phd international relations columbia

Master of International Affairs (MIA)

Master of international affairs (mia) curriculum.

The MIA offers a customizable core curriculum, including a wide range of courses in international politics and political economy. Students choose from a broad range of concentrations (majors): International Security Policy, International Finance and Economic Policy, Economic and Political Development, Human Rights and Humanitarian Policy, Energy and Environment, and Urban and Social Policy. Students prepare to work in a global environment by demonstrating proficiency in a modern language other than English. The MIA also offers special international immersion courses and fieldwork opportunities.

For additional information on the Master's of International Affairs program, including information for prospective students and admissions, please refer back to the  MIA program page .

MIA Core Curriculum 

The purpose of the core curriculum is to ensure that every student in the MIA program receives basic, broad-based, interdisciplinary training in international affairs.

This includes graduate-level course work in economics, statistics, interstate relations and management. Students must also demonstrate proficiency in a foreign language. Students are required to take two international politics courses ( Conceptual Foundations of International Politics  and  one course in interstate relations) , a year-long course in economics, and one-semester courses in statistics, management, and financial management.  Conceptual Foundations , Economics, Quantitative Analysis, and Professional Development must be taken during the first year. Other core requirements can be distributed throughout a student’s program of study.

Policy Concentration 

All students choose one concentration from the list below. Each concentration is described in more detail below.

• Economic and Political Development (EPD)
• Human Rights and Humanitarian Policy (HRHP)
• International Security Policy (ISP)
• Energy and Environment (EE)
• International Finance and Economic Policy (IFEP)
• Urban and Social Policy (USP)

Specialization

All students also choose one specialization consisting of 3 courses: a skill or area of specialized knowledge to pair with their policy concentration:

• Data Analytics & Quantitative Analysis (DAQA)
• Gender and Public Policy (GPP)
• International Organization & United Nations Studies (IO/UN)
• International Conflict Resolution (ICR)
• Leadership, Innovation, & Design (LID)
• Regional Specializations , including Foreign Language Specializations
• Technology, Media, and Communications (TMaC)

Foreign Language Requirement

Proficiency in a language other than English is a graduation requirement for Master of International Affairs students and Economic and Political Development concentrators. Proficiency is defined as the ability to read, write and speak the language at the Intermediate II level. This requirement is met in one of three ways:

• As a native speaker of a language other than English who also demonstrates that a substantive part of their education (e.g., high school, college, prior graduate degree) has been in that language. TOEFL/IELTS will also be taken into account as supplemental evidence of proficiency in another language.
• By passing a language proficiency exam. The exam can only be taken once. You are advised to take the exam in your first year.

Beginning in Spring 2022, SIPA will no longer offer Language Proficiency Exams. Students wishing to waive language requirements must take proficiency exams through the appropriate language department. Please contact the language departments for exam dates and more information. 

• By achieving a grade of B or better in an Intermediate Level II (4th semester) language course at Columbia. Students may register for any language course at Columbia. However, Elementary-level courses cannot count toward the 54 credits applicable to the degree. Intermediate-level courses will count as electives. If you are at the elementary level, you should start your language courses in your first semester.

MIA and MPA Graduation Requirements Overview

Students must meet the following requirements in order to be approved for graduation:

• Complete 54 credits in residence at SIPA *
• Complete 4 residency units *
• Complete all core, concentration and specialization requirements*
• Have a cumulative GPA of 3.0 or above
• Have no pending grades. All grades must be final. Any notations indicating a pending grade must be converted to a final grade prior to graduating. These include, “IN” (incomplete), “CP” (credit pending) and  “YC” (year-long course).
• Complete and submit the Application for Degree or Certificate by the appropriate deadline.

* Requirement for dual degree students may differ.

In addition to the above please note that grade changes cannot be made post-graduation.

Tracking MIA and MPA Core Requirements:

Students can use the Degree Audit Report (DAR) in  Stellic  to track their academic progress. 

The DAR is an unofficial guide to the MIA and MPA core.  

To request revisions to the Degree Audit Report, please fill out the Degree Audit Report Correction Form and submit the form to the Student Affairs Office.

Degree Audit Report Correction Form

Concentration/Specialization Declaration:

All students are required to declare a concentration and specialization. SIPA permits MIA & MPA students to change their concentration or specialization after admission. For more information, visit Changing Academic Programs.

Tracking Concentration Requirements

Concentration audit forms are designed to assist students and concentration directors in determining if the concentration requirements have been met.  All students must complete one concentration to graduate except for PhD students and those pursuing dual degrees with other Columbia University schools. 

Students are required to meet with their concentration director once per semester at SIPA to ensure they are fulfilling the appropriate concentration requirements.  Prior to their final semester, students should meet with their concentration director and have the concentration director approve the degree audit form on Stellic. 

Concentration audit form deadlines are August 1st for October graduation; November 1st for February graduation; and January 29th for May graduation.

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Full 2023-2024 Catalog (PDF)

This PDF will include the entire Bernard College 2023-2024 Catalogue.

This PDF will include the entire Columbia College 2023-2024 Bulletin. Coming Soon!

Current Doctoral Students

Doctoral students, leonardo arevalo-rojas, ph.d., international and comparative education, 2023.

Program and specialization: Ph.D., International and Comparative Education 

Advisor: S. Garnett Russell

Previous degrees and institutions: M.A., Anthropology, Universidad Nacional de Colombia B.A., Pedagogy in Humanities and Spanish Language, Universidad Distrital Francisco José de Caldas, Colombia

Research and Scholarly Interests:  My research and scholarly interests include education in context of migration and forced displacement, conflict resolution processes in the school, and peace education. I am particularly interested in the construction of the category of "migrant student" in Colombia and Latin America through school coexistence policies and student agency. Much of my work has been framed in the field of Anthropology of Education, particularly in the development of ethnography in the classroom.

Awards & Grants:  Fulbright Minciencias Scholarship (2022). Ministry of Science, Technology and Innovation of Colombia (Minciencias) and the Fulbright Commission in Colombia. Colfuturo Scholarship (2022). Ministry of Science, Technology and Innovation of Colombia (Minciencias) and Colfuturo NGO. Meritorious Master's Thesis (2016). Department of Anthropology, Universidad Nacional Colombia Bogotá, Colombia

Wajeeha Bajwa

Ed.d. student, international educational development, international policy and planning 2019.

Program & Specialization

International Educational Development

Gita Steiner-Khamsi

Previous degrees & institutions

MIA (Master of International Affairs), School of International and Public Affairs, Columbia University

B.A., Integrated Social Sciences, Jacobs University Bremen, Germany

Awards & Grants

School of International and Public Affairs (Columbia University) Fund Fellow, 2016 to 2018

Merit-based scholarship, Jacobs University Bremen, 2005 to 2007

Something special about TC

I look forward to joining TC this Fall. One of the outstanding elements of my program is access to prominent academics with diverse expertise and experiences in international educational development. This promises to broaden student’s knowledge of emerging theories and innovative practices in the field.

