MSC brand profile in the United States 2022
- statista.com
Updated May 25, 2023
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EmailClick to copy linkLink copiedCiteStatista (2023). MSC brand profile in the United States 2022 [Dataset]. https://www.statista.com/statistics/1252100/msc-diy-and-garden-online-shops-brand-profile-in-the-united-states/Dataset updatedMay 25, 2023Time period coveredJun 15, 2022 - Jul 12, 2022Area coveredUnited StatesDescriptionHow high is the brand awareness of MSC in the United States?When it comes to DIY and garden online shop users, brand awareness of MSC is at 22% in the United States. The survey was conducted using the concept of aided brand recognition, showing respondents both the brand's logo and the written brand name.How popular is MSC in the United States?In total, 3% of U.S. DIY and garden online shop users say they like MSC. However, in actuality, among the 22% of U.S. respondents who know MSC, 14% of people like the brand.What is the usage share of MSC in the United States?All in all, 3% of DIY and garden online shop users in the United States use MSC. That means, of the 22% who know the brand, 14% use them.How loyal are the customers of MSC?Around 2% of DIY and garden online shop users in the United States say they are likely to use MSC again. Set in relation to the 3% usage share of the brand, this means that 67% of their customers show loyalty to the brand.What's the buzz around MSC in the United States?In July 2022, about 3% of U.S. DIY and garden online shop users had heard about MSC in the media, on social media, or in advertising over the past three months. Of the 22% who know the brand, that's 14%, meaning at the time of the survey there's little buzz around MSC in the United States.If you want to compare brands, do deep-dives by survey items of your choice, filter by total online population or users of a certain brand, or drill down on your very own hand-tailored target groups, our Consumer Insights Brand KPI survey has you covered.
Number of Master's degree recipients U.S. 1880-2032
- statista.com
Updated Aug 22, 2024ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista (2024). Number of Master's degree recipients U.S. 1880-2032 [Dataset]. https://www.statista.com/statistics/238236/masters-degree-recipients-in-the-us/Dataset updatedAug 22, 2024Area coveredUnited StatesDescriptionIn 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.
TONS (Training Online Nomination System) Training Master File
- catalog.data.gov
- data.amerigeoss.org
Updated Mar 25, 2025ShareFacebookTwitterEmailClick to copy linkLink copiedCiteSocial Security Administration (2025). TONS (Training Online Nomination System) Training Master File [Dataset]. https://catalog.data.gov/dataset/tons-training-online-nomination-system-training-master-fileDataset updatedMar 25, 2025DescriptionA file that holds the master records for all online training courses nominated for reimbursement.
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Scoping Statistical Analysis Support
- find.data.gov.scot
- dtechtive.com
docx, txtUpdated Aug 31, 2017ShareFacebookTwitterEmailClick to copy linkLink copiedCiteUniversity of Edinburgh. Data Library (2017). Scoping Statistical Analysis Support [Dataset]. http://doi.org/10.7488/ds/2127docx(0.0459 MB), txt(0.0166 MB)Available download formatsUnique identifierhttps://doi.org/10.7488/ds/2127Dataset updatedAug 31, 2017Dataset provided byUniversity of Edinburgh. Data LibraryLicenseAttribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
License information was derived automaticallyArea coveredUNITED KINGDOMDescriptionThe aim of this survey was to collect feedback about existing training programmes in statistical analysis for postgraduate researchers at the University of Edinburgh, as well as respondents' preferred methods for training, and their requirements for new courses. The survey was circulated via e-mail to research staff and postgraduate researchers across three colleges of the University of Edinburgh: the College of Arts, Humanities and Social Sciences; the College of Science and Engineering; and the College of Medicine and Veterinary Medicine. The survey was conducted on-line using the Bristol Online Survey tool, March through July 2017. 90 responses were received. The Scoping Statistical Analysis Support project, funded by Information Services Innovation Fund, aims to increase visibility and raise the profile of the Research Data Service by: understanding how statistical analysis support is conducted across University of Edinburgh Schools; scoping existing support mechanisms and models for students, researchers and teachers; identifying services and support that would satisfy existing or future demand.
