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.

ABSTRACT The health care model based on the Family Health Strategy, created in the early 1990s, encouraged changes in health education, highlighting the need to create lato and stricto sensu postgraduate courses aimed at empowering professionals that foster comprehensive health care. Periodic evaluations are carried out and encouraged by Capes/MEC in order to maintain the quality of postgraduate courses, but evaluations of recently-introduced professional master’s degree courses in family health remain scarce. Objectives To describe the academic profile, contribution, motivations and expectations of graduates of a Professional Master’s in Family Health. Method Cross-sectional and quantitative study to analyze the results of 102 questionnaires answered by graduates of the Professional Master’s Degree in Family Health of the Estácio de Sá University (RJ), who had concluded the course between 2007 and 2012. The instrument consisted of open-ended and closed-ended questions, sent by e-mail and made available online through the electronic platform Survey Monkey. The study evaluated age, gender, regional origin, academic background, as well as the contributions, expectations and motivations related to the course. Results The survey sample was formed predominantly by female graduates, aged over 30, from 13 Brazilian states and, mainly from Medicine and Nursing courses. The contribution of the master’s degree to the graduate’s professional life was evaluated as excellent by 77% of the interviewees. The expectations regarding the course were positively evaluated and the main reasons for seeking the qualification were scientific-technical improvement and personal satisfaction, rather than better salaries or job stability. Conclusion The course was evaluated positively by the graduates, having exceeded their expectations and satisfied the interests that led them to it, thus producing changes to their personal and professional life. A longitudinal analysis of the impact of the professional master’s degree in the career of graduates will require a sequence of similar studies, as has been stimulated by Capes/MEC in recent years.

Between 2015 and 2024, the number of bachelor's students who graduated from online universities in Italy steadily increased. In 2015, less than ***** people obtained their bachelor's from an online university. After nine years, the number of students more than doubled, reaching ****** graduates. In Italy, bachelor's students represented the largest group of e-learning university students, ******* people.

The COVID-19 data sets and associated Jupyter Hub notebooks are support for a manuscript describing how data science was shown to be effective in developing a transdisciplinary team and the production of novel outputs in part due to the common learning process of all team members being part of an online professional data science and analytics master’s degree program. This online curriculum helped the team members to find a common process that allowed them learn in common (Kläy, Zimmermann, & Schneider, 2015), transdisciplinary learning a key component of transdisciplinary teamwork (Yeung, 2015). Our team's Jupyter Hub files with complete coding and data set explanations are uploaded to document this teamwork and the outputs of the team.

The data relates to the paper that analyses the determinants or factors that best explain student research skills and success in the honours research report module during the COVID-19 pandemic in 2021. The data used have been gathered through an online survey created on the Qualtrics software package. The research questions were developed from demographic factors and subject knowledge including assignments to supervisor influence and other factors in terms of experience or belonging that played a role (see anonymous link at https://unisa.qualtrics.com/jfe/form/SV_86OZZOdyA5sBurY. An SMS was sent to all students of the 2021 module group to make them aware of the survey. They were under no obligation to complete it and all information was regarded as anonymous. We received 39 responses. The raw data from the survey was processed through the SPSS statistical, software package. The data file contains the demographics, frequencies, descriptives, and open questions processed.     The study...

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 file set is the basis of a project in which Stephanie Pywell from The Open University Law School created and evaluated some online teaching materials – Fundamentals of Law (FoLs) – to fill a gap in the knowledge of graduate entrants to the Bachelor of Laws (LLB) programme. These students are granted exemption from the Level 1 law modules, from which they would normally acquire the basic knowledge of legal principles and methods that is essential to success in higher-level study. The materials consisted of 12 sessions of learning, each covering one key topic from a Level 1 law module.The dataset includes a Word document that consists of the text of a five-question, multiple-choice Moodle poll, together with the coding for each response option.The rest of the dataset consists of spreadsheets and outputs from SPSS and Excel showing the analyses that were conducted on the cleaned and anonymised data to ascertain students' use of, and views on, the teaching materials, and to explore any statistical association between students' studying of the materials and their academic success on Level 2 law modules, W202 and W203.Students were asked to complete the Moodle poll at the end of every session of study, of which there were 1,013. Only one answer from each of the 240 respondents was retained for Questions 3, 4 and 5, to avoid skewing the data. Some data are presented as percentages of the number of sessions studied; some are presented as percentages of the number of respondents, and some are presented as percentage of the number of respondents who meet specific criteria.Student identifiers, which have been removed to ensure anonymity, are as follows: Open University Computer User code (OUCU) and Personal Identifier (PI). These were used to collate the output from the Moodle poll with students' Level 2 module results.