Jonathan Beltran-Alvarado

Ph.d. student, international and comparative education, economics, 2023.

Program and Specialization: International and Comparative Education, Economics

Advisor: Dr. Regina Cortina

Previous degrees and institutions M.A. Economics and Education, Teachers College, Columbia University, M.A. History, Pontificia Universidad Javeriana, Colombia B.A. Literature and Philosophy, Pontificia Universidad Javeriana, Colombia

Research and Scholarly Interests I am interested in teachers’ education and students’ non-cognitive outcomes. My research explores ways to overcome educational inequities driven by race, gender, language, or geographic location.

Paula Mantilla-Blanco

Ph.d. student, international and comparative education, sociology 2018.

Program and specialization:

Ph.D., International and Comparative Education 

S. Garnett Russell

Previous degrees and institutions:

M.A., Cultural and Educational Policy Studies, Loyola University Chicago

B.S., Mathematics, Universidad de los Andes, Colombia

Research and Scholarly Interests: 

My research and scholarly interests include education in post-conflict and transitional contexts, as well as the construction and transmission of collective memories of violence. I am particularly interested in the use of memory sites, such as museums and memorials, as pedagogical tools for teaching about a violent past and educating for peacebuilding. Most of my work focuses on the case of Colombia, my home country. 

Awards & Grants: 

Doctoral Fellowship, Teachers College, Columbia University (2018-2021)

Advanced Consortium of Cooperation, Conflict and Complexity (AC4) Fellowship, Columbia University (2019-2020) 

Institute of Latin American Studies Summer Research Grant, Columbia University (2019)

Something special about TC:

The multiple opportunities to collaborate with faculty and students on research projects.

Gareth Alexis Brinkworth

Ph.d. student, international and comparative education, political science, 2021.

Oren Pizmony-Levy

Master of Arts, Education, Policy, and Society, Kings College London

Postgraduate Certificate in Education (International), University of Nottingham

Bachelor of Arts, Theatre Studies, University of Hull 

I am interested in how schooling can support global existential survival. This includes:

• how current environmental and sustainability education thinking might address emerging technological risks such as biological weapons and hostile AI;
• how we can prepare society for global challenges whilst preserving the freedoms and learning needs of present and future children;
• how addressing gender inequality through education could make the world safer;
• how the imperative of global existential risks could help shift current entrenched policy priorities.

Something special about TC:  Teachers College tackles the biggest questions we face in education - such as how schooling can help sustain life on earth - whilst seeking both contribution to knowledge and real-world change.

Theresa Cann

Ph.d. student, international and comparative education, sociology, 2021.

Susan Garnett Russell

Ed. M, Comparative & International Education, Teachers College, Columbia University

M.Ed., Student Personnel & Counseling in Higher Education, Widener University

B.A., French & Education, University of Cape Coast, Ghana

Academic Year Abroad, French Literature & Translation, Université Cheik Anta Diop, Dakar, Sénégal

Research and Scholarly Interests

My work draws connections of Black women’s involvement in social movements between the diaspora and the African continent. Prior to TC, I directed global programs in institutions of higher education and led initiatives in educational exchange and partnership formation, research and curriculum, and internships and teacher training.  I have collaborated with educators, practitioners, policy makers, and activists to develop programs on youth and women’s empowerment, civic literacy, equity in education and curricular resources infused with human rights standards.  I am interested in the role of decolonization, human rights, and social movements in transforming structures of inequality in educational settings and policies, particularly how students carry out such efforts within many global contexts to inform our understandings and enactment of educational reform. My research centers on how Black female student activists, on the African continent and in the diaspora, conceptualize resistance and operationalize multiple frameworks—gender, decolonization, and human rights—in response to systems of marginality in education.

TC encourages the acquisition and application of knowledge.  It is a special place because it embodies the essence of transforming education from theory-to-practice.  Through academic engagement with faculty and students, I developed a Human Rights Education curriculum on Financial Literacy for WISER School in Kenya; designed an M&E instrument for Soronko Academy in Ghana and conducted research on Female Leadership and Access to Tertiary Education in Post-Conflict Contexts at the George Clement Bond Center for African Education in collaboration with SHE-CAN under the mentorship of Professor S. Garnett Russell. TC’s emphasis on the value of theory-to-practice, led me to create and direct Critical Dialogue in Education, a program designed as an academic and social response to educational innovation discussions to amplify perspectives from the African continent. I am grateful for all these opportunities and look forward to more!

Livia Calvet

Ed.d. student, international educational development, international and humanitarian issues 2020.

Garnett Russell

TC Program and Specialization:

Ed.D. Student, International Educational Development, International Humanitarian Issues

Previous Degrees & Institutions:

M.Phil., International Peace Studies, Trinity College Dublin, Ireland Licence de Science Politique, Université Paris I-Panthéon Sorbonne, France B.A., International Relations, University of Redlands, Redlands, CA 

Research and Scholarly Interests: My research interests converge around formal and informal education structures in conflict and post- conflict settings, Internal displacement and increasing access to education for refugee populations, post-conflict/post-genocide memory and trauma, the role of Education in local and International transitional justice mechanisms, Language, Identity and Peace Building, decolonizing curriculums and reclaiming narratives. Geographical knowledge and interest: Great Lakes Region of Africa (particularly Democratic Republic of Congo and Rwanda), Levant (Palestine, Lebanon.)

Ph.D. Student, International and Comparative Education, Sociology 2022

Program  

Ph.D. Student, International and Comparative Education 

I am interested in  advancing basic education and systems strengthening reforms within the humanitarian-development nexus 

Arnela Čolić

Phd, international and comparative education, sociology and political science, 2021.

My research centers education as a tool of the state and reflects on the importance of education policies and structures in forming civic attitudes and national loyalties, particularly in post-conflict contexts. I examine the influence of international organizations on national education policies and systems in politically transitioning, multi-ethnic states. The intent of my research is to explore how internationally driven political and social reconstruction in the aftermath of conflict contributes to or hinders the peacebuilding and nation (re)building efforts in states emerging from conflict. 

Recent Awards & Grants: 

• Doctoral Fellowship, Teachers College, Columbia University, 2021-2024
• Dean's Fellowship, Graduate School of Education, Stanford University, 2019-2020
• ICE/IEPA MA Fund Grant, 2020
• Center for Russian, Eastern European, and Eurasian Studies at Stanford University Conference Travel Grant, 2020

Something Special about TC: 

In addition to the numerous opportunities for collaboration and service that TC's New York City location offers, the multidisciplinary approach to research in the education in emergencies and education in conflict fields drew me to TC. 