Master OP EXP VIEW
- citymgm.hub.arcgis.com
- opendata.montgomeryal.gov
- +2more
Updated Jan 27, 2020ShareFacebookTwitterEmailClick to copy linkLink copiedCiteCity of Montgomery ArcGIS Online (2020). Master OP EXP VIEW [Dataset]. https://citymgm.hub.arcgis.com/datasets/CityMGM::master-op-exp-view/geoserviceDataset updatedJan 27, 2020Dataset provided byAuthorsCity of Montgomery ArcGIS OnlineDescriptionTable 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.
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Mental Health and Wellbeing of Postgraduate Researchers Survey Data,...
- datacatalogue.cessda.eu
- beta.ukdataservice.ac.uk
Updated Mar 25, 2025ShareFacebookTwitterEmailClick to copy linkLink copiedCiteMilicev, J; Gardani, M, University of Glasgow; Mark, M; Simpson, S; Biello, S (2025). Mental Health and Wellbeing of Postgraduate Researchers Survey Data, 2018-2019 [Dataset]. http://doi.org/10.5255/UKDA-SN-855193Unique identifierhttps://doi.org/10.5255/UKDA-SN-855193Dataset updatedMar 25, 2025Dataset provided byMRC
School of Psychology
University of Glasgow. School of PsychologyAuthorsMilicev, J; Gardani, M, University of Glasgow; Mark, M; Simpson, S; Biello, STime period coveredDec 3, 2018 - Jun 30, 2019Area coveredUnited KingdomVariables measuredIndividualMeasurement techniqueMaterials and Methods Ethics The study obtained ethics approval from the University of Glasgow (application number 300180043). Participants received information about the purpose of the study and what their participation will involve and gave informed consent prior to taking part. At the end of the survey, relevant academic literature on PGR wellbeing was signposted, as well as the sources of free psychological help and support. Participants A total of 479 PGRs (Table 1) from 47 universities in the UK completed the survey. There were 415 PGRs from Scottish universities (86.6%), 55 from universities in England (11.5%), 6 from Welsh universities (1.3%) and 2 from universities in Northern Ireland (0.4%). One participant was studying at the Open University (0.2%) at an unspecified location. Participant age ranged from 21 to 73, with mean age of 31.1 (Median=28; SD=9.1) years. [Table 1 near here] Procedure Data was were collected between December 2018 and July 2019 via Jisc Online surveys platform (onlinesurveys.ac.uk). Participants were asked to take part in a short PGR wellbeing survey. Email invitations were sent to PGRs at one large research-focused university (16% response rate), while other participants were recruited via social media and personal contacts. It was estimated that the survey took about 30 minutes to complete. Measures Individual factors Demographics Participants were asked to provide information on their age, gender, sexual orientation., field of study (college/school of registration), year of study, institution, and the extent of funding available (Table 1). Mental health outcomes Anxiety Severity of anxiety in the past two weeks was assessed using The Generalized Anxiety Disorder-7 (GAD-7; Spitzer et al., 2006). The scale had excellent internal consistency in the current sample, α =0.91. Depression Severity of depression symptoms in the past two weeks was measured with the nine-item Patient Health Questionnaire (PHQ-9; Kroenke et al., 2001; Kroenke & Spitzer, 2002). The scale had excellent internal consistency, α = 0.90. Sleep/Insomnia symptoms Sleep Condition Indicator ( SCI; Espie et al., 2014) is an 8-item scale that evaluates insomnia disorder considering both sleep quality and daytime functioning. Internal consistency was good, α = 0.88. Mental wellbeing Short Warwick Edinburgh Mental Wellbeing Scale (SWEMWBS; Stewart-Brown et al., 2009) consists of seven positively phrased items that evaluate mental wellbeing on a 5-point Likert-response format from 1 (none of the time) to 5 (all of the time). The scale contains 5 items that measure eudaimonic factors (psychological functioning and self-realisation) and 2 that refer to hedonic factors, i.e. positive affect. α =0.86. Suicide behaviours and self-harm Suicide Behaviours Questionnaire – Revised (SBQ-R; Osman et al., 2001) is a brief four-item measure that taps into suicidal thoughts and past attempts. Internal consistency was good, α =.84. Single question from the PHQ-9 scale enquiring about thoughts of suicide and self-harming in the past two weeks was used to assess the prevalence of such thoughts. TraitsIndividual factors Resilience Brief Resilience Scale ( BRS; Smith et al., 2008) is a six-item measure that assesses the ability to bounce back or recover from stress. Scores range from 1 to 5, with higher scores related to higher resilience. The scale had good internal consistency, α =89. Workaholism Seven questions thought to be particularly relevant to the PGR population were derived from the 25-item Work Addiction Risk Test (WART; Flowers & Robinson, 2002; Robinson, 