Doctorate in
Global Education – EdD (Online)

Semester One: Summer, ten-day residency and online (8 credits)

• Theoretical Foundations I (3 credits) – In this course, students will examine how social and critical theories in the field of international and comparative education can be used to explain how economics, politics, and culture shape education worldwide. The course will introduce students to the history of the field and how it has evolved over time through multidisciplinary influences. Students will examine such sociological theories as functionalism, neo-Marxism, post-modernism, poststructuralism, post-colonialism, critical race theory, critical pedagogy, socio-cultural theories, capabilities theories, feminist theories, and globalization theories, and apply them to analyze various educational phenomena. 
• Research Methods 1: Qualitative Approaches (3 credits) – In this course, students will be introduced to various qualitative approaches and methods used in social sciences and education. Ethnography, phenomenology, and case study approaches will be applied to explore educational issues of student choice through pilot studies in class. Students will deepen their knowledge about primary methods of data collection and enhance their data collection skills by conducting observations, interviews, and focus groups. Students will also be reflecting on each method’s strengths and limitations and their compatibility with their research study.
• Reflective Practice Doctoral Seminar 1 (2 credits) – The Reflective Practice Doctoral Seminar is a seminar series that spans three years with an intent to build a community of practice of EdD students working on developing one’s research agenda, proposal, and dissertation, as well as providing constructive peer feedback and support to their colleagues. This course enables students to make meaningful connections between theory and practice as students reflect on various concepts, theories, debates, case studies, methodologies, approaches, and methods studied in the EdD program, apply gained knowledge in their professional work, and develop their dissertation proposals and dissertations under guided supervision of their advisor. In this course, students will build a community of practice, establishing norms and expectations for the cohort and reflective practice, developing an academic learning plan, beginning to formulate one’s research topic, and preparing a statement of researcher positionality. Students will be giving and receiving constructive peer feedback on their work.

Semester Two: Fall, online (8 credits)

• Theoretical Foundations II (3 credits) – In this course, students will examine a host of critical educational issues, institutions, actors, policies, and movements influencing educational development and education experiences of populations globally. Students will draw on various theories studied in the Theoretical Foundations I (TF I) course and examine contemporary educational issues through those theoretical lenses. The course will include topics of global governance; privatization; global educational development goals; international large-scale assessments (ILSAs); education in conflict and displacement; human rights education; citizenship and memory; environmental education; indigenous education; teachers and pedagogies; as well as higher education.
• Research Methods 2: Qualitative Approaches  (3 credits) – In this course, students will be introduced to various qualitative approaches and methods used in qualitative inquiry. Grounded theory, discourse analysis, action research, and participatory action research will be explored and applied in pilot studies in class. Students will deepen their knowledge about these approaches and enhance their data collection skills by conducting surveys, applying discourse analysis frameworks, combining diverse methods in action research, and reflecting on each method’s strengths and limitations and their compatibility with their research study.
• Reflective Practice Doctoral Seminar 2 (2 credits) – In this course, students will make theory to practice connections by preparing two reflective practice papers (RPPs) connected to their research topic. Both RPPs will allow students to explore how various theories can be used to inform their research topic. One RPP will draw on Theoretical Foundations 1 and the second RPP will draw on Theoretical Foundations 2. Students will be giving and receiving constructive peer feedback on their work.

Semester Three: Spring, online (5-8 Credits)

• Research Methods 3: Introduction to Statistical 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 ANOVAs. Students will develop knowledge and skills using and interpreting descriptive and inferential statistical data and will be manipulating STATA/SPSS software packages to analyze data.
• Reflective Practice Doctoral Seminar 3 (2 credits) – In this course, students will be introduced to the building blocks of the dissertation proposal and develop a draft of Chapter 1 (Introduction) of their proposal. Students will be giving and receiving constructive peer feedback on their work.
• Elective or transfer course (3 credits)

Semester Four: Summer, ten-day residency and online (5-8 Credits)

• Comprehensive Exam
• Research Methods 4: Qualitative or Quantitative Data Analysis (3 credits) – Research generates a multitude of rich data (copious fieldnotes and interview transcripts, documents, visual materials, survey responses, administrative data, secondary data), posing a challenge to researchers to analyze it systematically and rigorously. In this course, students will develop data analysis skills using computer software, including NVivo and Stata. Qualitatively, students will learn how to code data inductively and deductively, develop codes, look for patterns emerging in data, develop overarching themes, and interpret findings using their pilot study data collected during Qualitative Research Methods I and II courses. Quantitatively, students will take a deep dive into data management using Stata, practice analyzing data that is similar to data that they may use in their dissertation work, and explore advanced approaches to quantitative data analysis.
  
• Reflective Practice Doctoral Seminar 4 (2 credits) – In this course, students will develop a literature review and conceptual-theoretical framework—Chapter 2 of the proposal—to ground their research studies in existing scholarship. Students will be giving and receiving constructive peer feedback on their work.
• Elective or transfer course (3 credits)

Semester Five: Fall, online (3-6 Credits)

• Reflective Practice Doctoral Seminar 5 (2 credits) – In this course, students will propose the design and methodology of their research study by articulating the choice and rationale for a) methodology, genre, or approach; b) sampling; c) methods; d) ethics; e) researcher positionality; f) trustworthiness of findings; g) data management and analysis; h) feasibility, limitations, and delimitations of their study. Additionally, students will be preparing a draft of their IRB application. Students will be giving and receiving constructive peer feedback on their work. By the end of this course students will be submitting their dissertation proposal draft to their advisor and aim to defend their dissertation proposal in the spring semester.
• Elective or transfer course (3 credits)
• Dissertation Proposal and IRB Application Preparation (1 credit) – In this course, students will be guided through the Human Subjects Review (HSR) form completion and proposal process, including how to prepare the HSR form with all the required materials, and what to expect during the dissertation proposal defense.