Asel Dorombaeva

Ph.d. student, international and comparative education, sociology and political science, 2021.

MA., International and Comparative Education, Teachers College, Columbia University

BA., Pedagogy, Kyrgyz State Pedagogical University, Kyrgyzstan

My interest focuses on the intersection of policy formulation and implementation in developing countries, governance, and social accountability in education and how approaches and mechanisms of citizen engagement support improvements in the accountability at school and education system levels.

Fulbright Foreign Student Program 2016-2018

TC is special with its world-renowned faculty, wealth of resources, ambitious and diverse students. It can help you use your life to make an impact on the world.

Amanda Earl

Ed.d. student, international educational development, latin american and latino education 2016.

Ed.D., International Educational Development

Regina Cortina

M.A., International Educational Development, Teachers College, Columbia University, 2016

B.A., Classics: Greek and Latin, Brown University, 2007

Research and Scholarly Interests:

My research interests converge around educational policies and teaching practices that affect culturally and linguistically diverse students, particularly rural and Indigenous students in Latin America and Latin American, Latinx, and recent immigrant students in the US. Specifically, I am interested in the design and provision of plurilingual and pluricultural educational spaces and how public education might facilitate culturally and linguistically relevant and sustaining learning opportunities, particularly at the higher education level. My dissertation research explores the roles and meaning of intercultural higher education for Indigenous students and their communities in a rural region of Mexico.

Recent presentations/publications:

• Cortina, R. & Earl, A.  (2020). Latin American Higher Education: Embracing Interculturality and Indigenous Knowledge.  Compare :  A Journal of Comparative and International Education .
• Cortina, R. & Earl, A.  (2019). Teaching Decolonial Theories in Comparative Education. In Peters, M. (Ed.),  Encyclopedia of Teacher  Education . Springer Nature Singapore Pte Ltd.
• Earl, A.  (2017). Inclusion or  interculturalidad : attaining equity in higher education for Indigenous peoples in Latin America. In Cortina, R. (Ed.),  Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America . New York, NY: Palgrave Macmillan. 

Awards & grants

• Teachers College, Columbia University’s Research Dissertation Fellowship 2020-21 • New Scholars Committee Merit Travel Grant, Comparative and International Education Society 2020 • Institute of Latin American Studies, Columbia University Summer Research Grant 2018 & 2019 • FLAS Fellow, Institute of Latin American Studies, Columbia University 2016-17 & 2017-18

Teachers College is special not just for its long and renowned history for training and supporting educators with a view to social justice, but also for the passionate and driven scholars and students that call it their academic home. TC’s location in NYC makes it a great place to study a diversity of schooling and educational projects.

Tobore Egborge

Ed.d. student, international education and development, african education 2017.

Program & Specialization 

International Education Development, African Education

My research focuses on the role of civic education in the construction of national identity and citizenship in African contexts

It has been great to have access to faculty with such varied experience and to know that they are here to support the work of students. Being able to engage with professors in various disciplines has enriched my academic experience and allows me to consider the potential impact of my research from different perspectives. In addition, TC’s location in NYC, particularly in Harlem, has been advantageous in providing multiple non-academic resources to further enrich my study experience. Having access to a variety of cultural events and lectures at locations such as the Schomburg Center for Research in Black Culture and the Africa Center has been instrumental in understanding how topics in African studies are translated and discussed in non-academic spaces.

Tobore Egborge is an international development professional with over 15 years’ experience in the non-profit sector and with expertise in strategic planning, fundraising and business development. She has a bachelor’s degree in Biochemistry from the City College of New York; a master’s degree in International Public Health from Tulane University in New Orleans; and an Advanced Certificate in International Education: Cross-cultural communication and training, from New York University in New York.

Tobore’s international experience includes work on health, education and emergency response programs in countries including Burundi, Cote d’Ivoire, Democratic Republic of Congo, Kenya, Nigeria, South Sudan and Zambia. She is currently pursuing a doctoral degree at Teachers College, Columbia University in New York with a research focus on the role of civic education in the construction of national identity and citizenship in African contexts.

Tomás Esper

Ph.d. student, comparative and international education, sociology, 2021.

Prof. Gita Steiner Khamsi

Previous degrees and institutions 

Bachelor of Arts, Psychology, University of Buenos Aires

Master of Arts, Policy Studies in Education, University College London

Master of Public Administration, School of International and Public Affairs, Columbia University

Scholarly interests

Educational privatization, public-private partnerships, school reform, education governance, new philanthropy, social network analysis and International Large Scale Assessments. 

Grants and awards

• Fulbright scholarship (2019-2021)
• Organization of American States Graduate Program Scholarship (2020)
• Chevening Scholarship (2019-2018)

The vibrant intellectual atmosphere and collaborative spirit created by it’s faculty and students are the reasons why I have no doubts it is the best place to continue my career. 

Camille Fabo-Njia

Ed.d. student, international and comparative education, 2023.

Advisor: Dr. Garnett Russell

Previous degrees & institutions:

• MA in International Education Policy Analysis, Stanford University 
• MS in Business and Management, emlyon business school
• French Preparatory Class, Centre Madeleine Daniélou
• Research and Scholarly Interests:  Education policy in Africa, and internationally (Europe, US)  
• Awards & Grants:  Doctoral Fellowship 

Talía González

Ph.d. student, international and comparative education, anthropology 2019.

Program & Specialization :

Ph.D., Student, International and Comparative Education, Anthropology

Carolyn Benson

M.A., International Educational Development, Teachers College, Columbia University, 2013

M.S.Ed. General Childhood Education, Bank Street College, 2003

A.B., Hispanic Studies, Harvard College, 2000

I am broadly interested in the topics of immigration and multilingualism in school settings. A few questions I have formalized during my time at TC are: Do schools nurture students’ multilingualism and, if so, how? How does this reflect the language ideology of the school? Is this ideology overt or covert? Do these phenomena differ in regions that are officially multilingual versus regions that are not and, if so, how? And lastly, how do race, migration, class and economic capital come into play? I have recently become particularly interested in how participatory research programs, such as YPAR, have the potential to amplify the voices of multilingual immigrant students in school settings. I am interested in investigating these questions in New York as well as in Spain, particularly with middle school students. 

Given my interest in state language ideology and speaker practices, I chose to undertake a summer research project in Ischia, a small island in the bay of Naples. I am investigating the perception and usage of Ischitano (Neapolitan) by speakers of the language. I aim to understand better how speakers communicate and conceptualize specific language ideologies and how these ideologies intersect with political perspectives around language and national identity in the specific sociocultural context of Ischia.