1999) to tap into the five dimensions of the scale: Compulsive Tendencies, Control, Impaired Communication, Inability to Delegate, and Self-Worth (Appendix A). Scores range from 7 to 28, with higher scores indicating more severe workaholism. The scale had questionable internal consistency, α =.66. Perfectionism Perfectionism was assessed using the 8-item Short Almost Perfect Scale (SAPS; Rice et al., 2014), capturing two major dimensions of perfectionism: Standards (high performance expectations or adaptive perfectionism) and Discrepancy (self-critical performance evaluations or maladaptive perfectionism). Within the range of 8-56, higher scores correspond to more pronounced perfectionism. Internal consistency was excellent, α =.90 for Standards, and α =.91 for Discrepancy. Academic progress Year of study Participants were asked to specify which the year of study they were currently in, regardless of the full-time/part-time status. Satisfaction with Aacademic progress and preparation Five questions were adopted from the Berkley Graduate Student Happiness and Well-Being survey (UC Berkeley Graduate Assembly, 2014) to enquire about timely progression, sense of preparedness for the challenges involved, view of the future, engagement, and availability of material resources. Score range was 5-35, with higher scores indicating more positive evaluation. The scale had acceptable internal consistency, α =.79. Interpersonal factors Supervisory relationship Supervisory relationship was defined as a complex construct, comprised of the perceived expertise, quality of guidance, feedback and mentorship, as well as rapport and interpersonal support. (e.g. Ali et al., 2016; McAlpine et al., 2012). Two items were adapted from the Berkeley survey (UC Berkeley Graduate Assembly, 2014) and eight novel items were added to gauge PGR evaluation of supervisory relationship (Appendix C). Score range was 10-70, with higher scores indicated more positive evaluations. Internal consistency was excellent, α =.92 Social support Three items from the 12-item Interpersonal Support Evaluation List (ISEL; Merz et al., 2014) were used to assess tangible support, appraisal support and belonging (Appendix D). Score range was 0-9, with higher scores indicating higher perceived social support. The scale had poor internal consistency, α =.57. Institutional/cultural factors Field of study This was captured through the question about college/school of registration, with 5 options: ‘Social Sciences’, ‘Science and Engineering’, ‘Medical, Veterinary and Life Sciences’, ‘Arts’, and ‘Other’. Departmental climate One question was adapted from The Graduate Student Happiness and Well-Being Report (UC Berkeley Graduate Assembly, 2014) and three novel items were added to assess the perceptions of departmental climate in terms of inclusion, discrimination, bullying and mental health support (Appendix E). Score range was 4-28, while higher scores denoted more positive perceptions. Internal consistency was acceptable, α =.79. Policy Funding Participants specified whether their funding was ‘full’, ‘partial’, or they were ‘self-funded’. Mental health outcomes Anxiety Severity of anxiety in the past two weeks was assessed using The Generalized Anxiety Disorder-7 (GAD-7; Spitzer et al., 2006). Total score range is from 0 to 21, while scores of 5, 10, and 15 represent cut off points for mild, moderate, and severe anxiety, respectively . The scale had excellent internal consistency in the current sample, α =0.91. Depression Severity of depression symptoms in the past two weeks was measured withusing the nine-item Patient Health Questionnaire (PHQ-9; Kroenke et al., 2001; Kroenke & Spitzer, 2002). Scores range from 0 to 27, while scores of 5, 10, 15, and 20 are cut off points for mild, moderate, moderately severe and severe depression, respectively. The scale had excellent internal consistency, α = 0.90. Sleep/Insomnia symptoms Sleep Condition Indicator ( SCI; Espie et al., 2014) is an 8-item scale that evaluates insomnia disorder considering both sleep quality and daytime functioning. Scores range from 0 to 32, with lower scores of 16 and below indicating poor sleep/insomnia. Internal consistency was good, α = 0.88. Mental wellbeing Short Warwick Edinburgh Mental Wellbeing Scale (SWEMWBS; Stewart-Brown et al., 2009) consists of seven positively phrased items that evaluate mental wellbeing on a 5-point Likert-response format from 1 (none of the time) to 5 (all of the time). The scale contains 5 items that measure eudaimonic factors (psychological functioning and self-realisation) and 2 that refer to hedonic factors, i.e. positive affect. Score range is 7-35, with higher scores corresponding to higher wellbeing. Low, medium and high categories of wellbeing were created based on scores that are at least one standard deviation below and above the mean, respectively (Fat et al., 