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.

In 2023, 24 percent of prospective graduate business students in the United States were interested in hybrid programs, an increase from 16 percent in 2019. However, the overall preference in 2023 was for in-person business school programs, at 60 percent.

Between 2015 and 2023, the number of bachelor's students who graduated from online universities in Italy steadily increased. In 2015, less than 4,000 people obtained their bachelor's from an online university. After eight years, the number of students more than doubled, reaching 23,500 graduates. In Italy, bachelor's students represented the largest group of e-learning university students, 151,000 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...

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 data collection contains information on degrees earned at a sample of postsecondary institutions in the United States. The survey collected data on the number of completions of academic, vocational, and continuing professional educational programs by award category. There are three files in the collection. Part 1, Response Status Information, contains response status information to the completions survey for active institutions in the sample. Part 2, Postsecondary Completions: Awards/Degrees Conferred, contains the number of degrees and other awards granted by the institution in each field of study (CIP code), by level of award/degree, and sex of recipient. Part 3, Postsecondary Completions by Major Discipline (Two-Digit CIP Codes), contains the number of degrees and other awards conferred by major discipline (two-digit CIP code), award level, race/ethnicity, and sex of recipient.

The Institutional Data Archive on American Higher Education (IDA) contains academic data on 384 four-year colleges and universities in the United States. The IDA is one of two databases produced by the Colleges and Universities 2000 project based at the University of California, Riverside. This release, the third compilation of the IDA, is updated through academic year 2010-2011, and includes longitudinal and cross-sectional data from multiple sources. The collection is organized into nine datasets based on the unit of analysis and whether identifiers linking the data to particular institutions are present; seven of the datasets can be linked by a common identifier variable (PROJ_ID), and two cannot be linked due to confidentiality agreements. The seven identifiable datasets contain information on institutions, university systems, programs and academic departments, earned degrees, graduate schools, medical schools, and institutional academic rankings over time. Data regarding student enrollments, average SAT and ACT scores, and tuition and fees has been recorded, as well as institutional information concerning libraries, research activity, revenue and expenditures, faculty salaries, and quality rankings for program faculty. The identifiable datasets also include census information for neighborhoods surrounding IDA colleges and universities. The two non-identifiable datasets contain confidential survey responses from IDA institution presidents, chancellors, provosts, and academic vice presidents; survey questions pertained to governance structures, institutional goals and achievements, and solicited opinions on current and future issues facing the respondent's institution and higher education in general.

According to a 2023 survey, 70 percent of undergraduate students who were studying online in the United States were White while 23 percent were Black or African-American. In comparison, 69 percent of graduate students studying online in the United States in that year were White while 24 percent were Black or African American.

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 2020-2021 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 128 new records, the removal of 247 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6312 records.

The HBO Monitor is an annual survey amongst higher professional education graduates. It provides insight into the labour market position of graduates and shows to what extent study programmes prepare their students for the labour market. The HBO Monitor has been conducted for more than 30 years. Every survey year, in the autumn (September/October), graduates of hbo associate degree, bachelor and master programmes are approached with the request to participate in the study by filling in an online questionnaire. The HBO Monitor sample is based entirely on the participation of individual universities of applied sciences.

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.

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 One Health concept is increasingly employed to combat zoonotic diseases. This study assessed the knowledge, attitudes, and practices regarding One Health and zoonotic diseases among key sector professionals to identify gaps and opportunities for enhancing One Health strategies in Bhutan. A cross-sectional, facility-based study was used to conduct a nationwide online questionnaire survey using a validated and pre-tested questionnaire among professionals from the Ministry of Health, the Ministry of Agriculture and Livestock, and universities. Descriptive and summary statistics were calculated. Respondents were categorised into binary groups based on their knowledge, attitude, and practice scores relative to the mean. Multivariable logistic regression analyses were conducted to identify the demographic factors associated with knowledge, attitudes, and practices regarding One Health and zoonotic diseases. The survey achieved a 35% response rate, with 964 responses. The majority of respondents demonstrated above-average knowledge (63%), attitudes (50%), and practices (66%) regarding One Health. Professionals with master’s degree or higher (Adjusted Odds Ratio [AOR] = 2.39; 95% Confidence Interval [CI] = 1.16–5.12) were more likely to have above-average knowledge. Regarding zoonotic diseases, approximately half of the respondents had above-average knowledge (51%), attitudes (52%), and two-thirds (66%) had above-average practices. Professionals with mid-level job experience (6–10 years; AOR = 2.13; 95% CI = 1.37–3.30 and 11 to 15 years; AOR = 2.11; 95% CI = 1.31–3.40) were more likely to possess above-average knowledge. Gaps in training, communication, funding, research, and collaborations were identified. Targeted educational interventions, enhanced communication, strengthened collaboration, expanded research, and improved funding are essential for improving One Health approaches and zoonotic disease prevention and control in Bhutan. Our study findings provide valuable insights that can inform global efforts to enhance One Health systems, particularly in regions where resources are limited but disease risks are significant.