This deidentified Excel qualitative data set contains graduate outcomes and graduates' views on the skills they acquired while completing the Women's Health Minor (WHM) at the University of Western Australia (UWA) between 2018 and 2023. Data showed that this self-selected sample of graduates (N=38) had acquired new and diverse skills while completing the WHM.

Integrated computing uses computing tools and concepts to support learning in other disciplines while giving all students opportunities to experience computer science. Integrated computing is often motivated as a way to introduce computing to students in a low-stakes environment, reducing barriers to learning computer science, often especially for underrepresented groups. This dataset examined integrated computing activities implemented in US schools to examine which programming and CT concepts they teach and whether those concepts differed across contexts. We gathered data on 262 integrated computing activities from in-service K-12 teachers and 20 contextual factors related to the classroom (i.e., primary discipline, grade level, programming paradigm, programming language, minimum amount of time the lesson takes, source of the lesson plan), the teacher (i.e., years teaching, current role (classroom teacher, tech specialist, STEM specialist, etc.), grade levels taught, disciplines taught, degrees and certifications, institutional support received for integrated computing, gender, race, self-efficacy), and the school (e.g., socioeconomic status of students, racial composition, number of CS courses offered, number of CS teachers, years CS courses have been taught, number of students, school location (urban, suburban, rural)). Methods Procedure Data about integrated computing lessons in non-CS classrooms were collected from in-service K-12 teachers in the United States via an online survey, and 262 surveys were completed. Participants were recruited first through teacher networks and districts to include diverse populations and then through LinkedIn. Teachers received a $100 gift card upon completion of the survey, which took approximately 30 minutes. Due to the incentive, submissions were screened during data collection to ensure eligibility (i.e., having a valid school district email) and quality (described below).

Instrument The survey asked about the programming and CT concepts taught in the activities and 20 factors related to classroom, teacher, and school context. The programming concepts included were based on a framework developed by Margulieux et al., 2023. A full list of concepts and contextual factors can be found below. Due to the large sample size, the survey was designed to be primarily quantitative but included a few qualitative questions (e.g., "Please describe in 1-2 sentences the computing learning objective of this activity") and requested teachers to submit their lesson plans. The research team used these qualitative elements to verify data quality, such as by ensuring the lesson included computing and comparing elements of the lesson plans to the quantitative data provided by the teachers. Overall, we found, and excluded, very few instances of low-quality data.

Survey Questions and Descriptive Statistics Qualitative Questions: Title of lesson plan One sentence describing the activity topic (e.g., In this activity, students apply their computational thinking skills to explore the life cycle of a butterfly.) One sentence describing the disciplinary learning objective (e.g., The primary learning goal is to model the life cycle of a butterfly.) One sentence describing the computing learning objective (e.g., Students will conditionals to match body features to life stages.) 1-3 sentences describing the instructional paradigm (e.g., Students will discuss butterflies and life cycles with their partners. Then they will modify the program and use conditionals to create the model.)

Quantitative Question Topic: Response Options (descriptive statistics in parentheses)

Programming and CT Concepts Programming paradigm: Select one: No Programming (80), Unplugged (87), Block-based (69), Text-based (26) Programming language: Open-ended Programming concepts: Select all that apply: Operator-arithmetic, Operator-Boolean, Operator-relational, Conditional-if-else, Conditional-if-then, Loop-for loop, Loop-while loop, Loop-loop index variable, Function-define/call, Function-parameter, Variable, Data types (string, integer, etc.), List, Multimedia component (sprite, sound, button, etc.), Multimedia properties (color, location, etc.), Multimedia movement (forward, back, turn), Output-string, Output-variable, User input, Event (M = 3.2, SD = 2.7) CT concepts: Select all that apply: Algorithms–sequences (158), Algorithms–parallelism (10), Pattern recognition (142), Abstraction (84), Decomposition (89), Debugging (40), Automation (40) (M = 2.1, SD = 1.1)

