In the academic year of 2022, it is expected that 551,460 female and 331,530 male students will earn a Master’s degree in the United States. These figures are a significant increase from the academic year of 1950, when 16,980 female students and 41,220 male students earned a Master’s degree.

What is a Master’s degree?

A Master’s degree is an academic degree granted by universities after finishing a Bachelor’s degree. Master’s degrees focus in on a specific field and are more specialized than a Bachelor’s. A typical Master’s program is about two years long, with the final semester focusing on the thesis. Master’s degree programs are usually harder to get into than Bachelor’s degree programs, due to the rigor of the program. Because these programs are so competitive, those with a Master’s degree are typically paid more than those with a Bachelor’s degree.

Master’s degrees in the United States

The number of master’s degrees granted in the United States has steadily increased since the 1970s and is expected to continue to increase. In 2021, the Master’s degree program with the worst job prospects in the United States by mid-career median pay was counseling, while the program with the best job prospects was a physician's assistant.

This statistic indicates the length of programs at top U.S. business graduate schools for physician executives based on the 2013-2014 school year. The University of Colorado at Denver program required 24 months.

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.

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

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

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 ~15 students ranged in academic stage, and was composed of life sciences undergraduates enrolled at Colby College.

We have previously described similar outreach events (ref. 1-3); this 90-minute combination of seminar and discussion built on those pilot programs. This session at Colby 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, and often relies on individual mentors whose training backgrounds and career trajectories are quite diverse. 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 (including internships, independent research, and 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. 4). MethodsThe approach of bringing a faculty member and an administrative staff member who both have life science PhD training backgrounds and with program administrative experience was intentional. This allowed the speakers to portray different perspectives and experience to guide student career development, while offering credible reflections on 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. Students were encouraged to seek out opportunities to develop skills that undergraduates need to be competitive in admissions to graduate programs, that trainees need during graduate school, and that doctoral alumni apply in the careers and workplaces that come after. To that end, students were encouraged to pursue training in statistics and programming, develop a mentoring network, acquire authentic research experiences and pursue internships, conduct thesis research, and apply for 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 prior guidance offered on campus.

This event built off our most recent event (ref. 3); we delivered a presentation covering the relevant topics and transitioned into an open discussion featuring a third visitor on our team. In contrast to the previous events (ref. 2), we did not use a panel format after the presentation. Our third speaker was a HMS Curriculum Fellow (ref. 5) whose career goals included teaching at a comparable institution (primarily undergraduate institution, PUI).

This event was held at the end of the day, and prior to dinner, 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. Our host’s participation and feedback was also encouraging; in particular, we learned that the portion of our presentation devoted to transferable skills gained from a PhD was well-received. 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, which we continued to develop for an expanding network of colleges. Our decision to incorporate a HMS Curriculum Fellow served three purposes: (1) to engage another speaker so our team represented professionals 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.

The best master's degree for getting a job was considered to be Physicians Assistant with a mid-career median salary of 97,133 U.S. dollars in 2021. Salaries for nurse practitioner and computer science master's were also high.

Objective: Describe the current situation of the area Medicine III of CAPES and detect challenges for the next four years of evaluation. Methods: The area's documents and reports of meetings were read from 2004 to 2013 Medicine III Capes as well as reports and evaluation form of each Postgraduate Program (PPG) of the area and the sub-page of the area from the Capes website. The data relating to the evaluation process, the assessment form and faculty, student and scientific production data of all of Post-Graduate Programs of Medicine III were computed and analyzed. From these data were detected the challenges of the area for the next four years (2013-2016). Results: Among the 3,806 PPG, Medicine III had 41 PPG during last triennial evaluation and progressed from 18% to 43% of PPG very good or more concept (triennium 2001-2003 and 2010-2012). Most PPG were located in the South-East region (32), three in the South and two in the North-East. There was no PPG in North or Central-West regions. In 2013 and 2014 there were four approved Professional Master Degree Programs and one Master (M) and Doctorate (PhD). The average of permanent professors was 558 teachers with about three students/professor. The number of PhD graduates has increased as well as the reason PhD/MD. The proportion of in high impact periodicals (A1, A2, B1 and B2) jumped from 30% to 50% demonstrating positive community response to the policy area. The challenges identified were: decrease regional asymmetry, increase the number of masters and doctors of excellence, reassessment of Brazilian journals, stimulate and set internationalization indicators, including post-doctors and definition of its indicators, the PPG nucleation analysis, PPG 3x3, include primary and secondary education, professional master and indicators of technological scientific production and solidarity. Conclusion: Medicine III has been scientifically consolidated and their scientific researchers demonstrated maturity reaching a high level and matched to areas of greatest tradition and history. For the maintenance and advancement of the area some challenges and goals were established to be developed in the period from 2013 to 2016.

