Characteristics and median employment income of postsecondary graduates five years after graduation, by educational qualification (Classification of programs and credentials - professional degree variant), field of study (Classification of Instructional Programs (CIP) Canada 2016 - STEM (science, technology, engineering and mathematics and computer sciences) and BHASE (business, humanities, health, arts, social science and education) groupings), gender, age group and status of student in Canada (cross-sectional analysis).

The paper deals with the potential relationship between higher education and entrepreneurial activities. Universities and other higher education institutions could be seen as boosting entrepreneurship in the region. University graduates could be more often involved in starting up a new business and the university itself could commercialize their innovations by creating academic spin-off companies. The paper aims to examine the potential effect of higher education on the probability of starting a business as well as its further success. Based on the data for 40 EU and non-EU countries, retrieved from a Eurobarometer survey, we conducted probit and IV probit regressions. These have tested the assumed relationship between higher education and entrepreneurial activities. Our results strongly suggest that higher education can often be very beneficial for starting up a new business and this seems to be one of the factors determining the success of new businesses. Furthermore, those respondents who attended courses related to entrepreneurship appear to be more active in starting-up a business and this seems to be also positively correlated with the company's future success. Interestingly, university graduates from Brazil, Portugal and India in particular, tend to appreciate the role that their universities have played in acquiring the skills to enable them to run a business.

Employment income (in 2019 and 2020) by detailed major field of study and highest certificate, diploma or degree, including work activity (full time full year, part time full year, or part year).

The National Survey of College Graduates is a repeated cross-sectional biennial survey that provides data on the nation's college graduates, with a focus on those in the science and engineering workforce. This survey is a unique source for examining the relationship of degree field and occupation in addition to other characteristics of college-educated individuals, including work activities, salary, and demographic information.

The interview data was gathered for a project that investigated the practices of instructors who use quantitative data to teach undergraduate courses within the Social Sciences. The study was undertaken by employees of the University of California, Santa Barbara (UCSB) Library, who participated in this research project with 19 other colleges and universities across the U.S. under the direction of Ithaka S+R. Ithaka S+R is a New York-based research organization, which, among other goals, seeks to develop strategies, services, and products to meet evolving academic trends to support faculty and students.

The field of Social Sciences has been notoriously known for valuing the contextual component of data and increasingly entertaining more quantitative and computational approaches to research in response to the prevalence of data literacy skills needed to navigate both personal and professional contexts. Thus, this study becomes particularly timely to identify current instructors’ practi..., The project followed a qualitative and exploratory approach to understand current practices of faculty teaching with data. The study was IRB approved and was exempt by the UCSB’s Office of Research in July 2020 (Protocol 1-20-0491).Â

The identification and recruitment of potential participants took into account the selection criteria pre-established by Ithaka S+R: a) instructors of courses within the Social Sciences, considering the field as broadly defined, and making the best judgment in cases the discipline intersects with other fields; b) instructors who teach undergraduate courses or courses where most of the students are at the undergraduate level; c) instructors of any rank, including adjuncts and graduate students; as long as they were listed as instructors of record of the selected courses; d) instructors who teach courses were students engage with quantitative/computational data.Â

The sampling process followed a combination of strategies to more easily identify instructo..., The data folder contains 10Â pdf files with de-identified transcriptions of the interviews and the pdf files with the recruitment email and the interview guide.Â

Over the last 20 years, statistics preparation has become vital for a broad range of scientific fields, and statistics coursework has been readily incorporated into undergraduate and graduate programs. However, a gap remains between the computational skills taught in statistics service courses and those required for the use of statistics in scientific research. Ten years after the publication of "Computing in the Statistics Curriculum,'' the nature of statistics continues to change, and computing skills are more necessary than ever for modern scientific researchers. In this paper, we describe research on the design and implementation of a suite of data science workshops for environmental science graduate students, providing students with the skills necessary to retrieve, view, wrangle, visualize, and analyze their data using reproducible tools. These workshops help to bridge the gap between the computing skills necessary for scientific research and the computing skills with which students leave their statistics service courses. Moreover, though targeted to environmental science graduate students, these workshops are open to the larger academic community. As such, they promote the continued learning of the computational tools necessary for working with data, and provide resources for incorporating data science into the classroom.

