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.

A file that holds the master records for all online training courses nominated for reimbursement.

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 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...

This dataset provides Census 2021 estimates for National Statistics Socio-economic Classification (NS-SeC) by sex in Northern Ireland. The estimates are as at census day, 21 March 2021.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

The quality assurance report can be found here

According to a 2023 survey, ** percent of undergraduate students who were studying online in the United States were White, while ** percent were Black or African-American. In comparison, ** percent of graduate students studying online in the United States in that year were White, while ** percent were Black or African American.

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.

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.

Data were collected through an online survey and processed to create 95% CI using the BCA bootstrap confidence interval algorithm in MS EXCEL. Construction of confidence interval in MS EXCEL using the BCA bootstrap confidence interval algorithm is earlier not presented in any studies. The macro capabilities of MS EXCEL was utilized for the purpose stated.

According to an online survey conducted in February 2025 in the United States, ********* of LinkedIn users held a bachelor degree or equivalent. Additionally, ** percent of LinkedIn users in the U.S. held a masters degree or equivalent.

Dataset

This dataset was created by swdmop

Released under GPL 2

Contents

Table View of Master_OP_EXP - Budgets and Actuals from FY 2016, 2017, 2018, 2019, and FYTD 2020. This View is the data source for Expense Dashboards. Update Schedule: Once per Month.

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.

This dataset provides Census 2021 estimates that classify usual residents aged 3 and over in Northern Ireland by main language.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

This table reports the categories for which there are 10 or more usual residents. Where there are fewer than 10 usual residents for any category, these have been reported in a residual group which may or may not contain 10 or more usual residents in total.

Main language is reported as provided by respondents; those who stated 'Chinese' are recorded as 'Chinese (not otherwise specified)'. If a specific Chinese language has been stated, it is recorded separately.

Quality assurance report can be found here

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.