In the academic year of 2020/21, about 202,334 Master's degrees were earned in business across the United States, making it the most common master's degree earned. In that same year, another 47,257 Master's degrees were earned in engineering.

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

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The QS Rankings, renowned for its esteemed university evaluations, annually releases the QS World University Rankings. The 2024 edition comprises a dataset encompassing the top 100 universities globally, with each entry defined by 12 features.

The 'rank' feature denotes the university's position in the QS rankings, offering a quantitative representation of its standing. The 'university' column identifies the institution by name. The 'overall score' is a floating-point value derived from various contributing factors, reflecting the comprehensive evaluation undertaken by QS.

Academic reputation, an integral aspect, is quantified in the 'academic reputation' feature, while 'employer reputation' gauges the institution's standing in the professional realm. The 'faculty student ratio' is calculated by dividing the faculty count by the number of students, a metric often indicative of the learning environment's quality.

'Citations per faculty' delves into the scholarly impact, measuring the total citations received by an institution's papers over five years, normalized by faculty size. The 'international faculty ratio' and 'international students ratio' shed light on the global diversity of the academic community, capturing the proportion of foreign faculty and students.

The 'international research network' employs a formula to quantify the institution's global partnerships and collaborations. 'Employment outcomes' are assessed through a formula involving alumni impact and graduate employment indices, providing insights into the professional success of graduates.

Finally, the 'sustainability' feature evaluates an institution's commitment to environmental sciences, considering alumni outcomes and academic reputation within the field. It also examines the inclusion of climate science and sustainability in the curriculum, reflecting the growing emphasis on environmental consciousness in higher education.

In essence, this dataset encapsulates a multifaceted evaluation of universities worldwide, encompassing academic, professional, and sustainability dimensions, making it a valuable resource for individuals and institutions navigating the dynamic landscape of global higher education. VALUE FOUNDS IS HIPOTICALY data 2021

In 2022, the median starting salary for MBA graduates of the Wharton School of the University of Pennsylvania, a leading business school in the United States, was 175,000 U.S. dollars. This figure was the same for MBA graduates of the University of Chicago's Booth School of Business and Stanford's Graduate School of Business, which were also ranked within the top three U.S. business schools in that year.

Introduction This STEM advising outreach program was developed for undergraduate students who are contemplating future applications to PhD programs in the life sciences. The audience of ~20 students ranged in academic stage, and was composed mostly of life sciences undergraduates enrolled at Bowdoin College.

We have previously described two similar outreach events (ref. 1,2); this 90-minute combination of seminar and discussion built on that pilot program. This session at Bowdoin College was intended to complement the advising that students receive from their primary research mentors on campus. Although undergraduates at many excellent institutions have access to extensive pre-professional advising for careers in medicine, law and some other directions, the structure of advising for scientific research and the many career options that rely on PhD training is less consistent. Independent study or thesis research mentors are often a student’s primary source of advice. Career advisors have confirmed that reiteration and reinforcement of advising principles by professionals external to the school environment is helpful. Therefore, this outreach program’s content was developed with a goal of demystifying PhD programs and the benefits that they provide. The topics covered included (a) determining the key differences between programs, (b) understanding how PhD admissions works, (c) preparing an effective application, (d) proactive planning to strengthen one’s professional portfolio (internships, independent research, cultivating mentors), (e) key transferable skills that most students learn in graduate school, (f) what career streams are open to life science PhDs, and, (g) some national and institutional data on student career aspirations and outcomes (ref. 3). Methods The approach of bringing a faculty member and an administrative staff member who both have life science PhD training backgrounds was intentional. This allowed the program to portray different perspectives and experience to guide student career development, while offering credible witnesses to the types of experiences, skills and knowledge gained through PhD training. Central to the method of this outreach program is the willingness of graduate educators to meet the students on their own ground. The speakers guided students through a process of identifying national graduate programs that might best serve their individual interests and preferences. In addition to recruiting prospective applicants to Harvard Medical School (HMS) summer internships and PhD programs, the speakers made an explicit appeal to students to hone their professional portfolio proactively by discussing important skills that undergraduates need to be competitive in admissions and the career workplace including acquiring training in statistics and programming, soliciting diverse mentorship, acquiring authentic research experiences/internships, conducting thesis research, and obtaining fellowships). By reinforcing much of the anecdotal and formal advising content that is made available by faculty mentors and career counselors, our host saw the value of external experts to validate guidance.