ITS Summer Research Grant 2019

TC General Scholarship 2019-2020

NYU Teacher Fellowship: Using Media to Teach about Human Rights, spring 2019

Young Center for Immigrant Rights: Child Advocate

NEH Summer Institute for Teachers Grant Recipient: Tales of the Chihuahuan Desert, summer 2017

The people! One of the things that is special about TC, and I would argue especially about the ITSF department, is the diverse and very international work being done by faculty and students alike. I am consistently impressed by the range of experiences TC professors and students have, from founding schools, to working in refugee camps, to working for organizations such as the UN! I learn so much by spending time with classmates and professors alike and feel truly fortunate to be here.

Yesim Hanci

Ph.d. student, international and comparative education, sociology, 2019.

Program & Specialization:  

Comparative and International Education, Sociology

Advisor:  

Mary Mendenhall

BA in Sociology and Psychology (Double Major); Koc University

MA in Education Policy and Management; UCL Institute of Education, Universidad de Deusto, Aarhus Universitet (Joint Degree)

Research Interests:   

My research interests include refugee education, education policy, sociology of education, identity and interculturalism. I plan to focus my dissertation research on educational experiences of Syrian refugee students in Turkey.

Fulbright PhD Scholarship

  I am grateful to be surrounded by exceptional faculty and students with diverse backgrounds and interests who are passionate to improve educational theory, policy, and practice. I learn a lot from and get inspired by my professors and fellow students. I really appreciate the international and interdisciplinary focus of our program. Studying at TC is a privilege, as it offers so many opportunities to grow both professionally and personally.

Christopher Henderson

Kevin Henderson

Ph.d. student, international and comparative education, sociology 2017.

Program and specialization: 

Ph.D., International and Comparative Education

My research explores transnational organizations and their role in the digitization of education in South and Southeast Asia.  I am particularly interested in the diffusion of ideas and the networks through which ideas on digitization travel. 

Something special about TC:  Teachers College is a vibrant place and has a wonderfully international feel. It is common to interact with, and learn the perspectives of, students and practitioners from around the world.  

Whitney Hough

Ph.d. student, international educational development, international humanitarian issues, 2021.

• Post Graduate Certificate, Nonprofit Management, Northeastern University
• M.A., Conflict, Security and Development, University of Bradford, United Kingdom
• B.A., Psychology and Cross-Cultural Studies, Carleton College

Research and Scholarly Interests:  

My research interests focus on the nexus of education, conflict, development, and peacebuilding. I am particularly interested in further exploring access to high quality education in emergencies; teacher professional development in crisis and conflict-affected contexts; education’s role in post-conflict reconciliation; and youth civic engagement following conflict.

Something Special about TC:

I am drawn to Teachers College for so many reasons, but appreciate above all the passion of the students, the strong program ties between theory and practice, and the extensive and diverse experiences that faculty have in the education in emergencies field.  

Zi Grace Hu

Ph.d., international and comparative education, sociology 2017.

Ph.D., International and Comparative Education, Sociology

Previous Education Background

M.Ed. International Educational Development, Teachers College, Columbia University

M.A. English Language and Literature, East China Normal University

B.A. English Language and Literature, East China Normal University

Research & Scholarly Interests

My research interests include sociology of education, global education policies, educational big data and comparative education. My current research involves international large-scale student assessments (ILSAs) and assessment-data-driven educational policy-making—e.g., I study media discourses of ILSAs within different countries; countries’ participation and non-participation in ILSAs; and the uses and misuses of assessment data.

Geographical Focus

Global, Asia-Pacific

Publications and Presentations

Hu, Z. (2020). Local Meanings of International Student Assessment: an Analysis of Media Discourses of PISA in China, 2010-2019. Compare: A Journal of Comparative and International Education , DOI: 10.1080/03057925.2020.1775553.

Hu, Z. (2019). Review Essay: Big Data in Education: The Digital Future of Learning, Policy and Practice. Current Issues in Comparative Education 20(2), 43-47.

Hu, Z. (2018, March). Understanding China’s Participation in the Global Testing Regime: An Analysis of Media Discussions of PISA in China, 2010-2016, presented at the 2018 CIES Annual Conference at Mexico City, Mexico.

Yu, J. & Hu, Z. (2018, March). Crouching tiger, hidden dragon: reform of China’s physical education regime at the secondary education level, presented at the 2018 CIES Annual Conference at Mexico City, Mexico.

Hu, Z. & Yu, J. (2017, March). Not so rosy: young people’s perspectives on education today, presented at the 2017 CIES Annual Conference at Atlanta, Georgia, USA.

Hu, Z., Kotsumoto, S., Choi, E., and Jiang, X. (2017, March). Media analysis of PISA 2015 results: a comparative study of East Asia top performers, presented at the 2017 CIES Annual Conference at Atlanta, Georgia, USA.

Hu, Z. & Yu, J. (2016, September). Is online learning the future of education? Agenda , World Economic Forum.

Translation (with Li Xiaoqin, Fu Jing, Zhang Yi, Gong Shanshan), Pascal Acot, Histoire du Climat , French to Chinese, Xuelin Press, 2011.

Sarah Ingraham

Ph.d. student, international and comparative education, sociology 2020.

Ph.D. Student, International and Comparative Education, Sociology

Hope Leichter

M.A., International Education Development, Teachers College, Columbia University

Chef Diploma, Natural Gourmet Institute 

B.A., Psychology, Skidmore College

My growing research and scholarly interests include peace education, family and communities as educators, sustainable development, and nutrition. For my MA thesis, I researched permaculture, a method of sustainable development, in Costa Rica and how it contributes to Gross National Happiness. I am interested in the role of experiential learning opportunities in driving transformation and the question: How do we, as educators, optimize learning for multicultural youth and young adults to cultivate peaceful and sustainable futures? I am interested in researching how educational experiences outside the classroom can motivate youth to practice behaviors that benefit themselves and others and how educators can inspire youth towards action and purpose. I am particularly concerned with how we can support all youth by providing alternative and inclusive learning opportunities.

The diversity at Teacher’s College provides an incredibly rich context to collaborate, learn, and grow. The wide lens of scholarly interests creates a holistic approach to education. This multi-disciplinary approach combined with the world-renowned leadership make TC a fascinating place to explore education, health, psychology, and more. TC students are empowered to thrive. It is one of the best places on the planet for higher education.

Victoria Jones

Ph.d. student, international and comparative education, political science, 2022.

Garnett S. Russell

I am interested in  researching the access to and quality of education for refugee students in emergency contexts. 

Fulbright award, 2018-2019

Harvard College Research Fund, 2016

Advisor: Oren Pizmony-Levy

Previous Degree & Institutions: 

Master of Arts in International Educational Development, Teachers College, Columbia University 

Graduate Certificate in Global Education Entrepreneurship & Innovation, University of Pennsylvania

Bachelor of Arts in Strategic Communication, Washington State University

Associate of Arts in Journalism, Everett Community College

Research & Scholarly Interests:

I have a strong research focus on the convergence of educational inequities, public opinion, and policymaking, specifically in low- and middle-income countries. My particular interest lies in comprehending the impact of public opinion and attitudes toward education on the development and execution of education-related policies within South Asian contexts. With a deep commitment to fostering equitable education systems, my work aims to shed light on the multifaceted challenges faced by these regions and advance evidence-based solutions.

