There are two tracks at the Master's level of the ICE concentration: International Comparative Education (ICE) and International Education Policy Analysis (IEPA). The ICE and IEPA MA programs are run jointly and concurrently in the Graduate School of Education. The Master's ICE/IEPA program provides an interdisciplinary overview of the major theoretical and empirical issues in education, development, and policy, together with an opportunity for students to pursue a limited amount of specialized course work and reading in their areas of professional interests.
The admissions process does not distinguish between programs by setting quotas or limits for each program. In fact, students have the option, once they enter the program, to switch from one program to the other depending on how their interests evolve.
An integral part of this program is the MA paper, which familiarizes students with trends, methods, and research findings in their areas of specialization. Students in IEPA are required to have a policy perspective in their MA paper, and, if appropriate, policy recommendations stemming from one's findings.
Information on program requirements and required and other courses may be found in the Master’s Handbook.
Work on the master’s paper begins the summer prior to students’ arrival on campus when students are provided with a summer reading packet comprised of articles written by core ICE faculty, recommendations for developing ideas for their projects, and guidelines for their first writing exercise – a short write-up on two potential paper topics. Pre-proposals are written in Autumn quarter. Students conduct pilot studies and complete proposals by the end of Winter quarter. By the end of Spring quarter, students complete first drafts, which they then workshop together in order to produce final papers by the end of July/early August.
** New pilot option starting in 2017-18**
Students will have the option of working with one other student (in pairs) to develop co-authored MA papers. Students need to decide whether or not to take on this option by the time they start writing their pre-proposals due in mid-December. Those who pursue this option would be required to share their workload evenly. More details will be provided to those who are admitted to the program.
In 2016-17, Dr. Rie Kijima is interim director of the ICE and IEPA MA program.
The doctoral specialization in ICE is designed to relate a firm grounding in the theories and methods of a basic social or behavioral science to the analysis of education's role in the processes of economic growth, political development, and social change.
The training of ICE doctoral students is geared toward achieving substantial research competence in areas where a social science discipline and the policy problems of development education intersect. Doctoral students are therefore expected to have, or to acquire while at Stanford, substantial graduate training in a social science discipline relevant to their fields of interest at a level equivalent to the master's degree or a PhD minor in the appropriate university department.
Graduates of the PhD program in ICE typically choose research-oriented careers either within their countries' universities or with government agencies. Their expertise is sought from time to time by international and philanthropic organizations.
While there is no universal foreign language requirement for the ICE doctoral program, students must be proficient in the languages appropriate to their professional and geographical areas of interest. They are also encouraged to seek practical research training in their areas of interest.
For the PhD program requirements, please see the Doctoral Degree Handbook.