This event built off our most recent event (ref. 2); we delivered a presentation covering the relevant topics and transitioned into an open discussion featuring a third visitor in our team. In contrast to the aforementioned previous event, the time constraint at lunch time prevented us from doing a formal panel. Our third speaker was a HMS Curriculum Fellow (ref. 4) whose career goals included teaching at a comparable institution (primarily undergraduate institution, PUI).

Students were encouraged to have lunch during the session, as the program was held at midday to avoid conflicts with other academic or extracurricular events. ResultsAs the principal goal of the session was to encourage and engage students, not to evaluate them, and the students ranged widely in stage and long-term career objectives, there were no assessment surveys of learning gains. Informally, student engagement was excellent as judged by the frequency and thoughtful nature of questions asked during the discussion phase of the session. Ad hoc student feedback directly following the event was extremely positive, as was our host’s follow up by email after the event. The success of the program was also evident by an invitation for a repeat of the program or other forms of collaboration in the future, including the possibility of reciprocal visits to HMS.DiscussionThis advising session was a continued refinement of our prototype, and thus served to prepare us for a series of similar events across a larger network of colleges. Our decision to incorporate a HMS Curriculum Fellow served three purposes: (1) to engage speaker who pursued doctoral training at three different institutions (UCLA, Tufts University, Harvard University), (2) to broaden the range of career trajectories presented as outcomes from doctoral programs, and (3) to provide networking and career development opportunities for the Curriculum Fellow.

About this Dataset

Data & Sons recently completed our analysis of top tier economics journal publications from 2014 to 2017 and is pleased to announce the world’s top Economics PhD Programs based on alumni productivity.

Category

Social Sciences

Keywords

economics phd programs,best phd programs,best economics phd programs

Row Count

1491

Price

Free

The top-ranked university in the United States in 2024 according to Forbes was Princeton University in New Jersey. Students at Princeton graduate with an average debt of 7,559 U.S. dollars, but have a median 10-year salary of 189,400 U.S. dollars. The Forbes rankings are based on several categories, including alumni salary, student debt, graduation rate, return on investment, retention rate, and academic success.

The International STEM Graduate Student Survey assesses why international students are coming to the United States for their graduate studies, the challenges they have faced while studying in the US, their future career plans, and whether they wish to stay or leave the US upon graduation. According to the Survey of Earned Doctorates by the National Science Foundation and the National Center for Science and Engineering Statistics, international students accounted for over 40% of all US doctoral graduates in STEM in 2013. The factors that influence international students' decisions to study in the US and whether they will stay or leave are important to US economic competitiveness. We contacted graduate students (both domestic and international) in STEM disciplines from the top 10 universities ranked by the total number of enrolled international students. We estimate that we contacted approximately 15,990 students. Individuals were asked to taken an online survey regarding their background, reasons for studying in the US, and whether they plan to stay or leave the US upon graduation. We received a total of 2,322 completed surveys, giving us a response rate of 14.5%. 1,535 of the completed were from domestic students and 787 of which were from international students. Raw survey data are presented here.Survey participants were contacted via Qualtrics to participate in this survey. The Universe of this survey data set pertains to all graduate students (Master's and PhD) in STEM disciplines from the following universities: Columbia University, University of Illinois-Urbana Champaign, Michigan State University, Northeastern University, Purdue University, University of Southern California, Arizona State University, University of California at Los Angeles, New York University, University of Washington at Seattle. Data are broken into 2 subsets: one for international STEM graduate students and one for domestic STEM graduate students, please see respective files.

This horizontal bar chart displays graduate students (people) by universities using the aggregation sum in Manhattan. The data is about universities.

This horizontal bar chart displays graduate students (people) by university using the aggregation sum in Columbus. The data is about universities.

This horizontal bar chart displays graduate students (people) by universities using the aggregation sum in Mexico. The data is about universities.

Data on the top universities for Computer Science in 2025.

New York City school level College Board SAT results for the graduating seniors of 2010. Records contain 2010 College-bound seniors mean SAT scores.

Records with 5 or fewer students are suppressed (marked ‘s’).

College-bound seniors are those students that complete the SAT Questionnaire when they register for the SAT and identify that they will graduate from high school in a specific year. For example, the 2010 college-bound seniors are those students that self-reported they would graduate in 2010. Students are not required to complete the SAT Questionnaire in order to register for the SAT. Students who do not indicate which year they will graduate from high school will not be included in any college-bound senior report.