Awards & Grants (if any) 

• Full-ride scholarship ($144K+) covering all expenses at Teachers College, Columbia University (2021 – 2023)
• Data and Policy Summer Scholarship and Dean's Opportunity Scholarship ($64K), University of Chicago (2022)
• Agent of Change Award, Seattle Works (2020)
• Emerging Leaders of Snohomish County Award, The Herald Business Journal (2019)  
• Horace & Susie Revels Cayton scholarship for high academic achievement at Washington State University (2019)
• President’s Honor Roll Academic Achievement Award (earned every semester at Washington State University) (2018 – 2019)
• Exceptional Work Ethic Award (twice), Steps (Department of Social and Health Services Agency) (2016-2018)
• Distinguished Student Service Award for the maximum student contribution at Everett Community College (2014)
• Alumni Engagement Innovation Fund ($25K), U.S. Department of State (2013)
• Community College Initiative Program ($32K), a full-ride scholarship covering all expenses at Everett Community College (2012)

Daniela Kempf

Ph.d. student, international and comparative education, political science 2017.

My research examines the role of citizenship education in inculcating democratic norms and behaviors. I am especially interested in exploring the relationship between deliberation-focused pedagogy and students' democratic competencies in the post-socialist context. 

Something special about TC:  Teachers College is a stimulating community of scholars and students from around the world, where professors foster close and caring relationships with students. 

Erika Kessler

M.A., International Educational Development, Teachers College, Columbia University

B.S., International Business, University of Tulsa

B.A., Chinese Studies, University of Tulsa

My research and scholarly interests include social movements in education such as climate change education and the role of youth in generating social change. 

Dean's Research Grant, Teachers College, Columbia University (2020)

Zankel Fellowship, Teachers College, Columbia University (2017-2018)

George W. Perkins Memorial Scholarship, Teachers College, Columbia University (2016)

The community built in to help you succeed and pursue your interests.

José La Rosa Villacorta

Ph.d. student, international and comparative education, multidisciplinary studies, 2022.

I am interested in  examining the role of teacher policies in improving the quality of education in schools.

Hyungoo Lee

Ph.D. Student, International and Comparative Education

My research interests include the following: international institutional forces and local contextual variations; multiculturalism and diversity; international and local NGOs; intersectionality of race/ethnicity, socioeconomic status, and sexual/gender identity; identity formation among Asian/Americans; inclusive curricula and policy; and school climate. I approach these areas of study using a sociological lens, quantitative/qualitative methods, and social network analysis. 

TC Scholarship 2019-2021

TC is unique for its scholars, curriculum, pedagogical resources, research opportunities, and diversity of students and their research interests.

Samaya Mansour

• MPhil in Educational Leadership and School Improvement, University of Cambridge, Cambridge, United Kingdom
• BA in Education, American University of Beirut, Beirut, Lebanon
• Diploma in Educational Management and Leadership, American University of Beirut, Beirut, Lebanon

Research interests and professional background:

Samaya’s research and scholarly interests lie at the intersection of citizenship, education, positive social change, and democracy in conflict and post-conflict settings. Prior to joining the PhD program, Samaya worked as a researcher and consultant for the MENA region on several large-scale projects that focus on education reform and school improvement, education policy in the MENA region, teacher training and wellbeing, and youth development.

Awards and Grants:

• Graduate Assistantship, Teachers College, Columbia University - 2021
• International Scholar Scholarship, Teachers College, Columbia University – 2021
• Philippe Jabre Association Scholarship for Graduate Studies at the University of Cambridge – 2016
• Graduate Assistantship at the American University of Beirut – 2015
• Sara Al Turki Scholarship for Education Students at the American University of Beirut – 2014
• Dean’s Honors List at the American University of Beirut – 2011- 2015
• Best Practice Teaching Award, American University of Beirut – 2014
• Lebanese National Council for Scientific Research Scholarship for Undergraduate Studies at the American University of Beirut – 2011

TC offers an international and interdisciplinary program, and it brings together faculty and students from diverse backgrounds. It provides opportunities for personal and professional growth within an environment of learning, collaboration, and cultural sensitivity. I am very privileged to learn with and from professors and colleagues.

Ph.D. Student, International and Comparative Education, 2023

Program:  Ph.D. Student, International and Comparative Education, 2023

Advisor:  Gita Steiner-Khamsi

My research interests center on the typologies of educational change during political transitions, specifically in former authoritarian, post-communist, and national reunification contexts. 

Sasakawa Young Leaders Fellowship Fund (SYLFF), Weatherhead East Asian Institute, Columbia University (2017)

Department Diversity Scholar, Teachers College, Columbia University (2016-2017)

IIE's U.S. Department of State Scholarship (2012-2013)

Sara Michelle Pan Algarra

Ph.d. student, international and comparative education, multidisciplinary, 2022.

I am interested in continuing researching the impact of climate change-related displacement and migration on girls' access to education in Guatemala and Honduras 

• Hillary Rodham Clinton Global Challenges Scholar Award, Swansea University School of Law, 2020 - 2021
• Senior Leader Award, New York University Abu Dhabi Campus Life Leadership Awards 2020
• Collaborative Leadership Award to ElevatED,  New York University Abu Dhabi Campus Life Leadership Awards 2020
• Dalai Lama Fellow, Dalai Lama Fellowship Award, University of Virginia, 2017-2018

Darren Rabinowitz

Dr. Oren Pizmony-Levy

B.A., Interdisciplinary Studies (International Relations and Performing Arts), American University

My research interests are situated in studying the impacts of education and human well-being on climate change. Specifically, how is human behavior and activities, which are seen to be the main cause of climate change, influenced by education and an individual's well-being? I am curious to know more about how localized environmental disasters may influence the importance of education in a national context. I am interested in exploring how education can curtail human behaviors that contribute to climate change and, in turn, support countries' sustainable development efforts toward greener economies, political structures and societies. In this area, I helped found the Teachers College Center for Sustainable Futures ( https://www.tc.columbia.edu/sustainability/ ), worked with the New York City Department of Education and the Monitoring and Evaluation of Climate Change Education (MECCE) Project.

