MPEd | Field of International Education

The Master of Professional Education Program in the field of International Education is a FULLY ONLINE two-year course-based program designed to enhance individuals’ capacities to proactively and ethically engage the expanding opportunities and challenges emerging at multiple levels in the internationalizing education movement.

Description

Emphasis is placed on international and transnational education as real-world phenomena to be analyzed by drawing on a range of theoretical resources from the fields of educational policy, leadership, curriculum and pedagogy, and postcolonial and globalization studies. This analysis is geared toward enhancing students’ understandings and pedagogies in their current or prospective domains of practice, such as in: international schools, schools and community centers for immigrant youth or adults, schools in First Nation communities, development education initiatives in the global South, study abroad programs, and international exchanges and service learning. Students will examine the central aims, historical trajectories and current manifestations of international education, to better understand the limits and possibilities for progressive approaches as teachers, administrators and/or community activists in sites of practice.

As a fully online degree, this program may be taken at any location in the world. Time commitments for each course will likely range from approximately 10-15 hours per week.

Graduates from this program will have developed the capacity to read and analyze discourses and practices of international education toward building and enhancing international education at the levels of policy, programs and/or pedagogy.

IMPORTANT: Please note that the MPED and EdD programs do not qualify you to teach in the K-12 school system in Canada. Contact the Teacher Education Office for more information.

Important Note

The successful completion of a Master of Professional degree does not lead to certification with the Ontario College of Teachers (OCT).


Student Profile
Graham Barber MPEd ‘17

Field of International Education; Manager, International Partnerships and Programs, Algonquin College

Graham Barber MPEd ‘17

Graham Barber began his career as an international student advisor at a small college in Northern Ontario. Since then, he’s moved on to become an international recruiter and, most recently, the manager of international partnerships and programs at a major Ontario College.

Read More

Objectives

  • Prepare international educators to identify the history, contexts, forces, and factors that shape international education and specifically to reflexively connect these ‘larger’ forces to one’s own domain of professional practice.
  • Develop a professional knowledge base integrating transdisciplinary scholarship toward better understanding the trends, possibilities and limits for enacting progressive pedagogies in sites of international/transnational education.
  • Learn methodological tools to compare and contrast a number of “translocal” spaces and dynamics, where individuals and groups are connected to other locals within and across political borders.
  • Develop thoughtful and reflective practitioners who not only construct and apply knowledge to make a positive difference in the lives of individuals, families, and communities, but who also understand how knowledge and its applications can potentially advance negative outcomes and unhealthy relations.
  • Provide field-based opportunities to analyze philosophical and practical tensions within diverse, site-specific international/transnational educational settings

Timing/Delivery

The MPEd is designated as a full-time program. Full-time status requires that students complete four half-courses in one year. MPEd students will complete one course per semester (fall, winter, intersession, summer) for two years. Full-time students have access to all student services at Western. See SGPS for details.

This program of study is a course-based cohort model. Approximately 20 students will be admitted to the cohort. This cohort structure will provide ongoing support within the course work, enabling students to develop a professional community of practice. To ensure the integrity of the cohort model, continuous enrollment is required, and will necessitate that students complete all the required courses within the timeframe stipulated.

The program's concentration in international education exposes students via their coursework to cutting edge research and emphasizes the application of theory to practice. Students are also provided with an opportunity to apply their research and theoretical knowledge in their emergent roles as professionals within a supervised placement (laboratory of practice). The program ends with a final capstone project.

Courses

Course Summary 2015-2017

Year 1 Fall
ED 9420A International Education in Global Times

This course provides a historical overview and analysis of visions and practices of international education, an introduction to theories of globalization and an examination of the new developments, opportunities and challenges of international education in the present-day world.

Year 1 Winter
ED 9421B Mapping Discourses of International Education

This course introduces practitioners to the varied and overlapping academic and popular discourses of international education, with a focus on the key categories of theory and practice constituting these discourses. These discourses include: comparative education, peace education, development education, international schooling, global citizenship education and study abroad.

Year 1 Summer - Intersession
ED 9425B Language, Identity, Pedagogy

This course presents an overview of relevant theories and productive pedagogies in working with linguistically and culturally diverse learners in transcultural, multilingual contexts.