Evolution of Master's Degrees in the Universities of Castilla y León. Data from the 2006-2007 academic year.

This longitudinal data collection supplies information on the educational, vocational, and personal development of young people who were high school seniors in 1972 and examines the kinds of factors -- personal, familial, social, institutional, and cultural -- that may affect that development. The collection provides a broad spectrum of information on each student and covers areas such as ability, socioeconomic status, home background, community environment, ethnicity, significant others, current activity at time of survey, educational attainment, school experiences, school performance, work status, work performance and satisfaction, goal orientations, marriage and the family, and military experience. Data collected in the base-year (1972) focus on factors relating to the student's personal/family background, education and work experiences, plans, aspirations, attitudes, and opinions. The first follow-up, which was conducted in 1973, offers information on the respondent's activity state (education, work, etc.), socioeconomic status, work and educational experience since leaving high school, future plans, and expectations. The second follow-up (1974) probes respondents on similar measures but is augmented by additional variables pertaining to work and education. The third follow-up (1976) contains additional items on graduate school application and entry, job supervision, sex roles, sex and race biases, and a subjective rating of high school experiences. The fourth follow-up (1979) offers data similar to the other follow-ups but includes some variables that were modified to elicit unique information. For the fifth follow-up, the sample members averaged 32 years of age and had been out of high school for 14 years. In addition to covering the same subject areas as the previous surveys, this follow-up includes additional questions on marital history, divorce, child support, and economic relationships in modern families. Part 1 of this collection contains base-year data as well as data collected during four subsequent follow-ups undertaken in 1973, 1974, 1976, and 1979, while Part 12 contains fifth follow-up data for 1986. Part 2, the School File, contains information obtained from the respondent's high school and also from high school counselors. Data are available on school organization and enrollment, course offerings, special services and programs, library and other resources, time scheduling, and grading systems. Counselor information is supplied on work loads, counseling practices and facilities, experience with student financial aid programs, age, ethnicity, training, and experience. A supplementary School District Census File, Part 3, contains 1970 Census data tabulated by school district boundaries. In addition, the collection includes an FICE Code File and a CEEB Institutional Data Base File that can be used in conjunction with the student file to supply contextual information about respondents' colleges. The Institutional Data Base File offers data for colleges and universities on items such as enrollment, income and revenues, expenses, tuition and fees, and median student scores on standardized tests. Parts 6, 7, 9, and 10 contain transcript data from each postsecondary institution reported by sample members in the first through fourth follow-up surveys. Data are available for several types of postsecondary institutions, ranging from short-term vocational or occupational programs through major universities with graduate programs and professional schools. Data in these four rectangular files -- Student, Transcript, Term, and Course Files -- are organized to be used in combination hierarchically. Information is available on terms of attendance, fields of study, specific courses taken, and grades and credits earned. The Fifth Follow-Up Teaching Supplement (Parts 15-17) surveyed those members of the original 1972 sample who had obtained teaching certificates and/or who had teaching experience. Respondents were asked questions about their qualifications, experience, and attitudes toward teaching.

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.

Different science fair experiences of high school (HS) and post high school (PHS) students depending upon whether or not they received help from scientists.

Snapshot img

Vietnam Higher Education Market Size 2025-2029

The Vietnam higher education market size is forecast to increase by USD 616.5 million at a CAGR of 15.6% between 2024 and 2029.