2017). Internal consistency in the current sample was good, α =0.86. Suicide behaviours and self-harm Suicide Behaviours Questionnaire – Revised (SBQ-R; Osman et al., 2001) is a brief four-item measure that taps into suicidal thoughts and past attempts. Scores range from 3 to 18, where scores of 7 and above indicate an elevated risk of suicide. Internal consistency was good, α =.84. A sSingle question from the PHQ-9 scale enquiring about thoughts of suicide and self-harming in the past two weeks was used to assess the prevalence of such thoughts.DescriptionHigh rates of mental ill-health in postgraduate researchers (PGRs) represent a significant barrier to life satisfaction and academic success. Nevertheless, there is little knowledge about the extent and origins of mental health problems of PGRs in the UK. The current study addresses this gap by assessing investigating the prevalence and provenance of anxiety, depression, sleep problems, subjective mental wellbeing, and suicide behaviours of PGRs in the UK. An online survey (N=479) was used to measure the mental health outcomes and assess their relationship with influence of demographic, trait and academic variables, and social support. We found a high prevalence of mental ill-health and low levels of wellbeing in the current sample. Factors associated with poorer outcomes were female and non-binary gender, non-heterosexual identity, maladaptive perfectionism, workaholism and being in the 5th year of study or above. Resilience, adaptive perfectionism, higher levels of social support and positive evaluations of progress and preparation, departmental climate, and supervisory relationship were associated with more positive outcomes. The current findings contribute new knowledge about the prevalence of mental health symptoms in PGRs in the UK, implying that institutional efforts to improve PGR wellbeing should include strategies to promote equality, diversity, resilience, integration and work-life balance of PGRs.
Higher education student enrolments UK: 2022 to 2023
- gov.uk
Updated Aug 9, 2024+ more versionsShareFacebookTwitterEmailClick to copy linkLink copiedCiteHigher education student enrolments UK: 2022 to 2023 [Dataset]. https://www.gov.uk/government/statistics/higher-education-student-enrolments-uk-2022-to-2023Dataset updatedAug 9, 2024AuthorsHigher Education Statistics AgencyArea coveredUnited KingdomDescriptionThese statistics on student enrolments and qualifications obtained by higher education (HE) students at HE providers in the UK are produced by the Higher Education Statistics Agency (HESA). Information is available for:
- undergraduate and postgraduate study
- full-time and part-time study
- country of domicile
- subject area
- demographics and disadvantage
- degree classifications
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Global Master Data Management Product Data Syndication (PDS) Market Size,...
- marketresearchintellect.com
Updated Jun 25, 2024+ more versionsShareFacebookTwitterEmailClick to copy linkLink copiedCiteMarket Research Intellect (2024). Global Master Data Management Product Data Syndication (PDS) Market Size, Trends and Projections [Dataset]. https://www.marketresearchintellect.com/product/master-data-management-product-data-syndication-pds-market/Dataset updatedJun 25, 2024Dataset authored and provided byMarket Research IntellectLicensehttps://www.marketresearchintellect.com/privacy-policyhttps://www.marketresearchintellect.com/privacy-policy
Area coveredGlobalDescriptionThe size and share of the market is categorized based on Type (Cloud-Based, Web-Based) and Application (Retail, Logistics, Telecommunications, Others) and geographical regions (North America, Europe, Asia-Pacific, South America, and Middle-East and Africa).
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Master Well Inventory
- kgs-gis-data-and-maps-ku.hub.arcgis.com
- hub.kansasgis.org
Updated Dec 9, 2024ShareFacebookTwitterEmailClick to copy linkLink copiedCiteThe University of Kansas (2024). Master Well Inventory [Dataset]. https://kgs-gis-data-and-maps-ku.hub.arcgis.com/datasets/master-well-inventoryDataset updatedDec 9, 2024Dataset authored and provided byThe University of KansasArea coveredDescriptionThe Kansas Master Ground-water Well Inventory (MWI) is a central repository that imports and links together the State's primary ground-water well data sets- KDHE's WWC5, KDA-DWR's WIMAS, and KGS' WIZARD into a single, online source. The most "accurate" of the common source fields are used to represent the well sites, for example- GPS coordinates if available are used over other methods to locate a well. The MWI maintains the primary identification tags to allow specific well records to be linked back to the original data sources.This data is compiled by the Kansas Geological Survey. For more information, please see the Groundwater Master Well Inventory page.