Classroom Context Integrated discipline: Select one: Art (5), Language arts (37), Foreign language (2), Math (67), Music (3), Science (61), Social Studies (13) Grades taught in lesson: Select all that apply: Kindergarten through 12th grade (activities that spanned K-5 = 107, 6-8 = 53, 9-12 = 93, K-12 = 9) Minimum amount of time the lesson takes: Select one: < 1 hour (90), 1-3 hours (126), 3-8 hours (32), 8+ hours (14) Source of the lesson plan: Select all that apply: Colleague (16), Online search (18), Professional development (20), Professional organization (23), Created based on an external source by myself or with colleagues (28), Modified from an external source (33), Created by myself or with colleagues (124)

Teacher Information Number of years teaching: Open-ended, M = 14.11, SD = 7.6 Current role: Select one: Teacher (220), STEM/Tech specialist (24), Librarian (9), Computer lab director (1), Other (8) Grade levels taught: Select all that apply: K-2, 3-5, 6-8, 9-10, 11-12 (grade levels that spanned K-5 = 79, 6-8 = 45, 9-12 = 93, K-12 = 45) Disciplines taught: Select all that apply: Art (13), Language arts (71), Foreign language (5), Math (134), Music (4), Science (100), Social Studies (54), Computer science (80), Technology (78), Other (8) Degrees, Certs, endorsements, etc. attained: Select all that apply: Teaching certificate in primary discipline(s) (164), Teaching certificate in CS (17), Bachelor’s degree in primary discipline education (129), Bachelor’s degree in CS or CS education (4), Master’s degree in primary discipline education (163), Master’s degree in CS or CS education (0), Endorsement in computer science education (47), EdD or PhD in education (17), Other (86) Support for integrated CS/CT development and implementation: Select all that apply: Professional development through my school/district/LEA/RESA (157), Professional development through external organizations (117), Peer/colleague/department collaboration in my school/district/LEA/RESA (130), Peer/colleague collaboration in external organizations (73), Funding for software licensing, hardware, or curricula (69) Self-efficacy: Views of CT and self-efficacy scale from Yadav, Caeli, Ocak, and Macann, 2022 (M = 4.23 out of 5, SD = 0.60) Gender: Select one: Man (60), Woman (198), Non-binary/third gender (2), Prefer not to say (2) Race: Select one: African American or Black (31), American Indian or Indigenous (1), Asian (13), Caucasian or White (193), Latino/a/x or Hispanic (10), Middle Eastern (0), Pacific Islander (0), Other (14)

School Context Number of students: Open-ended (M = 1179, SD = 741) Number of CS teachers: Open-ended (M = 1.6, SD = 1.4) Number of CS courses: Open-ended (M = 2.1, SD = 2.0) Number of years CS courses taught: Open-ended (M = 3.0, SD = 2.1) Racial composition: Give % of each race: American Indian or Native American (M = 1.8%), Asian (M = 4.5%), Black or African American (M = 23.3%), Hispanic or Latino (M = 17.2%), White or Caucasian (M = 47.5%), Other (M = 2.4%) % of students eligible for free or reduced lunch: Open-ended (M = 56%, SD = 34%) Type of area: Select one: Rural (90), Suburban (122), Urban (50)

This resource contains the survey questions, compiled results, and code for Fisher's exact test, as associated with the following manuscript:

"Faculty Perspectives on a Collaborative, Multi-Institutional Online Hydrology Graduate Student Training Program" by Anne J. Jefferson, Steven P. Loheide, and Deanna H. McCay. Submitted to Frontiers in Water, in the research topic: “Innovations in Remote and Online Education by Hydrologic Scientists", May 2022