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

The number of high school graduates from regular programs for youth, public schools, by age group and sex.

In 2024, a record high of around 10.59 million students graduated from undergraduate programs at public colleges and universities in China. That number was more than double as high as the number of degrees earned at all levels of higher education in the United States. The vast number of graduates from Chinese universities originates from the increasing enrollment in colleges and universities across the country. Of the 10.47 million Chinese graduates of 2023, around 4.94 million earned a bachelor's degree, whereas 5.53 million earned a more practically oriented short-cycle degree. On a graduate and postgraduate level, around one million master's and doctor's degree students graduated from public colleges and universities in China in 2023. What are the popular majors? In recent years, the most favored majors among Chinese bachelor students were engineering, management, literature, and arts, while short-cycle degree students chose majors such as finance and economics, medical health, and information tschnology. Meanwhile, philosphy, history, and agriculture, as well as biolological engineering, textile, and water resources were among the least desirable subjects. However, even the popular, highly competitive fields of study do not always guarantee quick and successful employment after graduation. What are the labor market prospects for graduates? The graduate employment rate within half a year after graduation has been generally stable in China over the past seven years, exceeding 90 percent on average. Those that struggle to find a job are usually graduates from less technical, quantitative majors who often lack both practical “hard skills” and “soft skills” such as communication, critical thinking, and managerial abilities. Engineering, technology, IT and science majors top employment rates as well as secure higher-starting salaries. The average monthly salary of a university graduate in China has increased by around 70 percent in the last ten years. However, high rent and costs of living in cities like Beijing or Shanghai often force young graduates to return to their hometowns or to seek employment in the second and third tier cities.

The graduate admissions process is time-consuming, subjective, and complicated by the need to combine information from diverse data sources. Letters of recommendation (LORs) are particularly difficult to evaluate and it is unclear how much impact they have on admissions decisions. This study addresses these concerns by building machine learning models to predict admissions decisions for two STEM graduate programs, with a focus on examining the contribution of LORs in the decision-making process. We train our predictive models leveraging information extracted from structured application forms (e.g., undergraduate GPA, standardized test scores, etc.), applicants’ resumes, and LORs. A particular challenge in our study is the different modalities of application data (i.e., text vs. structured forms). To address this issue, we converted the textual LORs into features using a commercial natural language processing product and a manual rating process that we developed. By analyzing the predictive performance of the models using different subsets of features, we show that LORs alone provide only modest, but useful, predictive signals to admission decisions; the best model for predicting admissions decisions utilized both LOR and non-LOR data and achieved 89% accuracy. Our experiments demonstrate promising results in the utility of automated systems for assisting with graduate admission decisions. The findings confirm the value of LORs and the effectiveness of our feature engineering methods from LOR text. This study also assesses the significance of individual features using the SHAP method, thereby providing insight into key factors affecting graduate admission decisions.