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US Colleges and Universities
- public.opendatasoft.com
- data.smartidf.services
csv, excel, geojson +1Updated Jan 6, 2023ShareFacebookTwitterEmailClick to copy linkLink copiedCite(2023). US Colleges and Universities [Dataset]. https://public.opendatasoft.com/explore/dataset/us-colleges-and-universities/json, excel, geojson, csvAvailable download formatsDataset updatedJan 6, 2023Licensehttps://en.wikipedia.org/wiki/Public_domainhttps://en.wikipedia.org/wiki/Public_domain
Area coveredUnited StatesDescriptionThe 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.
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Descriptive statistics-aggregate data.
- plos.figshare.com
xlsUpdated Jun 9, 2023+ more versionsShareFacebookTwitterEmailClick to copy linkLink copiedCiteClaudiu Coman; Luiza Mesesan-Schmitz; Laurentiu Gabriel Tiru; Gabriela Grosseck; Maria Cristina Bularca (2023). Descriptive statistics-aggregate data. [Dataset]. http://doi.org/10.1371/journal.pone.0257729.t002xlsAvailable download formatsUnique identifierhttps://doi.org/10.1371/journal.pone.0257729.t002Dataset updatedJun 9, 2023Dataset provided byPLOS ONEAuthorsClaudiu Coman; Luiza Mesesan-Schmitz; Laurentiu Gabriel Tiru; Gabriela Grosseck; Maria Cristina BularcaLicenseAttribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
License information was derived automaticallyDescriptionDescriptive statistics-aggregate data.
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Insertion professionnelle des diplômés de Master en universités et...
- data.enseignementsup-recherche.gouv.fr
- data.smartidf.services
- +4more
csv, excel, jsonUpdated Oct 30, 2023+ more versionsShareFacebookTwitterEmailClick to copy linkLink copiedCite(2023). Insertion professionnelle des diplômés de Master en universités et établissements assimilés - données nationales par disciplines détaillées – Enquête insertion professionnelle [Dataset]. https://data.enseignementsup-recherche.gouv.fr/explore/dataset/fr-esr-insertion_professionnelle-master_donnees_nationales/json, excel, csvAvailable download formatsDataset updatedOct 30, 2023LicenseLicence Ouverte / Open Licence 2.0https://www.etalab.gouv.fr/wp-content/uploads/2018/11/open-licence.pdf
License information was derived automaticallyDescriptionCes données sont basées sur les données collectées dans le cadre de l'opération nationale de collecte de données sur l’insertion professionnelle des diplômés de Master.2 nouveaux indicateurs ont été ajoutés pour la session 2020 :Taux d'emploi : part des diplômés en emploi parmi l'ensemble des diplômés actifs (en emploi ou en recherche) ou inactifsTaux d'emploi salarié en France : part des diplômés en emploi salarié en France parmi l'ensemble des diplômés actifs (en emploi ou en recherche) ou inactifsCette enquête a été menée en décembre 2022, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2020.en décembre 2021, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2019.en décembre 2020, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2018.en décembre 2019, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2017.en décembre 2018, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2016.en décembre 2017, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2015.en décembre 2016, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2014.en décembre 2015, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2013.en décembre 2014, 18 et 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2012.en décembre 2013, 30 mois après l’obtention de leur diplôme, auprès des diplômés de Master de la session 2011.Le taux d’insertion est défini comme étant le pourcentage de diplômés occupant un emploi, quel qu’il soit, sur l’ensemble des diplômés présents sur le marché du travail. Il est calculé sur les diplômés de nationalité française, issus de la formation initiale, entrés immédiatement et durablement sur le marché du travail après l’obtention de leur diplôme en 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019 ou 2020.L’information collectée sur le salaire porte sur le salaire net, primes comprises. Les salaires affichés