• Doctoral Fellowship, Teachers College, Columbia University (2021-2023)
• AC4 Fellowship, Earth Institute, Columbia University (2019)
• International and Comparative Education Departmental Grant, Teachers College, Columbia University (2019)
• Center for African Education Travel Grant, Teachers College, Columbia University (2019)

I admire the professors in our department, who bring their experience, curiosity, and joy of learning into the classroom. If not for them, I would not have applied to PhD programs after graduating with my M.A. The opportunities they opened my eyes to and their encouraging words allowed me to blossom as an academic, professional, and educator. I am deeply grateful for their commitment to the field of education and their students. It is because of their tireless efforts we all have a future worth looking forward to.

Kemigisha Richardson

Ph.d. student, international and comparative education, african education, 2022.

I am interested in researching what defines quality education and how social and emotional learning impacts the academic and personal outcomes for young women and vulnerable students throughout the world.

Grants and Awards

AmeriCorps 2017-2018 and 2018-2019 

Charlotte Caron Suzara

Ed.d. student, international educational development, international humanitarian issues 2019.

Ed.D. Student, International and Educational Development

Previous degrees and institutions

Master of Public Administration, The London School of Economics and Political Science                                 

Bachelor of Business Administration (Honors), British Columbia Institute of Technology

Refugee Education, Learning Sciences and Technology, Multilingual/Bilingual Education

I learned about Teachers College programs through translating a Human Rights Curriculum for the UNESCO Offices in Dakar, which was originally created by TC students in Prof Russell's course called Human Rights in Africa.

Advisor: 

M.A., International Educational Development, Teachers College, Columbia University B.A., School of Economics and Management, Tsinghua University

Program & Specialization:

PhD. student, Comparative and International Education, Sociology

About Me: My academic interests center on the dynamics of educational change and the role of the social, political, and cultural contexts in informing this change. For example, I am interested in how public opinion shape schools’ decision-making processes, and how partnerships between schools, non-governmental organizations (NGOs), and EdTech companies contribute to school improvement in areas such as educational equity, sustainability education, and achievement. I approach these issues using sociological theory, quantitative methods, and social network analysis. My geographical focus is on the U.S. and China.

Katrina Webster

Ph.D. Student, Comparative & International Education

M.A., International Educational Development, Teachers College, Columbia University

B.A., International Relations (Global Security), Brown University

I am interested in the role of multi-national corporations in funding and supporting global education, particularly within education public-private partnerships. My research centers on understanding the sense-making process of different stakeholders in these partnerships, how partnerships are portrayed versus enacted, and how private actors' decision-making to align with SDGs varies across different historical, political and economic contexts in the Global South. 

George W. Perkins Memorial Scholarship (2019)

Vice President's Grant for Diversity and Community Initiatives (2018-2019)

At TC, I've been able to grow as a researcher in a community where I've developed meaningful relationships with both faculty and students. I'm very grateful for all the opportunities I've had to turn an idea into an event for the Center for African Education and become involved in Dr. S. Garnett Russell's research on resettled refugee and newcomer students' experiences with civic identity and belonging in U.S. schools.

Marcella Winter

Ph.d. student, international and comparative education, political science 2019.

Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio)  - Bachelor of International Relations    Universidade do Estado do Rio De Janeiro (UERJ) - Master of Arts (MA) in International Relations

IBMEC-SP - Lato-sensu Post-graduation in Educational Management   

My research interests include decolonial theories, epistemologies from the South, post-development, feminist perspectives in International and Comparative Education, women's and girls' education, intersectionality between race and sex, race and inequality in Brazilian schools, and topics related to Brazilian and South American educational policies. I believe the enhancement of education in countries in the Global South is crucial for the making of plural, inclusive and less unequal societies. Through my work as a scholar and a researcher, I intend to raise awareness that education cannot be faced as a privilege and high-quality education should not be circumscribed to few. 

Doctoral Fellowship, Teachers College, Columbia University, 2019-2021

Master's degree CAPES/Brazilian government scholarship, 2012 - 2014

TC stands out for its remarkable scholars and curriculum, its powerful pedagogical resources, its vibrant intellectual atmosphere and its diverse community of students and teachers. Our program not only provides methodological and theoretical training through an interdisciplinary lens, but also invites us to imagine how we can become changemakers in the field of education

Tiffany Tyron

Ed.d., international and comparative education, 2023.

Advisor: Dr. Mary Mendenhall

Tiffany’s research interests focus on accelerated learning programs as interim solutions for out of school children in conflict contexts. She plans to examine student trajectory and experience in these programs as well as their applicability in other areas such as the Middle East. Prior to Columbia, she has worked as an Instructor at the American University of Iraq Baghdad. Her previous roles include Senior Education Consultant in Abu Dhabi for the KHDA, English Language Fellow at the Military Academy in Budapest, and a Senior Development Trainer for Afghan National Police in Afghanistan. She is also a former Peace Corps Volunteer in Jordan and Moldova. She holds an Ed.M. in International Education from Harvard University and an M.A. in Human Rights from University of Essex.

Program Director : Garnett Russell, Associate Professor of International & Comparative Education

Teachers College, Columbia University 374 Grace Dodge Hall

Contact Person: Michelle Guo, Program Assistant

Phone: 212-678-3184 Fax: 212-678-8237

Email: iceinfo@tc.columbia.edu

• Graduate School
• Prospective Students
• Graduate Degree Programs

Doctor of Philosophy in Political Science (PhD)

Canadian immigration updates.

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The Department of Political Science offers Master of Arts and Doctor of Philosophy degree programs that are structured around five substantive fields: Canadian politics, international relations, comparative politics, political theory, and U.S. Politics.

We offer in the range of 25 graduate seminar courses per year and ample support for mentoring grad students in their professional development, through research collaboration, workshops, and colloquia. We have the most successful doctoral graduates of any program in Canada, judged by our record of placing graduates in academic positions in Canada, the United States, Great Britain, Australia, and elsewhere.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

One of the key criteria that sets the Political Science department at UBC apart is the methodological breadth and diversity of research interests of faculty members, using both quantitative and qualitative methods. We have particular strengths for graduate students in:

• indigenous politics, with indigenous faculty members in two different subfields
• critical political theory and identity politics
• democratic theory and practise
• political behaviour, parties and elections
• comparative public policy and institutions
• migration, social diversity, and identity
• environmental politics
• international norms, institutions and goverance, and human security.

Quantitative Methods: we are particularly strong on quantitative methods for students using this kind of approach, with the deepest lineup of persons engaged in systematic quantitative research and the country’s most robust sequence of graduate methods courses for those students wishing to acquire a sophisticated understanding of quantitative analysis.

Regional Area Strengths: we are exceptionally strong in the study of Asian politics, the politics of the Americas, European politics, U.S. politics, and Canadian politics.

The reputation, the expertise, and the strong support of UBC and its Political Science Department were the decisive factors in my decision to study here.

Antonin Lacelle-Webster

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by some applicants. Please check the program website.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Political Science (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Research Information

Research focus.