Methods Surveys from Carpentries style workshops the results of which are presented in the accompanying manuscript.

Pre- and post-workshop surveys for each workshop (Introduction to R, Intermediate R, Data Wrangling in R, Data Visualization in R) were collected via Google Form.

The surveys administered for the fall 2018, spring 2019 academic year are included as pre_workshop_survey and post_workshop_assessment PDF files. 
The raw versions of these data are included in the Excel files ending in survey_raw or assessment_raw.

  The data files whose name includes survey contain raw data from pre-workshop surveys and the data files whose name includes assessment contain raw data from the post-workshop assessment survey.


The annotated RMarkdown files used to clean the pre-workshop surveys and post-workshop assessments are included as workshop_survey_cleaning and workshop_assessment_cleaning, respectively. 
The cleaned pre- and post-workshop survey data are included in the Excel files ending in clean. 
The summaries and visualizations presented in the manuscript are included in the analysis annotated RMarkdown file.

Data from this survey will be used to better understand the experiences and outcomes of graduates, and to improve government programs. The survey is designed to collect details on topics such as: i) the extent to which graduates of postsecondary programs have been successful in obtaining employment since graduation; ii) the relationship between the graduates' program of study and the employment subsequently obtained; iii) the type of employment obtained and qualification requirements; iv) sources of funding for postsecondary education; and v) government-sponsored student loans and other sources of student debt. This information will be used by Statistics Canada, Employment and Social Development Canada (ESDC), provincial and territorial ministries of education, researchers and other interested organizations to examine various aspects such as educational pathways, postsecondary funding, mobility, school-to-work transitions, labour market outcomes and pursuit of further postsecondary studies.

From 1974 to 1989 tertiary education in Australia was free. This concept was introduced by the Whitlam Labor Government to make tertiary education more accessible to middle class Australians. However, from 1989 student contributions toward tertiary education was reintroduced and although higher education for Australian citizens is still partially subsidized by the Australian government, the individual cost of obtaining a degree has increased to more than ****** Australian dollars.

The Higher Education Contributions Scheme (HECS)

As the Hawke Labor Government reintroduced mandatory student contributions towards tertiary education at the end of the 80s, HECS was offered as a means to mitigate the financial burden of obtaining a tertiary education. The HECS model gave students the option of differing their student contributions, presumably until they had completed their degree and joined the workforce. Despite ongoing increases in the cost of attending university and reduced subsidies from the government, the scheme seems to have had the desired effect, with the number of people holding a bachelor degree in Australia climbing steadily year on year since 1989.

Education to employment

For many university students, attaining a bachelor’s degree is a means to increased employment opportunities. Almost a third of the Australian workforce holds a bachelor’s degree however some industries place a higher value on a university education than others. For example, over ** percent of the professional, scientific and technical services industry holds a bachelor’s degree, while only * in ** construction employees have completed a university degree. Although a tertiary education is not a guarantee of finding employment straight out of university, it can be a significant advantage in the job market.

36.1% of white undergraduate students got a first class degree in the 2021 to 2022 academic year, compared with 17.3% of black students.

This statistic shows the total number of students that graduated from postsecondary institutions in Canada in 2020, by field of study. In 2020, a total of 44,211 students received a certificate, diploma, or degree in the field of humanities from a postsecondary institution in Canada.