correspondent aux valeurs médianes sur les emplois à temps plein. A partir de ces valeurs, on estime un salaire brut annuel, sur la base d’un taux forfaitaire de passage du net au brut de 1,3 (donnée moyenne constatée sur les salaires du secteur privé).L’enquête a été menée par les universités dans le cadre d’une charte dont les dispositions visent à garantir la comparabilité des résultats entre les établissements. La coordination d’ensemble et l’exploitation de l’enquête sont prises en charge par le ministère en charge de l'Enseignement supérieur et de la Recherche.Sources des données complémentaires :% de diplômés boursiers : données observées sur la population de l'enquête sur l'insertion professionnelle.Taux de chômage régional : INSEE - 4ème trimestre 2013 pour la session 2011, INSEE - 4ème trimestre 2014 pour la session 2012, INSEE - 4ème trimestre 2015 pour la session 2013, INSEE - 1er trimestre 2017 pour la session 2014, INSEE - 4ème trimestre 2017 pour la session 2015, INSEE - 4ème trimestre 2018 pour la session 2016, INSEE - 4ème trimestre 2019 pour la session 2017, INSEE - 4ème trimestre 2020 pour la session 2018, INSEE - 4ème trimestre 2021 pour la session 2019, INSEE - 4ème trimestre 2022 pour la session 2020.Salaire net mensuel médian régional : INSEE DADS 2011 pour la session 2011, INSEE DADS 2012 pour la session 2012, INSEE DADS 2013 pour la session 2013, INSEE DADS 2014 pour la session 2014, INSEE DADS 2015 pour la session 2015, INSEE DADS 2016 pour la session 2016, INSEE DADS 2017 pour la session 2017, INSEE DADS 2018 pour la session 2018, INSEE DADS 2019 pour la session 2019, INSEE DADS 2020 pour la session 2020 pour les 25-29 ans employés à temps plein dans les catégories socioprofessionnelles "Cadres et professions intellectuelles supérieures" et " Professions intermédiaires.Légende : nd = non disponible (aucun répondant) ns = non significatif (nombre de répondants inférieur à 30).Source : enquête d'insertion professionnelle à 18 et 30 mois des diplômés de l’université 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019 et 2020 et enquête d'insertion professionnelle à 30 mois des diplômés de l’université 2011Collecte : enquête effectuée par les universités, traitements et synthèse réalisés par MESR-SIESChamp : diplômés de Master 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019 et 2020 des universités de France métropolitaine et des DOM (hors Paris-Dauphine et l'Université Gustave Eiffel (pour les diplômés 2020)), de nationalité française, issus de la formation initiale, entrés immédiatement et durablement sur le marché de l’emploi après l’obtention de leur diplôme.
Evolution enrolled Masters in Universities
- data.europa.eu
unknownUpdated Jul 10, 2023ShareFacebookTwitterEmailClick to copy linkLink copiedCiteJunta de Castilla y León (2023). Evolution enrolled Masters in Universities [Dataset]. https://data.europa.eu/data/datasets/https-datosabiertos-jcyl-es-web-jcyl-set-es-educacion-matriculados-masteres-1284771927272unknownAvailable download formatsDataset updatedJul 10, 2023AuthorsJunta de Castilla y LeónLicenseAttribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
License information was derived automaticallyDescriptionEvolution of Master's Degrees in the Universities of Castilla y León. Data from the 2006-2007 academic year.
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Sample frame distribution by year of data collection.
- plos.figshare.com
- figshare.com
xlsUpdated Jun 4, 2023ShareFacebookTwitterEmailClick to copy linkLink copiedCiteAaron M. Jensen; Eric A. Jensen; Edward Duca; Jennifer Daly; Niamh Mundow; Joseph Roche (2023). Sample frame distribution by year of data collection. [Dataset]. http://doi.org/10.1371/journal.pone.0262834.t002xlsAvailable download formatsUnique identifierhttps://doi.org/10.1371/journal.pone.0262834.t002Dataset updatedJun 4, 2023Dataset provided byPLOS ONEAuthorsAaron M. Jensen; Eric A. Jensen; Edward Duca; Jennifer Daly; Niamh Mundow; Joseph RocheLicenseAttribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
License information was derived automaticallyDescriptionSample frame distribution by year of data collection.