Abstract: The CUAHSI Virtual University is an interinstitutional graduate training framework that was developed to increase access to specialized hydrology courses for graduate students from participating institutions. The program was designed to capitalize on the benefits of collaborative teaching, allowing students to differentiate their learning and access subject matter experts at multiple institutions, while enrolled in a single course at their home institution, through a framework of reciprocity. Although the CUAHSI Virtual University was developed prior to the covid-19 pandemic, the resilience of its online education model to such disruptions to classroom teaching increases the urgency of understanding how effective such an approach is at achieving its goals and what challenges multi-institutional graduate training faces for sustainability and expansion within the water sciences or in other disciplines. To gain faculty perspectives on the program, we surveyed water science faculty who had served as instructors in the program, as well as water science faculty who had not participated and departmental chairs of participating instructors. Our data show widespread agreement across respondent types that the program is positive for students, diversifying their educational opportunities and increasing access to subject matter experts. Concerns and factors limiting faculty participation revolved around faculty workload and administrative barriers, including low enrollment at individual institutions. If these barriers can be surmounted, the CUAHSI Virtual University has the potential for wider participation within hydrology and adoption in other STEM disciplines.

Audiovisual feedback in Higher Education. In this study, carried out in a face-to-face and an online university, several subjects were selected to provide bachelor’s and master’s degree students with audio-visual feedback on certain activities. After feedback had been given on each activity, an anonymous, voluntary questionnaire was sent to each student to ascertain their level of satisfaction with the feedback received. Each teacher also gave her opinion on the feedback provided. This dataset contains two files: one file in Word format containing the two questionnaires sent to the students and the teachers; and another file in Excel format containing the students' and teachers' answers.

According to a survey conducted in 2022, 47 percent of students in higher education agreed that the quality of online instruction in higher education is the same as the quality of in-person instruction in the United States, while 43 percent said that the quality was worse.

The global massive open online course (MOOC) market size is calculated to advance at a CAGR of 32% through 2034, which is set to increase its market value from US$ 13.2 billion in 2024 to US$ 212.7 billion by the end of 2034.

Report Attribute	Detail
MOOC Market Size (2024E)	US$ 13.2 Billion
Projected Market Value (2034F)	US$ 212.7 Billion
Global Market Growth Rate (2024 to 2034)	32% CAGR
China Market Value (2034F)	US$ 23.3 Billion
Japan Market Growth Rate (2024 to 2034)	32.6% CAGR
North America Market Share (2024E)	23.9%
East Asia Market Value (2034F)	US$ 49.1 Billion
Key Companies Profiled	Alison; Coursera Inc; edX Inc; Federica.EU; FutureLearn; Instructure; Intellipaat; iverity; Jigsaw Academy; Kadenze.

Country Wise Insights

Attribute	United States
Market Value (2024E)	US$ 1.4 Billion
Growth Rate (2024 to 2034)	32.5% CAGR
Projected Value (2034F)	US$ 23.6 Billion

Attribute	China
Market Value (2024E)	US$ 1.5 Billion
Growth Rate (2024 to 2034)	32% CAGR
Projected Value (2034F)	US$ 23.3 Billion

Category-wise Insights

Attribute	xMOOC
Segment Value (2024E)	US$ 9.3 Billion
Growth Rate (2024 to 2034)	30.8% CAGR
Projected Value (2034F)	US$ 136.1 Billion

Attribute	Degree & Master Programs
Segment Value (2024E)	US$ 6.4 Billion
Growth Rate (2024 to 2034)	30.2% CAGR
Projected Value (2034F)	US$ 89.3 Billion

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.

University instructors were abruptly thrust into an online learning environment at the beginning of the COVID-19 pandemic in 2020. The liaison librarian for graduate medicine at Queen's University adapted an in-person library session on literature searching in bibliographic databases to a form of asynchronous online instruction during this period. Students returning to campus in 2022 presented an opportunity for the librarian to compare the effectiveness of the traditional in-person library session with this new form of online instruction. The primary objective of this study was to compare the effectiveness of traditional in-person library instruction with asynchronous online library instruction for teaching literature searching skills to students enrolled in a translational medicine graduate course. The secondary objective is to determine the students’ perceived effectiveness of the different instruction methods and their attitudes towards different teaching formats for learning literature searching skills. Presented here is the data collected for this comparative study.

This pie chart illustrates the distribution of degrees—Bachelor’s, Master’s, and Doctoral—among PERM graduates from Data Bases And Internet Application Programming. It shows the educational composition of students who have pursued and successfully obtained permanent residency through their qualifications in Data Bases And Internet Application Programming. This visualization helps to understand the diversity of educational backgrounds that contribute to successful PERM applications, reflecting the major’s role in fostering students’ career paths towards permanent residency in the U.S.

