Global & International Education Frequently Asked Questions
What is the significance of a Master of Science (MS) degree in Global & International Education?
The M.S. in Global and International Education provides an interdisciplinary approach to the study of education’s role in economic, political, and socio-cultural development; international educational exchange; and the internationalization of education. The program seeks to build knowledge about education as one of several interacting sectors of society and analyzes the role of education systems within and among different countries of the world.
Focusing on the world as developing entities and regions, class topics will include: contemporary and historical views on the relationship of education, culture, and society; formal and non-formal education and national development; education in development policy; international cooperation and education; the role of the state and market forces in education; and global and regional disparities and literacy, among others. Additionally, there is a required co-op that provides the opportunity to put the skills learned into practice.
Back to top
Who should apply to the Master of Science in Global & International Education degree program?
- Recent graduates from undergraduate programs who want to pursue careers in international and cross-cultural exchange, higher education, ESL programs, education abroad, international education associations, accreditation agencies, local community international outreach centers, U.S. government, international development or human service agencies and non-governmental agencies.
- Individuals currently working in higher education or other areas with an international focus who want to advance and accelerate their careers.
- Individuals who are interested in transitioning from their current area of employment (i.e., corporate sector, military, healthcare, research, etc.) to the international educational arena.
- International students and administrators seeking a Master’s degree in Global and International Education, which provides them with an in-depth knowledge regarding use of cross-cultural perspectives in training employees and researching in public and private (non-profit and for-profit) institutions.
- Americans living abroad who seek cross-cultural knowledge, wish to advance their careers, or transition from their current area of employment.
Back to top
What types of careers are available in Global & International Education?
Global & International Education goes beyond the traditional “bricks and mortar” of a college campus; therefore, this degree provides students with the skills and knowledge to pursue careers within and outside of academia. Depending upon a student’s concentration(s), there are numerous career opportunities:
- International Organizations (e.g., World Bank, Inter- Monetary Fund-IMF; Inter-American Development Bank-IADB; United States Agency for International Development-USAID; United Nations Educational, Scientific & Cultural Organization-UNESCO; International Association of Universities-Affiliate of UNESCO; Institute of International Education-IIE; Council for International Educational Exchange-CIEE; Association of International Education Administrators-AIEA; etc.)
- Non-profit and for-profit Organizations/Corporations (e.g., museums, informal education organizations, foreign language businesses, etc.)
- Government Agencies - Educational and training divisions/programs (e.g. U.S. Department of Education; State Departments of Education; National Center for Education Statistics-NCES; Federal TRIO Programs/Council for Opportunity in Education-COE; etc.)
- Politics - Relating to Global & International Education (e.g. political consultant, lobbyist, advisor, etc.)
Back to top
What are some of the organizations where current students and graduates work?
Our current students and graduates work in a wide variety of organizations including:
Administrative Concepts, Inc.
AHA Bolivia
Al Tawheed Primary School
Blue Ocean Language Center
Columbus Council on World Affairs
Davis and Elkins College
DC Public Schools
Drexel University
Ecole Sainte Marie
English Childrens Center
Exile International
Federal Reserve Bank of San Francisco
Felician College
Global Arena
Guy Carpenter & Company
Ilsan Daejin High School
Institute of International Education
Irish American University
Johnson and Wales University
Kogei High School
Marshall University
Ministry of Presidential Affairs
Salisbury University
Seagoville Elementary
Sogang University
Wall Street Institute
Back to top
What are some of the job titles current students and graduates hold?
Academic Counselor
Admissions Counselor
ALT Teacher
Assistant Principal
Bilingual Customer Service Rep
Business Development Representative
Client Service Generalist
Consultant
Director of Academic Affairs
Director of International Programs
Director of Student Activities
Director of Study Abroad
English Instructor
English Tutor
Fellowships Coordinator
Fullbright Scholars Coordinator
Intern
International Programs Officer
International Student Advisor
LeBow International Recruitment
Nurse
Program Director- Center for Civic Engagement
Project Manager
Regional Program Director- Economic Education
Research Intern
Residential Life Coordinator
Senior English Foreign Teacher
Teacher
World Cultures Catalyst Project Coordinator
Back to top
What are some of the past Co-op topics students and graduates have studied?