Global Pokémon Masters EX app downloads as of Q4 2024
- statista.com
Updated Jan 10, 2025ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista (2025). Global Pokémon Masters EX app downloads as of Q4 2024 [Dataset]. https://www.statista.com/statistics/1222878/global-pokemon-masters-downloads/Dataset updatedJan 10, 2025Area coveredWorldwideDescriptionIn the fourth quarter of 2024, Pokémon Masters EX generated approximately 840,000 downloads worldwide, down from 910,000 downloads in the previous quarter. The free-to-play mobile game is based on the Pokémon media franchise and allows players to battle and recruit various prominent Pokémon Trainers from the main series games.
Global Pokémon Masters EX IAP revenue as of Q4 2024
- statista.com
ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista, Global Pokémon Masters EX IAP revenue as of Q4 2024 [Dataset]. https://www.statista.com/statistics/1294602/pokemon-masters-ex-app-revenue-worldwide/Area coveredWorldwideDescriptionIn the fourth quarter of 2024, Pokémon Masters EX generated approximately 6.35 million U.S. dollars through in-app purchase revenues worldwide. Released in February 2020, Pokémon Masters EX is free-to-play game for mobile devices where players can battle and recruit various prominent Pokémon Trainers from the main gaming series.
LinkedIn: U.S. users 2025, by education
- statista.com
Updated Sep 5, 2022ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista (2022). LinkedIn: U.S. users 2025, by education [Dataset]. https://www.statista.com/statistics/246180/share-of-us-internet-users-who-use-linkedin-by-education-level/Dataset updatedSep 5, 2022Time period coveredSep 2023Area coveredUnited StatesDescriptionAccording to an online survey conducted in February 2025 in the United States, one third of LinkedIn users held a bachelor degree or equivalent. Additionally, 18 percent of LinkedIn users in the U.S. held a masters degree or equivalent.
Canada: master's or equivalent degree enrollment 2001-2022
- statista.com
Updated Jan 23, 2025ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista (2025). Canada: master's or equivalent degree enrollment 2001-2022 [Dataset]. https://www.statista.com/statistics/451883/masters-or-equivalent-degree-enrollment-in-canada/Dataset updatedJan 23, 2025Area coveredCanadaDescriptionIn 2022, the total number of students enrolled in a master's or equivalent degree program in Canada remained nearly unchanged at around 231,930 students. Nevertheless, 2022 still represents a peak in the total number in Canada with 231,930 students.
Number of students at colleges and universities in China 2014-2024
- statista.com
Updated Mar 3, 2025ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista (2025). Number of students at colleges and universities in China 2014-2024 [Dataset]. https://www.statista.com/statistics/227028/number-of-students-at-universities-in-china/Dataset updatedMar 3, 2025Area coveredChinaDescriptionAccording to latest figures, around 38.91 million undergraduate students were enrolled in degree programs at public colleges and universities in China in 2024. In 2023, around 20.67 million students were studying in bachelor's degree programs, while 17.08 million were enrolled in more practically oriented short-cycle degree programs. The number of graduates from these programs reached around 10.47 million in 2023. On a postgraduate level, there were almost 3.9 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 3.4 percent in 1990, it reached 60 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 47.6 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.
Number of Chinese students in the United Kingdom 2012-2023
- statista.com
Updated Aug 14, 2024ShareFacebookTwitterEmailClick to copy linkLink copiedCiteStatista (2024). Number of Chinese students in the United Kingdom 2012-2023 [Dataset]. https://www.statista.com/statistics/372922/number-of-chinese-students-in-the-united-kingdom/Dataset updatedAug 14, 2024Area coveredChinaDescriptionIn the academic year of 2022/32, more than 154,000 Chinese students were studying in the United Kingdom. The number of Chinese students studying in British higher education institutions increased by more than 80 percent in the last decade. An attractive destination for Chinese students In recent years, the United Kingdom has overtaken the United States as the top choice among the destination countries for Chinese prospective students. The more affordable tuition fees in the country compared to destinations such as the United States and Australia, the shorter duration of the postgraduate programs, and the reputation of British universities as seen in international rankings have all contributed to the high popularity of the United Kingdom among Chinese students and employers. The diversification of international study destinations At the same time, destinations for Chinese students have become more diverse. The high academic and research performance of the United States in many sectors continues to make it a desirable destination for affluent Chinese students. For students from middle-class or less well-off backgrounds, studying in places such as Japan, Germany, and France are more practical options as these countries offer more affordable programs.
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