In 2023, ** percent of prospective graduate business students in the United States were interested in hybrid programs, an increase from ** percent in 2019. However, the overall preference in 2023 was for in-person business school programs, at ** percent.

With the enactment of the Higher Education Opportunity Act (HEOA) of 2008, five Predominantly Black Institutions are eligible to receive funding to improve graduate education opportunities at the master’s level in mathematics, engineering, physical or natural sciences, computer science, information technology, nursing, allied health or other scientific disciplines where African American students are underrepresented. Types of Projects Institutions may use federal funds for activities that include: Purchase, rental or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes; Construction, maintenance, renovation and improvement in classroom, library, laboratory and other instructional facilities, including purchase or rental of telecommunications technology equipment or services; Purchase of library books, periodicals, technical and other scientific journals, microfilm, microfiche, and other educational materials, including telecommunications program materials; Scholarships, fellowships, and other financial assistance for needy graduate students to permit the enrollment of students in, and completion of a master’s degree in mathematics, engineering, physical or natural sciences, computer science, information technology, nursing, allied health, or other scientific disciplines in which African Americans are underrepresented; Establishing or improving a development office to strengthen and increase contributions from alumni and the private sector; Assisting in the establishment or maintenance of an institutional endowment to facilitate financial independence pursuant to Section 331; Funds and administrative management, and the acquisition of equipment, including software, for use in strengthening funds management and management information systems; Acquisition of real property that is adjacent to the campus in connection with the construction, renovation, or improvement of, or an addition to, campus facilities; Education or financial information designed to improve the financial literacy and economic literacy of students or the students’ families, especially with regards to student indebtedness and student assistance programs under title IV; Tutoring, counseling, and student service programs designed to improve academic success; Faculty professional development, faculty exchanges, and faculty participation in professional conferences and meetings; and Other activities proposed in the application that are approved by the Secretary as part of the review and acceptance of such application.

Percentage of graduates from tertiary education graduating from Natural Sciences, Mathematics and Statistics programmes, both sexes (%) in Indonesia was reported at 3.2905 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Indonesia - Percentage of graduates from tertiary education graduating from Science programmes, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

The dataset contains Academic-year-, Programme- and Course-wise historically compiled data on the Number of International Students who have enrolled in the United States of America (U.S.A) for pursuing various types of Graduate, Under-graduate and OPT courses, along with percentage number of students pursing on each specific type of education

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.

Percentage of graduates from tertiary education graduating from Natural Sciences, Mathematics and Statistics programmes, both sexes (%) in Hungary was reported at 3.8876 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Hungary - Percentage of graduates from tertiary education graduating from Science programmes, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Education and further studies: refers to various learning, education, and related information collections

In the academic year 2024, there were approximately 1.8 thousand postgraduate courses at universities in Japan. Around 1.2 thousand of those courses were offered by private universities. That year, the total number of graduate courses for a doctoral degree amounted to about 1.4 thousand.

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.

Taiwan Number of Graduate: Ph.D. Program data was reported at 3,512.000 Person in 2017. This records a decrease from the previous number of 3,623.000 Person for 2016. Taiwan Number of Graduate: Ph.D. Program data is updated yearly, averaging 297.000 Person from Jul 1959 (Median) to 2017, with 59 observations. The data reached an all-time high of 4,241.000 Person in 2013 and a record low of 0.000 Person in 1962. Taiwan Number of Graduate: Ph.D. Program data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s Taiwan – Table TW.G057: Number of Graduate.

Provide the enrollment quotas for university undergraduate day programs.

This table contains 2192 series, with data for years 1992 - 2008 (not all combinations necessarily have data for all years). This table contains data described by the following dimensions (Not all combinations are available): Geography (15 items: Canada; Newfoundland and Labrador; Prince Edward Island; Nova Scotia ...), Program level (7 items: College postsecondary program; Total; program level; College post-diploma program; College certificate or diploma and other college level ...), Classification of Instructional Programs, Primary Grouping (CIP_PG) (14 items: Total; instructional programs; Personal improvement and leisure; Visual and performing arts; and communications technologies; Education ...), Sex (3 items: Both sexes; Females; Males ...).

Percentage of graduates who borrowed from government student loan programs and their average debt at graduation, Canada and provinces. This table is included in Section B: Financing education systems of the Pan Canadian Education Indicators Program (PCEIP). PCEIP is an ongoing initiative of the Canadian Education Statistics Council, a partnership between Statistics Canada and the Council of Ministers of Education, Canada that provides a set of statistical measures on education systems in Canada.

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

In the academic year of 2021/22, about 880,250 students were awarded a Master's degree in the United States. This figure is projected to increase by the academic year of 2031/32, when it is forecasted that 1,000,460 students will be awarded a Master's degree.

Financial overview and grant giving statistics of Association Of Graduate Programs In Public Health Nutrition Inc

Dataset from Singapore Department of Statistics. For more information, visit https://data.gov.sg/datasets/d_3b9347433d6816a590493c907cc42b9e/view

Description: This data provides a summary of the total number of graduates – both undergraduate and postgraduate from 2018 to 2020. The dashboard also provides a breakdown for all graduates and STEMM graduates. STEMM graduates are based on student who graduated from ‘Natural sciences, mathematics and statistics’, ‘Information and Communication Technologies (ICTs)’, ‘Engineering, manufacturing and construction’, ‘Agriculture, forestry, fisheries and veterinary’ and ‘Health and welfare’ courses.The annual Key Facts & Figures dashboard from the HEA provides a thorough profile of the graduate population in higher education institutions. This data is available from the Higher Education Authority (HEA) Statistics Unit who are responsible for collecting, analysing and disseminating student and graduate data returned to the HEA from all HEA-funded institutions annually.Geography available in RDM: State, Regional Assembly, Strategic Planning Area (SPA) and Local Authority.Source: HEA Statistics UnitWeblink: https://hea.ie/statistics/data-for-download-and-visualisations/graduates/Date of last source data update: 2021Update Schedule: Annual update

Graph and download economic data for Unemployment Rate - Associate Degree - Academic Program, 45 to 54 years (ADAP4554) from Jan 2000 to Jun 2025 about 45 to 54 years, associate degree, education, unemployment, rate, and USA.

Percentage of graduates from tertiary education graduating from Natural Sciences, Mathematics and Statistics programmes, both sexes (%) in Madagascar was reported at 8.1544 % in 2018, according to the World Bank collection of development indicators, compiled from officially recognized sources. Madagascar - Percentage of graduates from tertiary education graduating from Science programmes, both sexes - actual values, historical data, forecasts and projections were sourced from the World Bank on June of 2025.