Year 1 Summer - Summer Session
ED 9422L-650 Models of Intercultural and Cosmopolitan Learning

This course examines a number of models of intercultural learning from psychological, sociological and philosophical traditions. Particular focus will be placed on the frameworks of ‘intercultural competence,’ ‘transformative learning,’ and ‘difficult knowledge’ and how they could be employed in conceptualizing one’s own research.

Year 2 Fall

ED 9424A Conducting Site-based Research in Intercultural Settings

This course explores a number of methods to conducting field-based research in intercultural contexts, such as: program evaluation, action research, critical reflective practice and cross-cultural/global ethnographic techniques and modes of inquiry.

Year 2 Winter
ED 9426B Fieldwork/Research Project

Students will conduct fieldwork/site-based research. They will collaborate with their affinity group, course instructor and mentor (where applicable) throughout the research phase in the e-portfolio space. Students who do not have a suitable site for research will be guided in choosing a case study to examine.

Year 2 Summer - Intersession
ED 9423L-651 Engaging Digital Learning in a Globalizing World

This course explores emerging digital learning and digital literacy under heightened transnational interconnectivities and advanced telecommunication technologies. It examines the educational implications of technology for pedagogy and for international education generally. Students will be required to employ new e-learning technologies in completing their course assignments.

Year 2 Summer - Summer Session
ED 9427L Capstone

Students will consolidate their analysis, disseminate their research approach and findings, and critically reflect on the learning produced from the research projects with their affinity group and capstone instructor. The capstone will be developed and shared in an e-portfolio, which serves as the culminating work documenting and assessing a student’s acquisition of knowledge and professional competencies attained through the program of study.

Course Summary 2016-2018

Year 1 Fall
ED 9420A International Education in Global Times

This course provides a historical overview and analysis of visions and practices of international education, an introduction to theories of globalization and an examination of the new developments, opportunities and challenges of international education in the present-day world.

Year 1 Winter
ED 9422L-650 Models of Intercultural and Cosmopolitan Learning

This course examines a number of models of intercultural learning from psychological, sociological and philosophical traditions. Particular focus will be placed on the frameworks of ‘intercultural competence,’ ‘transformative learning,’ and ‘difficult knowledge’ and how they could be employed in conceptualizing one’s own research.

Year 1 Summer - Intersession
ED 9425B Language, Identity, Pedagogy

This course presents an overview of relevant theories and productive pedagogies in working with linguistically and culturally diverse learners in transcultural, multilingual contexts.

Year 1 Summer - Summer Session
ED 9421B Mapping Discourses of International Education

This course introduces practitioners to the varied and overlapping academic and popular discourses of international education, with a focus on the key categories of theory and practice constituting these discourses. These discourses include: comparative education, peace education, development education, international schooling, global citizenship education and study abroad.

Year 2 Fall

ED 9424A Conducting Site-based Research in Intercultural Settings*

This course explores a number of methods to conducting field-based research in intercultural contexts, such as: program evaluation, action research, critical reflective practice and cross-cultural/global ethnographic techniques and modes of inquiry.

Year 2 Winter
ED 9426L Fieldwork/Research Project

Students will conduct fieldwork/site-based research. They will collaborate with their affinity group, course instructor and mentor (where applicable) throughout the research phase in the e-portfolio space. Students who do not have a suitable site for research will be guided in choosing a case study to examine.

Year 2 Summer - Intersession
ED 9423L-651 Engaging Digital Learning in a Globalizing World

This course explores emerging digital learning and digital literacy under heightened transnational interconnectivities and advanced telecommunication technologies. It examines the educational implications of technology for pedagogy and for international education generally. Students will be required to employ new e-learning technologies in completing their course assignments.

Year 2 Summer - Summer Session
ED 9427L Capstone

Students will consolidate their analysis, disseminate their research approach and findings, and critically reflect on the learning produced from the research projects with their affinity group and capstone instructor. The capstone will be developed and shared in an e-portfolio, which serves as the culminating work documenting and assessing a student’s acquisition of knowledge and professional competencies attained through the program of study.