Students are linked to schools by identifying which school they attend when registering for a College Board exam. A student is only included in a school’s report if he/she self-reports being enrolled at that school.

Data collected and processed by the College Board.

The recent movement underscoring the importance of career taxonomies has helped usher in a new era of transparency in PhD career outcomes. The convergence of discipline-specific organizational movements, interdisciplinary collaborations, and federal initiatives has helped to increase PhD career outcomes tracking and reporting. Transparent and publicly available PhD career outcomes are being used by institutions to attract top applicants, as prospective graduate students are factoring in these outcomes when deciding on the program and institution in which to enroll for their PhD studies. Given the increasing trend to track PhD career outcomes, the number of institutional efforts and supporting offices for these studies have increased, as has the variety of methods being used to classify and report/visualize outcomes. This report comprehensively synthesizes existing PhD career taxonomy tools, resources, and visualization options to help catalyze and empower institutions to develop and publish their own PhD career outcomes. Similar fields between taxonomies were mapped to create a new crosswalk tool, thereby serving as an empirical review of the career outcome tracking systems available. Moreover, this work spotlights organizations, consortia, and funding agencies that are steering policy changes toward greater transparency in PhD career outcomes reporting. Such transparency not only attracts top talent to universities, but also propels research progress and technological innovation forward. Therefore, university administrators must be well-versed in government policies that may impact their PhD students. Engaging with government relations offices and establishing dialogues with policymakers are crucial steps toward staying informed about relevant legislation and advocating for more resources. For instance, much of the recent science legislation in the U.S. Congress, including the Creating Helpful Incentives to Produce Semiconductors (CHIPS) and Science Act, significantly impacts federal agency programs influencing universities. To ensure sustained development, it is imperative to support initiatives that enhance transparency, both in terms of legislation and resources. Increased funding for programs supporting transparency will aid legislatures and institutions in staying informed and responsive. Many efforts presented in this publication have received support from federal and state governments or philantrophic sources, underscoring the need for multifaceted support to initiate and perpetuate this level of systemic change.

Data on the top universities for Education Studies in 2025.

As of the 2023/24 academic year, graduates from the Massachusetts Institute of Technology (MIT) had a starting salary of 110,200 U.S. dollars, and a mid-career salary of 196,900 U.S. dollars. Top universities in the United States One of the top universities in the United States, Harvey Mudd College, is located in Claremont, California. Not only do graduates earn a high salaries after graduation, they also pay the most. In the academic year of 2020-2021, Harvey Mudd College was one of the most expensive school by total annual cost. The best university in the United States in 2021 belonged to the University of California, Berkeley. The Ivy League The Ivy League is a group of eight private universities in the Northeastern United States. It is not only a collegiate athletic conference, but also a group of highly respected academic institutions. They are usually regarded as the best eight universities in the United States and the world. They are extremely selective with their admissions process. However, these universities are extremely expensive to attend. Despite the high price tag, students who graduate from Princeton University have the highest early career salary out of all Ivy League attendees in 2021. This is compared to the overall expected starting salaries of recent college graduates across the United States, which was less than 35,000 U.S. dollars.

This paper investigates the dynamics of discrimination in Political Science PhD programs with a survey of current political science graduate students in the top 50 departments. We focus on mentorship, funding, sexual harassment, racism, homophobia, and labor exploitation: 20% of respondents report labor exploitation, 19% experienced racial discrimination, 9% report sexual harassment and 6% experienced homophobia. Discrimination is uneven across individuals: Some groups of graduate students experience widespread discrimination, especially racial discrimination, while other groups are largely unaware of these issues. We ran a survey experiment to gauge the impact of misconduct on formal reporting mechanisms and find that hearing about racial discrimination has a chilling effect on reporting. Importantly, we find that experiencing discrimination harms how satisfied students are in their programs. We find that factors linked to student vulnerability, like international status and funding, are significantly associated with harassment, and that reporting discrimination predicts more discrimination.

The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. "Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.

Data on the top universities for Engineering in 2025, including disciplines such as Chemical Engineering, Civil Engineering, and Mechanical and Aerospace Engineering.

Data on the top universities for Physical Sciences in 2025, including disciplines such as Chemistry, Geology, and Physics & Astronomy.