The higher education market in Vietnam is expanding steadily, propelled by a growing middle class and advancements in digital learning technologies. Key drivers include the rising demand for skilled professionals in sectors like technology and healthcare, fueled by economic growth, and the adoption of online platforms and virtual classrooms, which enhance accessibility and flexibility for students.
This report offers a practical analysis for businesses and educators, detailing market size, growth forecasts through 2029, and key segments like software solutions, which lead due to their role in streamlining online education. It explores trends such as the increasing internationalization of education - evidenced by partnerships with foreign institutions - and addresses challenges like the rising cost of premium courses, which can limit access for some learners. The data is structured to support strategic planning, program development, and market entry decisions.
For stakeholders aiming to succeed in Vietnam's higher education market, this report provides clear, actionable insights into leveraging digital trends and overcoming cost barriers, ensuring they can adapt to a competitive and rapidly evolving educational landscape.

What will be the size of the Vietnam Higher Education Market during the forecast period?

Request Free Sample

The market is experiencing growth, driven by a large and rapidly growing youth population's increasing emphasis on continuous learning and professional development. This demand is reflected In the expanding offerings of academic pursuits, ranging from undergraduate and postgraduate degrees to vocational training, professional certifications, and doctoral programs. The market encompasses a diverse range of educational modalities, including traditional classroom settings, digital technologies, and remote learning. Digital technologies are transforming higher education in Vietnam, with online learning platforms, virtual classrooms, interactive simulations, and augmented reality becoming increasingly prevalent. These innovations facilitate academic continuity and provide students with practical skills and analytical thinking abilities, essential for career progression and research endeavors.
Moreover, the integration of digital technologies supports leadership capabilities and creativity, further enhancing the value of higher education. The market's size and direction are influenced by the growing recognition of the importance of higher education in Vietnam's economy and society. As the country continues to develop, the demand for a skilled and educated workforce will only increase, ensuring the ongoing relevance and importance of the higher education sector.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Product

  Software
  Hardware


End-user

  Private colleges
  State universities
  Community colleges


Courses

  Undergraduate
  Masters
  PhD


Geography

  Vietnam

By Product Insights

The software segment is estimated to witness significant growth during the forecast period. The higher education software market in Vietnam is projected to experience substantial growth during the forecast period. This market encompasses learning management systems (LMSs), enterprise resource planning (ERP), adaptive learning software (ALS), content management systems (CMSs), and other solutions In the solutions segment. Additionally, the support segment comprises education apps, digital educational publishing, learning analytics, and other applications. The adoption of these software solutions is expected to enhance information management processes in Vietnam's higher education sector. For example, Genius Education Management, a web and mobile program, is designed to manage daily operations for schools, colleges, and universities in Vietnam.

The implementation of these tools will facilitate professional development, academic pursuits, and career progression for young individuals. Furthermore, the integration of digital technologies, such as interactive simulations, augmented reality, and remote learning platforms, will contribute to the development of a skilled workforce, personal development, and research endeavors. The growth of the higher education software market is driven by the increasing emphasis on analytical thinking, leadership capabilities, creativity, and practical skills, as well as the community advancement and earning potential associated with higher education.

Get a glance at the share of various segments. Re

The goal of our research is to identify strengths and weaknesses of high school level science fair and improvements that might enhance learning outcomes based on empirical assessment of student experiences. We use the web-based data collection program REDCap to implement anonymous and voluntary surveys about science fair experiences with two independent groups—high school students who recently competed in the Dallas Regional Science and Engineering Fair and post high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) on STEM education tracks doing research at UT Southwestern Medical Center. Herein, we report quantitative and qualitative data showing student opinions about the value of science fair. Few students in any group thought that competitive science fair (C-SF) should be required. The most common reasons given for not requiring C-SF were no enjoyment and no interest in competing. On the other hand, student attitudes towards requiring non-competitive science fair (NC-SF) were nuanced and ranged as high as 91%, increasing with student maturation, science fair experience, and STEM track. The most common reasons given for requiring NC-SF were learning scientific thinking skills and research skills. Students opposed to requiring NC-SF most frequently mentioned no enjoyment and no interest in science. Several student comments critical of the fairness of science fair led us to determine possible differences in science fair experiences depending on whether or not students received help from scientists. Those who received help from scientists had an easier time getting their research idea, more access to articles in books and magazines, and less difficulty getting resources. We discuss the idea that two different types of science fairs—competitive science fair with a performance goal orientation and non-competitive science fair with a mastery goal orientation—might be required to promote the broad goal of educating all students about science and engineering.