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.

This dataset provides comprehensive information about various Data Science and Analytics master's programs offered in the United States. It includes details such as the program name, university name, annual tuition fees, program duration, location of the university, and additional information about the programs.

Column Descriptions:

• Subject Name: The name or field of study of the master's program, such as Data Science, Data Analytics, or Applied Biostatistics.

• University Name: The name of the university offering the master's program.

• Per Year Fees: The tuition fees for the program, usually given in euros per year. For some programs, the fees may be listed as "full" or "full-time," indicating a lump sum for the entire program or for full-time enrollment, respectively.

• About Program: A brief description or overview of the master's program, providing insights into its curriculum, focus areas, and any unique features.

• Program Duration: The duration of the master's program, typically expressed in years or months.

• University Location: The location of the university where the program is offered, including the city and state.

• Program Name: The official name of the master's program, often indicating its degree type (e.g., M.Sc. for Master of Science) and format (e.g., full-time, part-time, online).

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.

China Number of Graduate: Postgraduate: Master Degree data was reported at 927.629 Person th in 2023. This records an increase from the previous number of 779.845 Person th for 2022. China Number of Graduate: Postgraduate: Master Degree data is updated yearly, averaging 334.613 Person th from Dec 1997 (Median) to 2023, with 27 observations. The data reached an all-time high of 927.629 Person th in 2023 and a record low of 38.051 Person th in 1998. China Number of Graduate: Postgraduate: Master Degree data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under China Premium Database’s Socio-Demographic – Table CN.GD: No of Graduate: Higher Education: By Region.

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.

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.

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

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 

In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, up from 5.5 percent in 1940.

4- and 2-year colleges

In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree.

Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job.

Earnings after college

Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance.

All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

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.

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)

Abstract The aim of this paper is to understand students’ experience of research methodology teaching, through a survey with students enrolled in the Master’s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students’ perception of collaborative work, influence of emotions, implications of research competencies at the professional level, and the role of supervisors. Twenty-six master’s students, both online and on-site, were surveyed among those enrolled in the academic years 2014-2015 and 2013-2014. Results show the need to foster collaborative work with individual work in a balanced way. Furthermore, emotions, especially positive ones, appear to intertwine heavily with the learning experience. It is more difficult to appreciate the implications of research competencies for the professional sphere because of differences in the professional context of all students involved. The activities that students perceive as more creative include discussions of one’s own work (especially with the supervisor) as well as discussions of other students’ work (attendance at Master Thesis Defenses). Finally, supervisors stand out as important figure during the learning of research methodology, as their area of expertise is particularly relevant.

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.

The data contain campus recruitment data of China Aerospace Science and Technology Corporation (CASC) and China Aerospace Science and Industry Corporation (CASIC) and 41 Chinese elite universities’ enrollment of bachelor, master, and doctor degree by discipline. The data also contain the numbers of space industry related professional organizations, publication, and patent of these universities. All of these data were openly collected online.

Weighted average tuition fees for full-time Canadian and international undergraduate and graduate students. Data are collected from all publicly funded Canadian degree-granting institutions.

This dataset provides Census 2021 estimates that classify usual residents aged 16 years and over in Northern Ireland by their highest level of qualification, and by broad age bands. 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.

'Age' is age at last birthday.

Qualification

• No qualifications: No academic or professional qualifications.
• Level 1: 1-4 GCSEs, O Levels, CSEs (any grades); NVQ level 1; or equivalent qualifications.
• Level 2: 5+ GCSEs (Grades A*-C, 9-4), O Levels (Passes), CSEs (Grade 1); 1 A Level, 2-3 AS Levels; NVQ level 2, BTEC General, City and Guilds Craft; or equivalent qualifications. Apprenticeship.
• Level 3: 2+ A Levels, 4+ AS Levels; NVQ Level 3, BTEC National, OND or ONC, City and Guilds Advanced Craft; or equivalent qualifications.
• Level 4+: Degree (for example BA, BSc), foundation degree, HND, HNC, NVQ Level 4-5, professional qualifications (for example teaching, nursing), or equivalent qualifications.
• Other: Any other qualifications, equivalent unknown.