This data collection contains information from the first wave of High School and Beyond (HSB), a longitudinal study of American youth conducted by the National Opinion Research Center on behalf of the National Center for Education Statistics (NCES). Data were collected from 58,270 high school students (28,240 seniors and 30,030 sophomores) and 1,015 secondary schools in the spring of 1980. Many items overlap with the NCES's NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085). The HSB study's data are contained in eight files. Part 1 (School Data) contains data from questionnaires completed by high school principals about various school attributes and programs. Part 2 (Student Data) contains data from surveys administered to students. Included are questionnaire responses on family and religious background, perceptions of self and others, personal values, extracurricular activities, type of high school program, and educational expectations and aspirations. Also supplied are scores on a battery of cognitive tests including vocabulary, reading, mathematics, science, writing, civics, spatial orientation, and visualization. To gather the data in Part 3 (Parent Data), a subsample of the seniors and sophomores surveyed in HSB was drawn, and questionnaires were administered to one parent of each of 3,367 sophomores and of 3,197 seniors. The questionnaires contain a number of items in common with the student questionnaires, and there are a number of items in common between the parent-of-sophomore and the parent-of-senior questionnaires. This is a revised file from the one originally released in Autumn 1981, and it includes 22 new analytically constructed variables imputed by NCES from the original survey data gathered from parents. The new data are concerned primarily with the areas of family income, liabilities, and assets. Other data in the file concentrate on financing of post-secondary education, including numerous parent opinions and projections concerning the educational future of the student, anticipated financial aid, student's plans after high school, expected ages for student's marriage and childbearing, estimated costs of post-secondary education, and government financial aid policies. Also supplied are data on family size, value of property and other assets, home financing, family income and debts, and the age, sex, marital, and employment status of parents, plus current income and expenses for the student. Part 4 (Language Data) provides information on each student who reported some non-English language experience, with data on past and current exposure to and use of languages. In Parts 5-6, there are responses from 14,103 teachers about 18,291 senior and sophomore students from 616 schools. Students were evaluated by an average of four different teachers who had the opportunity to express knowledge or opinions of HSB students whom they had taught during the 1979-1980 school year. Part 5 (Teacher Comment Data: Seniors) contains 67,053 records, and Part 6 (Teacher Comment Data: Sophomores) contains 76,560 records. Questions were asked regarding the teacher's opinions of their student's likelihood of attending college, popularity, and physical or emotional handicaps affecting school work. The sophomore file also contains questions on teacher characteristics, e.g., sex, ethnic origin, subjects taught, and time devoted to maintaining order. The data in Part 7 (Twins and Siblings Data) are from students in the HSB sample identified as twins, triplets, or other siblings. Of the 1,348 families included, 524 had twins or triplets only, 810 contained non-twin siblings only, and the remaining 14 contained both types of siblings. Finally, Part 8 (Friends Data) contained the first-, second-, and third-choice friends listed by each of the students in Part 2, along with identifying information allowing links between friendship pairs.

In the academic year 2023/2024, ******* students were enrolled in medicine and healthcare programs in Italy. Economics counted ******* enrollments, while ******* students were studying industrial and information engineering. On the contrary, only ****** undergraduates studied agricultural sciences and veterinary. More than ** percent of the students studying education, linguistic studies, psychology, medicine, design, law, humanities, and political science were female, while male were a significant majority in disciplines such as computer science, engineering, and sports science. Leading universities In the academic year 2023/2024, ******* students were enrolled at La Sapienza University of Rome, the largest Italian university. Other universities with more than ****** students are the universities of Bologna and Turin. According to the Italian research institute CENSIS, the Alma Mater Studiorum University of Bologna is the best public university in the country among those with more than ****** enrollments. The criteria adopted for the evaluation were based on services, scholarships and taxes, facilities, web services, internationalization, and employment possibilities. Growing popularity of online courses Among the largest Italian universities, an online university ranked at the second place. In fact, over ****** students were enrolled at the Pegaso online University in the academic year 2023/2024. In total, in 2024, ******* students chose e-learning for their bachelor's studies, while ****** individuals were enrolled in an online master's course. Recently, the number of students who graduated from an online university constantly increased. In the academic year 2013/2014, ***** people graduated from an online university. In 2024, the number of students more than doubled, reaching about ****** graduates.