The global market for integrated medicine and engineering education is experiencing robust growth, projected at a compound annual growth rate (CAGR) of 8% from 2025 to 2033. This expansion is driven by several key factors. Firstly, the increasing demand for healthcare professionals skilled in both medical science and engineering principles is fueling the need for specialized programs. Advances in medical technology, such as robotics, AI, and bioprinting, require professionals with a holistic understanding of both engineering design and its biological applications. Furthermore, the integration of data science and informatics into healthcare necessitates professionals capable of managing and interpreting vast datasets for improved patient care and medical research. The growing aging population, coupled with a rising prevalence of chronic diseases, further intensifies the demand for such skilled individuals. The market is segmented by subject areas including biomedical engineering, health informatics, clinical engineering, and robotics in healthcare; and by course levels, encompassing undergraduate, graduate, and certificate programs. Major players are established universities globally, each with its unique strengths and competitive strategies, focusing on program innovation, industry partnerships, and attracting top faculty. Geographic distribution reveals strong market presence in North America and Europe, owing to established research infrastructure and well-funded educational institutions. However, the APAC region, particularly India and China, shows significant growth potential driven by rapid economic development and increased investment in healthcare infrastructure and education. The market's future growth hinges on sustained investment in research and development, industry-academia collaborations, and government initiatives promoting STEM education. Challenges include the high cost of specialized equipment and training, along with the need for standardized curriculum and accreditation across different regions and institutions. Ultimately, the market's trajectory reflects a critical need for a multidisciplinary approach to address evolving healthcare challenges, presenting substantial opportunities for educational institutions and technology providers alike.

Persistence rates, graduation rates, average time to graduation and number of students in an entry cohort for undergraduate degree students, within the province or territory of first enrolment, by demographic characteristics.

Finding Schools is now easier than ever with the College Map, the first geographic search tool published by IPEDS (Integrated Postsecondary Education Data System) providing access to over 7,000 certificate, undergraduate and graduate-level schools. This all-in-one tool enables students, parents and counselors to filter potential programs for location, major, tuition and more. Including both certificate-level programs and advanced degrees, this public application makes the often overwhelming process of school searching simple, and it’s available on mobile devices.

Once the results are narrowed down, users can share their lists on social media or download in excel format. Additionally, the College Map integrates with the College Navigator, a research based search tool providing data from the complete list of IPEDS Survey indicators.

