3 |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| ELPS 433 | Student Development in Higher Education | 3 |
| ELPS 448 | International Higher Education | 3 |
| ELPS 455 | Comparative Education | 3 |
| ELPS 503 | Critical Perspectives on the Internationalization of Higher Ed | 3 |
| ELPS 529 | Seminar in Higher Education | 3 |
| ELPS 565 | International Education Internship | 3 |
| Total Hours | 30 | |
Suggested Sequence of Courses
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
Traditional Master's Program
| Year 1 | ||
|---|---|---|
| Fall | Hours | |
| ELPS 427 | Foundations in Higher Education | 3 |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 433 | Student Development in Higher Education | 3 |
| ELPS 455 | Comparative Education | 3 |
| Hours | 6 | |
| Summer | ||
| ELPS 529 | Seminar in Higher Education | 3 |
| Hours | 3 | |
| Year 2 | ||
| Fall | ||
| ELPS 405 | Introduction to Educational Policy Analysis | 3 |
| ELPS 503 | Critical Perspectives on the Internationalization of Higher Ed | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 431 | Evaluation in Higher Education | 3 |
| ELPS 565 | International Education Internship | 3 |
| Hours | 6 | |
| Summer | ||
| ELPS 448 | International Higher Education | 3 |
| Hours | 3 | |
| Total Hours | 30 | |
Accelerated Master's Pathway
Students can take up to 12 credit hours in the senior year with admission to the AMP. These credits are shared between the Bachelor's and Master's programs.
| Senior | ||
|---|---|---|
| Fall | Hours | |
| ELPS 427 | Foundations in Higher Education | 3 |
| ELPS 432 | Multiculturalism for Social Justice in Higher Education | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 433 | Student Development in Higher Education | 3 |
| ELPS 455 | Comparative Education | 3 |
| Hours | 6 | |
| Master's | ||
| Summer | ||
| ELPS 448 | International Higher Education | 3 |
| ELPS 529 | Seminar in Higher Education | 3 |
| Hours | 6 | |
| Fall | ||
| ELPS 405 | Introduction to Educational Policy Analysis | 3 |
| ELPS 503 | Critical Perspectives on the Internationalization of Higher Ed | 3 |
| Hours | 6 | |
| Spring | ||
| ELPS 431 | Evaluation in Higher Education | 3 |
| ELPS 565 | International Education Internship | 3 |
| Hours | 6 | |
| Total Hours | 30 | |
Travel & Visa
Securing the necessary visas to travel along with related expenses are the student's responsibility.
Cohort Model
Our program has been set up as a cohort because we find that students benefit greatly from joining a 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.
As part of a global cohort program, students in the IHE MEd receive the following benefits:
- A 20 percent tuition discount across the entirety of the program
- Exemption from proof-of-immunization and proof-of-health-insurance requirements that apply to Chicago-based students.
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 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 two years. Permission to take a course out of sequence will be granted at the discretion of the Program Director.
Continuous Enrollments
Master's students in international higher education are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Assistant Dean of Student Academic Services.
Guidelines for Accelerated Master's Pathways
In Accelerated Master’s Pathways, students share limited, authorized credits between their Undergraduate and Graduate degrees to facilitate completion of both degrees in a shorter amount of time. Shared credits are Graduate level credit hours (400-level or higher) taken during the Undergraduate career and then applied both to the Undergraduate degree and towards Graduate program requirements.
Admission and Matriculation
Accelerated Master's Pathways are designed to enhance opportunities for advanced training for Loyola’s Undergraduates. Admission to these programs is competitive and will depend upon a positive review of credentials by the Graduate program. Accordingly, the admission requirements for these programs may be higher than those required if the Master’s degree were pursued entirely after the receipt of a Bachelor’s degree.
Students enrolled in an Accelerated Master's Pathway who choose not to continue to the Master’s degree program upon completion of the Bachelor’s degree will face no consequences.
Ideally, a student will apply for admission to an AMP program as they approach 90 credit hours in their Undergraduate career.
Students will not officially matriculate into the Master’s degree program and be labeled as a Graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the Undergraduate degree has been awarded. Once admitted to the Graduate program, students must meet the academic standing requirements of their Graduate program as they complete the program curriculum.
Advising and Registration
Students in their final Undergraduate year will work with Advising in the home School of their Bachelor's program(s), as well as the Graduate Program Director of the Master’s program. Any 400-level or higher courses that the student plans to enroll in should be reviewed by both advisors to ensure that these courses will complete requirements for both degrees.
Registration in Graduate level courses during the Undergraduate year may require assistance from the Graduate Program Director and/or the student’s current academic advisor to enroll.
Shared Credits
Only courses taken at the 400-level or higher will count toward the Graduate program. At the Undergraduate level, students are restricted to enrolling in and sharing up to the number of Graduate level credits explicitly indicated in the catalog for their selected AMP program.
In general, Graduate level coursework should not be taken prior to admission into the Accelerated Master's Pathway. Exceptions may be granted for professional programs where curriculum for the Accelerated Master's Pathway is designed to begin earlier. On the recommendation of the program’s Graduate Program Director, students may take one of their Graduate level courses before they are admitted to the Accelerated Master’s Pathway if they have advanced abilities in their discipline and course offerings warrant such an exception.
Degree Requirements and Conferral
Undergraduate degree requirements are in no way impacted by admission to an Accelerated Master’s Pathway. Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a Graduate program.
The program’s Graduate Program Director will designate credit hours to be shared through the advising form and Master’s degree conferral review process. Graduate credit hours taken during the Undergraduate career will not be included in the Graduate GPA calculation.
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate Program Director will review the relevant syllabus or syllabi to determine whether it meets the criteria for a 400-level course or higher.
Programs with specialized accreditation requirements that allow programs to offer Graduate curriculum to Undergraduate students will conform to those specialized accreditation requirements.
Degrees are awarded sequentially. All details of Undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once matriculated in the Graduate program, students abide by the graduation deadlines set forth by the Graduate program. Students in these programs must be continuously enrolled from Undergraduate to Graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Master’s Pathway, the university is making possible the acceleration of a student’s Graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their Graduate studies after earning the Undergraduate degree, they may apply for admission to the traditional Master’s degree program. Any application of Graduate credit earned while in the Undergraduate program is subject to the policies of the Graduate degree granting school.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supersede school policies.
Learning Outcomes
- 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 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 (relatedly) with respect to education abroad programs.