Faculty Research

Program Coordinator

Paul TarcView Profile

Members

Julie Byrd ClarkView Profile

Marianne LarsenView Profile

Elan Paulson

Admissions

Required:

  • A four-year degree (20 full courses or equivalent) from an accredited university.
  • Minimum "B" standing (70%) or equivalent in the final two years of study.

Recommended:

  • A qualification leading to certification as a teacher (e.g. B.Ed.).
  • Minimum one year full-time teaching experience, or experience within the field of education.

Notes and Exceptions:

  • Bachelor of Education and Additional Qualification course grades are not used in calculating admission averages.
  • Applicants with 3-year degrees will be considered on a case-by-case basis if seats are available in programs. Successful experience as an educator in a professional setting may be considered in the selection process.
  • Probationary Status: If an applicant does not meet all of the minimum admission requirements (e.g. average below 70% and/or has only a 3-year degree plus B.Ed.) the applicant may be offered admission as a Probationary Student with Conditions.
  • Conditions: Applicants will be required to maintain a 75% average in each of these courses to clear conditions.
  • The successful completion of an MPEd degree does not lead to certification with the Ontario College of Teachers (OCT).

Tuition

Tuition amounts are set each year by Senate and then published on the Office of the Registrar's Fees Schedules web page. Fees are assessed once each term (Fall, Winter, Summer) according to the full or part time status of students (not by course).

Current students can access fee information by logging into the Student Centre (use your Western email log in and password). Students are notified each term once fee amounts have been posted in the Student Centre; it is each student's responsibility to log into the Student Centre and pay fees by the due date indicated. Failure to do so may result in a late payment fee or deregistration.

For questions about fees, including how to pay fees and the methods of payment that are accepted, students should go to the Student Financial Services pages of the Office of the Registrar's web site or contact Student Financial Services (Office of the Registrar) at 519-661-2100.

Funding

The Faculty of Education recognizes the financial commitment required to pursue professional graduate studies.

As the majority of our programs are fully online, we offer students flexible learning that allows them to fund their education by remaining in their current employment. Some employers offer subsidization or time release opportunities for the professional learning of their employees. As a result, internal funding is not available for these programs.

There are some internal university awards for which professional programs students may be eligible. Download this PDF file for a list of internal awards.

There are also many external funding opportunities for competitive candidates in our professional programs. Download this PDF file for an additional list of over 30 external awards (see more information below). Also, visit online sites that contain numerous award opportunities.

Please note that students must apply for these awards individually. Read the qualifications carefully, and contact the award provider for more criteria and award information. Some application support is available from the Research Office for research-based awards only.

Many private financial institutions offer financing options (with particular rates and payment plans) to full-time students. Please contact a representative of your preferred financial institution for more information.

Provincial governments offer a variety of loan programs to help students finance their studies. Ontario residents may be eligible to apply for OSAP.

The Government of Canada's CanLearn website provides a listing of contact information for the offices of all government student financial assistance programs. Please visit CanLearn to find your province or territory listing. The Government of Canada implemented the Lifelong Learning Plan (LLP) to encourage higher education and training. The LLP allows you to withdraw up to $10,000 a year from your registered retirement savings plan (RRSPs) to finance training or education for you or your spouse or common-law partner. For further information on this plan, visit the government's website at www.ccra.gc.ca.

Technology

Fully online and hybrid professional programs will provide students with asynchronous and synchronous learning opportunities.

Online and onsite courses are available via the Sakai OWL platform, although instructors may use other online/digital tools as well. Access to a course in Sakai OWL is typically opened the first business day of each term. Please note that although your own access may be granted prior to the first business day, course content may not be posted until closer to the scheduled term start. A Western University login and password is required to access the course (Western email without the @uwo.ca and its accompanying password). Access to Sakai OWL is found here:https://owl.uwo.ca.

For online courses, students are required to have access to the following:

  • High speed Internet access
  • Access to a computer that enables connection to outside websites (flexible firewall restrictions)
  • Multimedia playback capabilities (video/audio using Adobe Flash Media Player v11 or higher, as an example)
  • WebCam (in classes where synchronous learning will be used)
  • Computer capable of running a recent version of Internet Explorer, Safari, or Firefox; and/or Cisco MOVI client for PC or Mac
  • Audio headset and microphone for computer(in classes where synchronous learning will be used)