A Chance for All: Favela Children in Jundiai
Analyzing the Link Between Co‐Curricular Activities and International Student Retention and Satisfaction
An Action Research Study on FLES Implementation in the Wyomissing Area School District
An Assessment of Peace Education for War Affected Children in East Africa
An Examination of the Cultural Awareness Training at the President’s Scholarship Office
Creating a Continuum: A Fresh Look at Reporting & Grading & the Hiawatha Leadership Academy
Community College: Global Awareness through Study Abroad
Community Colleges' International Partnerships: American Association of Community Colleges' Global
Education Commission
CDPeace: Acting locally, Expanding Globally
Community Service and Global Citizenship with Semester at Sea
Developing a Model for the Implementation of a Child Assault Prevention (CAP) Project Within the Cultural Context of Africa
Developing Online Curricula for the National Hispanic Entrepreneurs Organization
Development of Social Studies Curriculum Reflecting Global Cultures and World History for K‐4 Students in Rwanda
Elementary Schools, Darfur & Advocacy: Do we expose our youth?
Emergency Preparedness Planning: Suggestions & Implementations for Social & Technological Disaster
Recovery
Empower Through Education: A Model College Preparatory and Support Program for Students Who
are Deaf in Developing Nations
Establishing Resource Manual and Training Program to Further the Professional Development of AEMC's
in‐house Interpreters
Exploring Study Abroad Programs for non‐Traditional Graduate Students
Fast-forword Reading Progress Indicator As A Measure of Second Language Readiness
Global Communities: Assessment and Evaluation of Global Education Best Practice for the Development of a Secondary/Dual‐Credit Global Education Curriculum
Global Perspectives for High School: A College Preparatory Model for the Global Marketplace
Improving Education in Southern Sudan for Orphans Through the Implementation of a Best Practice Model
Improving English as a Foreign Language (EFL) in China
Incorporating Sustainability into Cross‐Cultural Courses at Eastern Mennonite University
Increasing Minority Participation in Study Abroad
In Pursuit of Peace: Implementing Peace Education in Palestine
Intercultural Education in a Korean High School
International Field Experience for Pre‐Service Teachers: Measure of Programs for Preparing
Teachers to Globalize the Classroom
Internationalizing the Japanese Classroom Transforming Elementary Schools to Promote Global
Learning
Language Literacy and Business Skills Training for Women in Guinea
Measuring Program Impact: A Model for Nonprofit Organizations Providing Global
Education Youth Outreach
Merging a Culturally Diverse Campus through On‐ Campus Physical Activity
Partnerships for Peaceful Communities
Project Global Inform
Short‐term Study Abroad, Sports and Reflection
Study Abroad: A Focus on Reflection
The Importance of Study Abroad Experiences for Global Perspective in College Students
The Value of International Internships in Global Workforce Development
Using Learning Technologies to Teach Multiculturalism in Japanese Primary Schools
Viability and Efficacy of the Training of Trainers phase of Teacher Professional Development in Nepal: A Theory‐Driven Process Evaluation
Back to top
Why should a prospective student select Drexel University to pursue a MS degree in Global & International Education?
As one of the most innovative universities in the United States today, Drexel University offers degree programs that provide students with skills and experiential learning opportunities through relevant assignments/projects and co-operative education. This is critical since career placement and advancement is often contingent upon skills, knowledge, experience, and educational attainment. Moreover, Drexel is among the top 50 private, non-profit, national doctoral/research universities in the U.S., and is ranked by U.S.News & World Report as one of America's Best Colleges for 2007. U.S.News & World Report also ranked The Drexel University School of Education among America’s Best Graduate Schools in the 2007 edition of its annual rankings. Drexel consists of 11 colleges and schools offering 161 degree programs to approximately 16,000 students. It has over 90,000 alumni and 1,000 full-time faculty members. Founded by financier and philanthropist Anthony J. Drexel in 1891, Drexel continues to be a leader in the integration of technology into academics.
The “value added” and the “market advantage” of a Drexel M.S. program derives from the mission and from the development of innovative methods of thinking, learning, and acting in our graduates. Individual course content, areas of concentration, the internship/co-op experience, and use of technology within the traditional classroom setting and for on-line course delivery make this program truly unique and competitive.
Here's what one of our students has to say:
"This course [EDGI 510] as well as this program has broadened my thinking. I have learned to look more closely at the people within societies and have learned much concerning my understanding of essentialism, for instance. I can now not only state how I feel about something when speaking about different cultures, but I am able to provide more meaning and thought to my answers with interesting and in depth examples. In turn, this gives rich meaning in communication with others. I have been asked at work “what am I doing this quarter?” and with a lengthy answer, I have told them about Tibet, about Xinjiang, I have spoken more comfortably, in more detail about language, culture, and have been able to identify a way to apply this in my work and research. Besides speaking comfortably, I have learned so much about language and its effect on Education and Society as a whole. This program has been one of the best decisions I have ever made. I also realize with what I have learned thus far, there is more to learn…there is a big world out there. With this understanding, I always make it clear…I have a lot more to learn and there may be more." - Andrea R., Raleigh, NC
Back to top