Number of persons in the labour force (employment and unemployment) and not in the labour force, unemployment rate, participation rate, and employment rate, by educational degree, gender and age group, annual.

IntroductionThe assessment of student outcomes is essential for monitoring the quality of graduate programs in healthcare sciences. As such, this study focused on developing a self-employed questionnaire that allowed for the evaluation of elements focused on career impact and levels of satisfaction regarding graduate program education. Following, this instrument was utilized in a cross-sectional study design with alumni that had obtained their degree (MSc or PhD) over a 25-year span (1995–2020) from a graduate program in dentistry located in Brazil.MethodsThe employed instrument comprised a total of 43 questions presenting a mix of both close and open-ended questions coupled with 5-point Likert scales. The questionnaire was hosted online and a total of 528 alumni were invited to participate through e-mail and social media outreach.Results376 alumni answered the questionnaire (71.2% response rate). The majority were female (69.9%), and with a MSc (58.5%). Levels of satisfaction towards the program as well the impact in career and life were higher in alumni that had obtained a PhD degree compared to MSc. After obtaining the degree, an increase in involvement in teaching/research positions (3.4% vs 21.5%, p 

Introduction: In an age of increasingly face-to-face, blended, and online Health Professions Education, students have more selections of where they will receive a degree. For an applicant, oftentimes, the first step is to learn more about a program through its website. Websites allow programs to convey their unique voice and to share their mission and values with others, such as applicants, researchers, and academics. Additionally, as the number of Health Professions Education programs rapidly grows, websites can share the priorities of these programs. Methods: In this study, we conducted a website review of 158 Health Professions Education websites to explore their geographical distributions, missions, educational concentrations, and various programmatic components. Results: We compiled this information and synthesized pertinent aspects, such as program similarities and differences, or highlighted the omission of critical data. Conclusion: Given that websites are often the first point of contact for prospective applicants, curious collaborators, and potential faculty, the digital image of HPE programs matters. We believe our findings demonstrate opportunities for growth within institutions and assist the field in identifying the priorities of HPE programs. As programs begin to shape their websites with more intentionality, they can reflect their relative divergence/convergence compared to other programs as they see fit and, therefore, attract individuals to best match this identity. Periodic reviews of the breadth of programs, such as those undergone here, are necessary to capture diversifying goals, and serve to help advance the field of Health Professions Education as a whole. Methods Our team deduced that most HPE programs would have a website, and that this would serve as a representation of how individuals within the program choose to view themselves and hope to be viewed by others. Further, our team determined that these websites would be an efficient means of collecting programmatic information for the purposes of learning more about program growth, diversity, and values. We conducted the website review from August 2021 to April 2022 using a list of worldwide Health Professions Education programs, which was acquired from the Foundation of Advancement of International Medical Education and Research’s (FAIMER’s) website. FAIMER was chosen as the origin source of programs studied due to its use in another published study evaluating HPE programs. Each master's degree in HPE offered by a university was counted separately, allowing us to note the differences in course and time requirements across all programs. Only HPE master's programs were selected for this study. Certificate and Ph.D. programs were excluded. Next, we developed a data extraction tool. Categories were jointly identified for data collection by three of our authors (JS, SW, and HM). JS, SW, and HW worked independently through a set of three HPE programs, obtaining the data for our selected categories. Afterward, we cross-checked each other's work for verification purposes. For example, if JS obtained the information, SW or HM, who were blinded to JS’s findings, would independently find the answers to the same questions/ topics. This was performed until an agreement between pre and post-review information was above 95%. There was no discovered information that was not agreed upon after discussion. Once 100% agreement was reached with this method, the total number of HPE programs analyzed was split between JS and SW, and the raw data was obtained for the same categories. This data then underwent a review by the other two researchers to ensure high accuracy. This review consisted of information verification on individual program websites where it was originally obtained. For example, if JS found the information about a program, SW and HM (now not blinded) would both have to independently find the same information. Any identified discrepancies were rectified through discussion, and three-way agreement was mandatory for the team to move on to the next program.