Canadian Politics: federalism, the Canadian electoral system, the constitution, the courts, electoral reform, parliamentary institutions, political parties, Canadian public policy, Canadian political thought, voting behaviour Comparative Politics: democratization and democratic institutions, state-society relations, comparative public policy, comparative political economy, constitutional design and comparative political institutions, executive politics, separation of powers, governance, non-governmental organizations, and immigration politics International Relations: International Relations Theory, International Political Economy, International Security, International Law and Organization, International Norms, Human Security, the politics of international law, and global governance Political Theory: democratic theory, liberalism, constitutionalism, human rights, feminism, multiculturalism, nationalism, identity politics, critical theory, history of political thought.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

We offer a full five-year funding package for our PhD students, which generally consists of a combination of UBC Four-Year Fellowships (4YFs), Department Funding, Teaching Assistantship, and Research Assistantship.

In some cases, we are able to offer additional funding in the form of RA positions, but these are contingent on several factors, including faculty members having available research funds for RAs.

The Department of Political Science will offer TA opportunities to PhDs when available in order to enhance the financial resources at students’ disposal. Moreover, we consider it an important aspect of the professional development of our PhDs to work as Teaching Assistants, at some point in their PhD program, to develop their teaching skills under the guidance of faculty members.

Average Funding

• 14 students received Teaching Assistantships. Average TA funding based on 14 students was $15,348.
• 9 students received Research Assistantships. Average RA funding based on 9 students was $8,794.
• 10 students received Academic Assistantships. Average AA funding based on 10 students was $3,461.
• 21 students received internal awards. Average internal award funding based on 21 students was $27,166.
• 4 students received external awards. Average external award funding based on 4 students was $26,500.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

47 students graduated between 2005 and 2013. Of these, career information was obtained for 44 alumni (based on research conducted between Feb-May 2016):

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Our PhDs have been highly successful in pursuing academic and non-academic careers.

On the academic front, UBC PhDs hold tenured or tenure track positions at major universities in North America and internationally – including the University of Toronto, University of Victoria, University of Western Ontario, York University, University of Ottawa, University of Calgary, University of Pittsburgh, Georgia Tech, University of Essex, Sophia University, National University of Singapore, University of Sydney, University of Melbourne, Ritsumeikan University, University of Sheffield, Queensland University, Simon Fraser University, MacEwan University, University of Fraser Valley, University of Manitoba, Memorial University, McMaster University, and Cardiff University.

Our PhDs have held postdoctoral fellowships at a wide range of international institutions including Harvard University, Yale University, Columbia University, Vanderbilt University, University of Toronto, Queens University, Oxford University, Duke University, and others.

Many UBC PhDs have taken their doctoral training to high-level positions with government agencies, NGOs, and private-sector employers. Our students have pursued careers at Statistics Canada, the Supreme Court of Canada, the US Department of Defense Asia-Pacific Center, the International Committee of the Red Cross, Deutschebank (London), and the United Nations Commission on the Status of Women, among others.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Political Science (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Afsahi, Afsoun (Democratic theory and practice, Gender in politics, Challenges, opportunities, and best methods of inclusion, Representation of marginalized communities in democratic decision-making processes)
• Arneil, Barbara (Identity politics, history of political thought)
• Baier, Gerald (Canadian politics, federalism, constitutional law, courts, federal-provincial relations, Constitution, federalism and public law in Canada)
• Baum, Bruce (Political Culture, Society and Ideology; critical social theory; feminist theory; critical hermeneutics; issues of cross-cultural interpretation; American political thought and cultural politics; political theories of Mill and Marx; philosophy of political inquiry; liberal and democratic theory)
• Borwein, Sophie (intersection of political economy, political behaviour, and public policy)
• Byers, Michael (International relations; Public international law (except international trade law); international law; international relations; Outer Space; Arctic; Law of the Sea; Laws of War; International Human Rights; International Environmental Law)
• Cameron, Maxwell (Political science; Political Regimes (Democracy, Monarchy, Federalism, Parliamentarism, etc.); Social Organization and Political Systems; Comparative Politics; Democratization; Latin America; Practical wisdom)
• Chowdhury, Arjun (Failed states, intervention, civil war, autocrats, revolution. )
• Coleman, Katharina Pichler (International organizations, international relations, international security/peace operations, interntional rules, noms and legitimacy, sun-Saharan Africa)
• Coulthard, Glen (First Nations politics – national; political theory )
• Cutler, Frederick (Social movements and democracy; public opinion; Political Methodology; Canadian Politics; Elections; Electoral Systems; Federalism; Academic Publishing Systems)
• Dauvergne, Peter (Social sciences; international relations; global environmental politics; sustainability governance; global South; Developing countries; transnational corporations; technology; consumption; Plastic Pollution; social movements; environmentalism; activism; deforestation)
• Doberstein, Carey (Political science and policy administration; Agencies and arms-length bodies in Canada; Public servant behavior in Canada; How citizens engage with government as part of local consultations and public engagement; Homelessness (politics, governance, policy); Local government or governance)
• Ellermann, Antje (Political science; Migrations, Populations, Cultural Exchanges; Migratory Flows; Public Policies; Identity and Transnationality; Role of Governments and Institutions; Comparative Public Policy; Migration and Citizenship)
• Harrison, Kathryn (Canadian politics, environmental politics, environmental policy, climate change, global warming, climate change policy, Canadian public policy)
• Hopkins, Vincent (Political science; Democratic theory and practice; Federalism and Local Politics; Migration Policy and Politics; Public Management; public opinion)
• Huebner, Kurt (European integration; euro and global currency regimes; international trade and fdi; sustainability and innovation policies; global macroeconomics;European politics, Money and currency regimes, politics and economics of European integration as well as on contradictions and complementarities of sustainability and international competitiveness)
• Jacobs, Alan Michael (Political science; Social Organization and Political Systems; economic inequality; Political economy; public opinion; Public Policy; Research Methodology)
• Janara, Laura (Language and symbolism especially in gendered and familial thinking, politcal theory)
• Jeong, Gyung-Ho (Political science; Social Organization and Political Systems; Congress; Foreign Policy; Immigration Policy; Legislative Politics; Public Choice; Trade Policy; US politics)
• Jurkevics, Anna (critical theory, democratic theory, and the history of German political thought)
• Kam, Christopher (Nature and evolution of parliamentary democracy, historical development of institutions)
• la Selva, Samuel (Political theory, legal philosophy)
• Li, Xiaojun (international and comparative political economy with a focus on China; Does Conditionality Still Work? China)
• Lightfoot, Sheryl (First Nations, international relations )

Doctoral Citations

Sample thesis submissions.