Quality assurance report can be found here

The United States MSA Boundaries data set contains the boundaries for metropolitan statistical areas in the United States. The data set contains information on location, identification, and size. The database includes metropolitan boundaries within all 50 states, the District of Columbia, and Puerto Rico. The general concept of a metropolitan area (MA) is one of a large population nucleus, together with adjacent communities that have a high degree of economic and social integration with that nucleus. Some MAs are defined around two or more nuclei. Each MA must contain either a place with a minimum population of 50,000 or a U.S. Census Bureau-defined urbanized area and a total MA population of at least 100,000 (75,000 in New England). An MA contains one or more central counties. An MA also may include one or more outlying counties that have close economic and social relationships with the central county. An outlying county must have a specified level of commuting to the central counties and also must meet certain standards regarding metropolitan character, such as population density, urban population, and population growth. In New England, MAs consist of groupings of cities and towns rather than whole counties. The territory, population, and housing units in MAs are referred to as "metropolitan." The metropolitan category is subdivided into "inside central city" and "outside central city." The territory, population, and housing units located outside territory designated "metropolitan" are referred to as "non-metropolitan." The metropolitan and non-metropolitan classification cuts across the other hierarchies; for example, generally there are both urban and rural territory within both metropolitan and non-metropolitan areas.

AbstractBackgroundNurses comprise the dominant cadre of healthcare workers yet there remains an acute shortage of nurses globally with Africa most affected. However, access to higher nursing education in sub-Saharan Africa remains limited. We aimed to i) Assess the need for a Master of Nursing (MScN) program among graduate nurses in Kenya ii) Identify preferred MScN program options among graduate nurses intending to enrol for MScN in Kenya iii) Identify skills mismatch among graduate nurses in Kenya iv) Assess the relationship between intention to enrol in MScN program and job satisfaction among graduate nurses in Kenya.MethodsA cross-sectional design employing an online survey was used. Consenting nurses with a first degree in general nursing or any of the nursing speciality areas were included. Socio-demographic data were collected using a questionnaire. The ward organizational features scale was used to assess job satisfaction. The Program for the International Assessment of Adult Competencies background questionnaire was used to assess skills mismatch. The need for an MScN program was assessed by determining the proportion of participants who expressed the intention to join the MScN program. Preferred MScN program options were determined as frequencies and proportions. Skills mismatch was computed as frequencies and proportions. The relationship between the need for MScN and job satisfaction was assessed using the point biserial-correlation.ResultsA total of 420 volunteers were screened out of which 355 were enrolled. Overall, 337 (94.9% [95% CI: 92.1 – 96.9]) of volunteers expressed the desire to pursue MScN training. Among volunteers who expressed desire to pursue an MScN, majority preferred to study the critical care/renal specialty (24.9% [95% CI: 20.3 – 29.9]). A majority of the volunteers (319 [89.9%]) felt their skills were inferior to their responsibilities (under skilled). We found no significant correlation between the need for MScN and job satisfaction (r = 0.058; p = 0.269).ConclusionOur findings suggest a strong desire by graduate nurses in Kenya to pursue MScN with a preference for critical care specialization while part-time is the preferred learning mode. Additionally, most nurses felt their skills were inferior to their professional responsibilities. There was no correlation between the intention to pursue MScN and job satisfaction. There is a need to establish more MScN programs in Kenya coupled with the deployment of nurses as per the scope of practice.

According to the survey, ** percent of the software developers had bachelor degrees and just over ** percent had attained a Master's degree of some form as of 2024. Additionally, around *** percent had obtained some sort of professional degree.

According to latest figures, around ***** million undergraduate students were enrolled in degree programs at public colleges and universities in China in 2024. In 2023, around ***** million students were studying in bachelor's degree programs, while ***** million were enrolled in more practically oriented short-cycle degree programs. The number of graduates from these programs reached around ***** million in 2023. On a postgraduate level, there were almost *** million master's and doctor's degree students studying at public institutions in China in 2023. Development of enrollment figures Since the beginning of the reform era in 1979, the number of students enrolled at institutions of tertiary education in China has increased tremendously. While the gross enrollment rate in tertiary education ranged at only *** percent in 1990, it reached ** percent of related age groups in 2023. This is the result of a thorough governmental plan aimed at increasing the number of specialists China needed for its economic development. The quality of university education in China also increased a lot throughout these years. Nowadays, two Chinese institutions, Tsinghua University and Peking University, regularly reach the highest positions in international university rankings, while a broad group of institutions are continuously improving into the midfield of international universities. However, competition for admission to the elite universities is fierce and the quality of many lower level colleges is not comparable to higher international standards. Types of tertiary education in China China generally differentiates between universities, providing four-year bachelor, master and doctorate programs, and higher vocational colleges, providing more practically oriented three-year, short-cycle degree programs. In addition, it is possible to obtain degrees at public institutes for adult education and from online and self-learning courses provided by public institutions. The number of students enrolled in degree programs at all different levels of public tertiary education in China reached more than **** million in 2023. In addition to public institutions, there is also a growing number of students enrolled at private colleges and universities. However, these private institutions are generally not as esteemed and work on a lower level than their public counterparts.