All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

Updated yearly using enrollment data, employment data, information from websites, phone calls, and any other resources as available. At time of update fields were added to include employment data, enrollment data, building code, school code, TAZ08, and school website. Please verify information before use as it will be updated on an ongoing basis. Please contact COMPASS with any questions or any knowledge of updates, alterations or modifications that need to be made. FIELDS:UpdateBy: Name or initials of last person to update the recordUpdateOn: Date the record was last updated onSchoolName: Name of the school at the pointSchoolDist: School district the point physically is withinType: Describes the nature of the building and grade/age range of students enrolledValues:PRE K: Preschool &/or Nursery school & Day CareELEMENTARY: Traditional Kindergarten through 6thgradeK-8: Kindergarten through 8th gradeK-12: Kindergarten through 12th grade MIDDLE: 6thgrade through 8thgradeJUNIOR HS: 7thgrade through 9th gradeSENIOR HS: 9th through 12thgradePOST SR: College, University, Technical or Professional SchoolsOTHER: Irregular range of grades or ages ADMIN: Administrative Building/ServicesRETAIL-EDU: Retailor or seller of educational materials or suppliesSiteAddres: Physical address of the school or buildingSiteCity: City the school or building is located inSiteState: State the school or building is located inSiteZip: Zip code the school or building is located inSiteCounty: County the school or building is located inBuilding_Code: Building Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_Code:School Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_JoinID: Concatonated field of Building Code + School Code as a 7 digit code assigned by the 2012 Enrollment data sheet. If the School Code is only a three digit code an additional ‘0’ is added before the code to achieve the full seven digits necessary for the field. Where the number is not available or this does not apply the value used is ‘N/A’Notes: Any pertinent information that was not suited for another fieldEmploy13:Number of employees according to the 2013 employment final point fileTAZ08: TAZ08 in which the point liesType_II:Describes the nature of the school – public vs private runValues:PUBLIC: Owned, operated, funded, governed and sanctioned by the Idaho Department of EducationPRIVATE: Owned, operated & funded by private donors, foundation, trust or other source. May or may not meet State or Federal curriculum requirements/standardsOPT_ENROLL: Y/N field indicating if there is an open enrollment boundary for the schoolType_III:Any further information or description about the school. Values:AG PRODUCTION & RESEARCH: U of I extension campuses with specific research focus and use intentionALTERNATIVE: Any alternative learning environment, field may contain a ‘-_’ for a further description about what the alternative style is; teen parents, night school, at risk, ect…CHARTER: Any public school classified as a charter by the State Board of EducationCOLLEGE, UNIVERSITY, TRADE SCHOOL: Any post-secondary education institution, includes graduate programs, law schools and vocational training programs.COMMUNITY EDUCATION – ENVIRONMENTAL: Nontraditional classroom facilities which offer courses for the community (child and adult) to promote higher learning and understanding of the environment, care of the environment and environmental issues.CULTURAL: Any school which offers cultural enrichment or a multi-cultural learning environment. Field may also contain ‘-_’ to describe what the specific culture the school educates in.DURRING INCARCERATION: Schools are run through the Juvenile Detention Centers. These schools are acknowledged by the State Department of Education, and are recognized by the State. Available to students during the time of their incarceration. FAITH BASED: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum.FAITH BASED BOARDING: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum. These school also offer a live in facility option to students.HEADSTART: Formal pre-kindergarten education programsINTERNATIONAL BACCALAUREATE: School which offers programs for International Baccalaureate credit for studentsLANGUAGE AND CULTURE: Private (non-charter) language and culture focused schools. Field may also contain ‘-_’ to describe what the specific culture the school educates in.MAGNET: Any school with a particular subject area focus intended to draw students with natural aptitudes or specific interests, these schools have open enrollment boundaries with an application process, as long as the student resides within the school district to which the school is a part of. MONTESSORI: Private schools with a focus on experiential learning rather than traditional learning methods. MUSIC: Schools with an additional focus on musical aptitude and methodsONLINE OR HOME SCHOOL: Virtual or online classroom optionsSPECIAL NEEDS: Schools with facilities and resources for students with special needs or additional assistance and attention. Access: Indicates whether the point is the actual building location itself or an access point. Building locations are coded as "Loc" and access points are coded as "PV" for pedestrian/vehicle access.Main_Acc: Identifies if an access point is the main entrance/exit location for each school.Source: Where the numbers for the employment data and/or student enrollment were gathered from.Enrollment: # of students enrolled according to the 2012 enrollment data, or based on best information we were otherwise able to obtain (if not on the 2012 enrollment data).Website:Most recent URL if able to locate, if unable to locate indicated in field with “UTL”Status: Used to describe if the school is currently active, closed, or planned (used to query out inactive schools for performance monitoring purposes)UniqueID: Made by combining District number and building number in from DDDBBBB. _Updated Fall 2013 From School District WebsitesUpdated 9/11/11 From School District WebsitesJuly 2010 . Canyon County has since requested a new data structure to match their address points. The new schools file has the new structure. The point location of this file is identical to the new schools point file May 2010 - Edited the Ada County schools to align with school sites on NAIP imagery and confirmed schools against respective school district websites Jan - March 2010 - Worked with Jay Young over a several month period and several renditions to reconcile the Canyon County side of this file. December 2009 - Merged with Jay Young's Canyon point file in order to build a new data structure that meets Emergency Service data standards. Went through point by point to ensure alignement with buildings on NAIP imagery and attribute values.

Data on the top universities for Law in 2025.

Environmental scientists stand uniquely poised to capitalize on recent advancements in technology, computation, and data management, however, it is unknown the degree to which this is occurring. We analyzed survey responses of 445 graduate students in California to evaluate understanding and use of such advances in the environmental sciences. Of students who had completed their degree, 64.3% had completed the data life cycle, 30.5% had archived research data so that it is available online, and 61.4% had no plans to create metadata for research data sets. Roughly one-third of students used an environmental sensor and collaborated with someone outside their expertise. Results varied by students’ research status and by university type. Doing excellent science in this data-intensive age may necessitate greater emphasis by university programs on data management best practices borrowed from information technology, and skills supplemented by unique training opportunities, courses, counsel from technological specialists, and unconventional collaborations.

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).