• A mosaic of mundane innovations : emerging powers, multinational firms, and global 5G technology rules
• Moral intuition and international order : on change, progress, and threat
• Running a rebellion : essays on armed group behavior
• Competing without parties : voter mobilization in Peru
• Negotiating gender in crisis : global norms and state power in South Sudan
• A democratic theory of hope : collective agency in uncertain times
• Essays on ethnic identity, attitude formation, and political behaviour in contemporary Southeast Asia
• Essays on the political economy of equality, development, and influence in Indonesia and Singapore
• The price of a life: the confluence of strategy and legitimacy in civilian harm compensation
• Discrimination in post-World War II naturalization policy : France and Switzerland
• The impact of investor-state arbitrations on foreign direct investment and domestic public opinion : evidence from FDI flows, elite interviews and a survey experiment
• Mainstreaming the labour market integration of immigrants in the EU : policy framework and policy impact
• Governing on the left : essays on governance and party development in contemporary Latin America
• Democracy in an uncertain world : campaign information and voter decision-making

Related Programs

Same specialization.

• Master of Arts in Political Science (MA)

Related Disciplines

• Doctor of Philosophy in Economics (PhD)
• Doctor of Philosophy in Geography (PhD)
• Doctor of Philosophy in History (PhD)
• Doctor of Philosophy in Interdisciplinary Studies (PhD)

Further Information

Specialization.

The program covers the following subjects:

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Katelynn Kowalchuk

UBC’s dedication to innovation and transforming ideas into action is what originally drew me to the university. Before deciding to attend my hometown university for my undergraduate degree, I was interested in applying to UBC’s architecture and urbanism program. Though I ultimately didn’t pursue...

Martina Zago

I really wanted to pursue my doctoral studies in Canada, where my Dad was born. I applied to UBC specifically because of the work of Professor Barbara Arneil. I had encountered her writings during my master’s degree and read her pathbreaking books on the history of liberalism and empire.

Addye Susnick

I largely decided to study at UBC because of the Department of Political Science’s strength in critical political theory and environmental politics. I was also drawn to the Social Justice Institute and various opportunities UBC offers for interdisciplinary research. Less tangibly, I liked the vibe...

Leah Shipton

I decided to study at UBC for a number of reasons, but the main reason was because the faculty both within the Department of Political Science as well as in other departments have expertise in my research areas of interest. This made me reassured that it would be a great campus to learn and develop...

Start calling Vancouver “Home”

The metropolitan area is known for its diversity and UBC is one of the most international universities in Canada. This multicultural community means we have a wide range of restaurants, grocery stores, and events to provide a sense of belonging.

• Why Grad School at UBC?
• Application & Admission
• Info Sessions
• Research Projects
• Indigenous Students
• International Students
• Tuition, Fees & Cost of Living
• Newly Admitted
• Student Status & Classification
• Student Responsibilities
• Supervision & Advising
• Managing your Program
• Health, Wellbeing and Safety
• Professional Development
• Dissertation & Thesis Preparation
• Final Doctoral Exam
• Final Dissertation & Thesis Submission
• Life in Vancouver
• Vancouver Campus
• Graduate Student Spaces
• Graduate Life Centre
• Life as a Grad Student
• Graduate Student Ambassadors
• Meet our Students
• Award Opportunities
• Award Guidelines
• Minimum Funding Policy for PhD Students
• Killam Awards & Fellowships
• Policies & Procedures
• Information for Supervisors
• Dean's Message
• Leadership Team
• Strategic Plan & Priorities
• Vision & Mission
• Equity, Diversity & Inclusion
• Initiatives, Plans & Reports
• Graduate Education Analysis & Research
• Media Enquiries
• Newsletters
• Giving to Graduate Studies

Strategic Priorities

• Strategic Plan 2019-2024
• Improving Student Funding
• Promoting Excellence in Graduate Programs
• Enhancing Graduate Supervision
• Advancing Indigenous Inclusion
• Supporting Student Development and Success
• Reimagining Graduate Education
• Enriching the Student Experience

Initiatives

• Public Scholars Initiative
• 3 Minute Thesis (3MT)
• PhD Career Outcomes
• Great Supervisor Week

New This Summer: Visiting Student Focus Areas

Critical issues in international relations.

The non-degree Certification of Professional Achievement in Critical Issues in International Relations, offered by the School of Professional Studies and Columbia’s School of International and Public Affairs (SIPA), provides an understanding of the basic analytical issues, theoretical approaches, history, and contemporary policy debates in international relations.

The certification is ideal for those looking to improve their knowledge and mastery of international relations, whether they are recent college graduates seeking graduate preparation in the field or experienced professionals looking for career enhancement or personal enrichment.

Curriculum 

Students wishing to complete a certification must take the following courses:

INTL S6800. International Relations: Theory & Concepts

INTL S6572. Comparative Foreign Policy

Two elective International Affairs courses

Please visit the Courses page for detailed descriptions of all International Affairs offerings .

The four required courses may be taken in one summer or divided between two. Students are required to maintain an overall minimum GPA of 3.0 (B). Every course creditable toward the certification must be taken for a letter grade. Courses with a grade below a C will not count.

Eligibility Requirements

• This certification program is offered at the graduate level. Undergraduate students are eligible to apply if they are rising juniors or seniors and have strong academic records and a foundation in political science and/or international studies.
• Current Columbia students are not eligible to earn the certification while enrolled in a degree program. However, they are eligible to take the individual courses for credit.
• Students enrolled in (or on leave from) a degree program at SIPA are not eligible to receive the certificate. Should SIPA students wish to take classes associated with the certificate, they must first consult with their assigned academic advisor for guidance and approval. A student who earns the certificate and then later enrolls in a degree program at SIPA may not count any of the certificate courses toward the SIPA degree.
• To be considered for admission, students must be comfortable with rapid and idiomatic spoken English. If the language of instruction of your undergraduate degree-conferring institution is English and you have completed two or more years at the institution, you need not take further steps to prove fluency. However, if your undergraduate education is not conducted in English, or you completed fewer than two years at your degree-conferring institution where English was the language of instruction, you must provide official scores on the TOEFL or IELTS.
• Applicants must show a demonstrated ability for critical thinking and analysis.
• Strong written and oral communication skills are necessary to succeed in this certification program.

Request Information

• International Trade

• View Faculty
• Adjunct Faculty
• Affiliated Faculty
• Faculty Emeriti
• Visiting Faculty
• In Memoriam
• Nobel Laureates
• View Faculty by Field
• Behavioral & Experimental
• Contracts and Organizations
• Development Economics
• Econometrics
• Economic History
• Health and Education
• Industrial Organization
• International Macroeconomics
• Labor Economics
• Macroeconomics
• Microeconomics
• Monetary Economics
• Political Economy
• Public Economics
• Urban Economics

1022 International Affairs Building (IAB)

Mail Code 3308

420 West 118th Street

New York, NY 10027