The proportion of male and female postsecondary graduates, by Classification of Instructional Programs, Primary groupings (CIP_PG), International Standard Classification of Education (ISCED) and age group.

Proportion of Canadian and international student enrolments, by International Standard Classification of Education (ISCED), institution type, Classification of Instructional Programs (CIP) 2021, STEM (science, technology, engineering and mathematics) and BHASE (business, humanities, health, arts, social science and education) groupings, gender and age group.

The number of postsecondary graduates, by Classification of Instructional Programs, Primary groupings (CIP_PG), International Standard Classification of Education (ISCED), age group and gender.

In the academic year of 2024/2025, Oregon Health and Science University had the best student-to-staff ratio in the United States, with *** students for every staff member. The University of Nebraska Medical Center followed closely behind, with *** students for every staff member.

In the academic year 2023/24, there were 331,602 international students from India studying in the United States. International students The majority of international students studying in the United States are originally from India and China, totaling 331,602 students and 277,398 students respectively in the 2023/24 school year. In 2022/23, there were 467,027 international graduate students , which accounted for over one third of the international students in the country. Typically, engineering and math & computer science programs were among the most common fields of study for these students. The United States is home to many world-renowned schools, most notably, the Ivy League Colleges which provide education that is sought after by both foreign and local students. International students and college Foreign students in the United States pay some of the highest fees in the United States, with an average of 24,914 U.S. dollars. American students attending a college in New England paid an average of 14,900 U.S. dollars for tuition alone and there were about 79,751 international students in Massachusetts . Among high-income families, U.S. students paid an average of 34,700 U.S. dollars for college, whereas the average for all U.S. families reached only 28,026 U.S. dollars. Typically, 40 percent of families paid for college tuition through parent income and savings, while 29 percent relied on grants and scholarships.

In 2024, there were approximately **** million students enrolled at Japanese universities, up from about **** million students in 2015. Of the total, nearly ** percent were female students in 2024. The 6-3-3-4 education System  Japan’s education system is often specified to have a 6-3-3-4 system, referring to the norm of six years in elementary school, three years in middle and high school respectively, and four years in university. Even though mandatory education ends after middle school, the majority of students follow this path before entering employment. While ************** is the most popular major among undergraduates, most students coming back to university for a master's degree matriculate into *********** courses. It is more common in Japan to find employment straight after graduation from undergraduate programs. Accordingly, the number of students who visit graduate courses is significantly lower than those who visit undergraduate courses. Entrance examinations and preparation Every year, Japanese universities hold entrance exams to select new students for the following academic year from many applicants. The entrance exams are notably difficult, forcing students in their last year of high school to cram and visit supplementary tutoring schools to prepare. The number of students visiting tutorial schools, and subsequently the sales value of these schools, continued to grow in the past years. Due to the declining birthrate, however, the overall number of students is expected to ultimately decrease, presenting financial challenges for the education business in Japan.

The number of enrolments by institution type, registration status, program type, credential type, gender and Classification of Instructional Programs, Primary groupings (CIP_PG).

The average age of German first degree university graduates has gone down in recent years, which means that students are both starting their studies and finishing them earlier, without prolonging. Currently the average age stands at **** years old. After their first degree many graduates might also decide to pursue a second one, for example a Masters. Over half a million first-years In the most recent winter semester, there were ******* first-year students. At German universities, the academic year is divided into the winter and summer semesters. Start and end dates may vary depending on the type of university and course of study. On average, first-degree students studied for around eight semesters. State universities still attracted the ******* student numbers, followed by universities of applied sciences. What do they study? German universities offer a wide variety of courses and degrees. In terms of subject groups, the ******* number of students were enrolled in law, economics and sciences, followed by engineering. These numbers might be related to thoughts about the future, when looking at average starting salaries for university graduates by field.