Semester Six: Spring, online (4-7 Credits)

• Reflective Practice Doctoral Seminar 6 (2 credits) – In this course, students will finalize their proposal and schedule their proposal defense with their primary and secondary supervisors. Students are required to pass the proposal defense to be able to advance to the next stage of their EdD program.
• Dissertation Proposal Defense and IRB Approval (2 credits) – In this course, students will continue to be supported as they finalize their dissertation proposal, complete their HSR application, and begin data collection.
• Data Collection   
• Elective or transfer course (3 credits)

Semester Seven: Summer, online (5 Credits)

• Reflective Practice Doctoral Seminar 7 (2 credits) – In the RP Doctoral Seminar 7 course, having embarked on data collection, students will begin processing and analyzing their data and interpreting emergent findings. Students will develop a draft of the first Findings chapter. Depending on the methodological design of the study, the range of Data/Findings chapters may vary from one to several. The primary advisor will guide students through the dissertation organization. Students will give and receive constructive peer feedback on their work.
• Data Collection 
• Dissertation Writing (3 credits) – In this course, having embarked on data collection, students will begin processing and analyzing their data, and interpreting emergent finding. Students will develop a draft of the first Finding chapter. Students will give and receive constructive peer feedback on their work.

Semester Eight: Fall, online (5 Credits)

• Reflective Practice Doctoral Seminar 8 (2 credits) – In the RP Doctoral Seminar 8 course, students will continue processing and analyzing their data, and interpreting emergent findings. Students will develop a draft of the second Findings chapter and a draft of the Conclusions chapter. Depending on the methodological design of the study, the range of Data/Findings chapters may vary from one to several. The primary advisor will guide students through the dissertation organization. Students will give and receive constructive peer feedback on their work. Toward the end of the course, students will prepare their first dissertation draft and submit it to their primary advisor for feedback.
• Dissertation Writing (3 credits) – In this course, students will continue data analysis and interpretation of the findings. Students will develop a draft of the second Findings chapter and a draft of the Conclusions chapter. Toward the end of the course, students will prepare their first dissertation draft and submit it to their advisors for feedback. Students will give and receive constructive peer feedback on their work.

Semester Nine: Spring, online and graduation (5 Credits)

• Reflective Practice Doctoral Seminar 9 (2 credits) – In this course, students will complete their dissertation and prepare for oral defense, working closely with their primary and second advisors and a third reader. Students will present their dissertation remotely using WebEx or other technology. Additionally, students will give and receive constructive peer feedback on their work.
• Dissertation Writing and Defense (3 credits) – In this course, students will complete and defend their dissertation.
• Graduation

Outside of the two 10-day residences, courses are remote and asynchronous. Professors record lectures that are shared on Canvas, post readings, and create a forum for students to discuss readings and other media related to the weekly topic. While there is not an expectation for students to log in on a specific day or time to review course content, there will be deadlines throughout the semester for the completion of discussion posts and other assignments.

Professors hold weekly, virtual, synchronous office hours to address questions from the cohort. Synchronous cohort meetings are held monthly to facilitate discussion among students, check in, address questions, and share updates and resources.

Students must take 12 credits of elective course work to complete this degree. Elective credits can be fulfilled by two means: transferring applicable prior graduate credits earned at an accredited institution or completing advisor approved electives offered in master’s or doctoral programs.

Transfer credits will be reviewed during the first summer residency with your primary advisor. Those with applicable credits may be able to reduce the overall credit requirement from 60 to 48, reducing the overall program cost as well.

We strive to create a diverse and experienced student body to enhance the learning experience both within and outside the classroom. 

To be considered for admission into SIT’s Doctorate in Global Education, an applicant must meet the following criteria: 

• Master’s degree or an equivalent from an accredited university  
• Strong academic writing and scholarly potential, as evidenced by a statement of purpose  
• Demonstrated English language ability (see details below) 
• Intercultural and professional experience
• Demonstrated ability to use experience as a source of learning  
• Selected applicants are required to interview with program faculty 
• Students admitted without prior completion of a graduate-level research methods course are strongly encouraged to take an introductory research methods course (qualitative, quantitative, or mixed-methods) at the graduate level to prepare for the advanced research required in the EdD program. Alternatively, they may pursue self-study before the program begins, in consultation with the program chair.

All applicants must submit:

• Graduate admission application and application fee
• Official transcripts
• Statement of purpose
• Three letters of recommendation
• 20-30 page writing sample
  • Excerpt from a master’s thesis, term paper, literature review, publication or similar quality work
  • Can be multiple writings but must be individual work (not group work)
• Resume or curriculum vitae
• Proof of English proficiency (if applicable)

Additional Application Information
The statement of purpose should not exceed 3-5 pages and should demonstrate the following: your interest in the EdD in Global Education at SIT; how your prior academic and/or professional experience have prepared you to undertake doctoral studies; your research topic and research question(s), as well as their significance to the field of comparative and international education; and how completion of the degree will support long-term professional goals.
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Our admissions staff work one-on-one with every applicant to facilitate a highly informed and multidimensional admissions experience. Selected applicants will be invited to an interview with SIT faculty during the application process before final admission decisions are made.

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.

Applicants whose first language is not English or who did not graduate from an English-speaking institution must demonstrate English language proficiency by submitting official test scores for one of the following:

Test Required Minimum Score

• Duolingo English Test 130
• ILETS (Academic) 7.0
• PTE (Academic) 68
• TOEFL: SIT’s code is 3788 100 on the internet-based iBT

These scores are considered the minimum proficiency needed to undertake graduate-level work. Scores must be dated within two years of the start date of your academic program at SIT.