This statistic indicates the length of programs at top U.S. business graduate schools for physician executives based on the 2013-2014 school year. The University of Colorado at Denver program required 24 months.

Walden University was the leading doctorate granting university in the United States in 2021, with 846 doctorate recipients. Stanford University, University of Michigan Ann Arbor, University of California Berkeley, and Purdue University West Lafayette rounded out the top five doctorate granting universities.

A great advantage of our rigorous doctoral training is that as PhD economists we speak a common language that allows for efficient vetting and quick dissemination of ideas and insights. But what good is sophisticated grammar and a powerful vocabulary if the contents of our narratives are lacking? Our top three criteria for admissions to PhD programs are prior coursework in math, the quantitative GRE score, and prior coursework in economics. To attract top talent and prevent becoming a stagnant discipline that loses the influence we have in society and academia, students' creativity, originality, and drive should receive more weight.

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.

Less than high school graduate Poverty Rate Statistics for 2022. This is part of a larger dataset covering poverty in On Top of the World, Florida by age, education, race, gender, work experience and more.

This statistic indicates the number of full-time students attending top U.S. business graduate schools for physician executives based on the 2013-2014 school year. During that year, there were 60 full-time students attending University of Colorado at Denver. This university offered an MBA degree.

Abstract (en): We study the research productivity of new graduates from North American PhD programs in economics from 1986 to 2000. We find that research productivity drops off very quickly with class rank at all departments, and that the rank of the graduate departments themselves provides a surprisingly poor prediction of future research success. For example, at the top ten departments as a group, the median graduate has fewer than 0.03 American Economic Review (AER)-equivalent publications at year six after graduation, an untenurable record almost anywhere. We also find that PhD graduates of equal percentile rank from certain lower-ranked departments have stronger publication records than their counterparts at higher-ranked departments. In our data, for example, Carnegie Mellon's graduates at the 85th percentile of year-six research productivity outperform 85th percentile graduates of the University of Chicago, the University of Pennsylvania, Stanford, and Berkeley. These results suggest that even the top departments are not doing a very good job of training the great majority of their students to be successful research economists. Hiring committees may find these results helpful when trying to balance class rank and place of graduate in evaluating job candidates, and current graduate students may wish to re-evaluate their academic strategies in light of these findings.

OVERVIEW

This data file, compiled from multiple online sources, presents 2013–2017 publication counts—articles, articles in high-impact journals, books, and books from high-impact publishers—for 2,132 professors and associate professors in 426 U.S. departments of sociology. It also includes information on institutional characteristics (e.g., institution type, highest sociology degree offered, department size) and individual characteristics (e.g., academic rank, gender, PhD year, PhD institution).

The data may be useful for investigations of scholarly productivity, the correlates of scholarly productivity, and the contributions of particular individuals and institutions. Complete population data are presented for the top 26 doctoral programs, doctoral institutions other than R1 universities, the top liberal arts colleges, and other bachelor's institutions. Sample data are presented for Carnegie R1 universities (other than the top 26) and master's institutions.

USER NOTES

Please see our paper in Scholarly Assessment Reports, freely available at https://doi.org/10.29024/sar.36 , for full information about the data set and the methods used in its compilation. The section numbers used here refer to the Appendix of that paper. See the References, below, for other papers that have made use of these data.

The data file is a single Excel file with five worksheets: Sampling, Articles, Books, Individuals, and Departments. Each worksheet has a simple rectangular format, and the cells include just text and values—no formulas or links. A few general notes apply to all five worksheets.

• The yellow column headings represent institutional (departmental) data. The blue column headings represent data for individual faculty.

• iType is institution type, as described in section A.2—TopR (top research universities), R1 (other R1 universities), OD (other doctoral universities), M (master's institutions), TopLA (top liberal arts colleges), or B (other bachelor's institutions). nType provides the same information, but as a single-digit code that is more useful for sorting the rows; 1=TopR, 2=R1, 3=OD, 4=M, 5=TopLA, and 6=B.

• Inst is a four-digit institution code. The first digit corresponds to nType, and the last three digits allow for alphabetical sorting by institution name. Indiv is a one- or two-digit code that can be used to sort the individuals by name within each department. The Inst, nType, and Indiv codes are consistent across the five worksheets.

• For binary variables such as Full professor and Female, 1 indicates yes (full professor or female) and 0 indicates no (associate professor or male).

The five worksheets represent five distinct stages in the data compilation process. First, the Sampling worksheet lists the 1,530 base-population institutions (see section A.3) and presents the characteristics of the faculty included in the data file. Each row with an entry in the Individual column represents a faculty member at one of the 426 institutions included in the data set. Each row without an entry in the Individual column represents an institution that either (a) did not meet the criteria for inclusion (section A.1) or (b) was not needed to attain the desired sample size for the R1 or M groups (section A.3).

The Articles worksheet includes the data compiled from SocINDEX, as described in section A.6. Each row with an entry in the Journal column represents an article written by one of the 2,132 faculty included in the data. Each row without an entry in the Journal column represents a faculty member without any article listings in SocINDEX for the 2013–2017 period. (Note that SocINDEX items other than peer-reviewed articles—editorials, letters, etc.—may be listed in the Journal column but assigned a value of 1 in the Excluded column and a value of 0 in the Article credit and HI article credit columns. We assigned no credit for items such as editorial and letters, but other researchers may wish to include them.) The N and i columns represent, for each article, the number of authors (N) and the faculty member's place in the byline (i), as described in section A.8. The CiteScore and Highest percentile columns were used to identify high-impact journals, as indicated in the HI journal column. The Article credit and HI article credit columns are article counts, adjusted for co-authorship.

The Books worksheet includes data compiled from Amazon and other sources, as described in section A.7. Each row with an entry in the Book column represents a book written by one of the 2,132 faculty. Each row without an entry in the Book column represents a faculty member without any book listings in Amazon during the 2013–2017 period. The publication counts in the Books worksheet—Book credit and HI book credit—follow the same format as those in the Articles worksheet.

The Individuals worksheet consolidates information from the Articles and Books worksheets so that each of the 2,132 individuals is represented by a single row. The worksheet also includes several categorical variables calculated or otherwise derived from the raw data—Years since PhD, for instance, and the three corresponding binary variables. We suspect that many data users will be most interested in the Individuals worksheet.

The Departments worksheet collapses the individual data so that each of the 426 institutions (departments) is represented by a single row. Individual characteristics such as Female and Years since PhD are presented as percentages or averages—% Female and Avg years since PhD, for instance. Each of the four productivity measures is represented by a departmental total, an average (the total divided by the number of full and associate professors), a departmental standard deviation, and a departmental median.

The National Science Foundation's (NSF's) Graduate Research Fellowship Program (GRFP) provides three years of support for graduate study leading to research-based masters or doctoral degrees in disciplines relevant to the mission of the Foundation. Each year, the Program names Fellowship recipients and honorable mention nominees.

The Bren School of Environmental Science and Management is a professional graduate school and community of environmental leaders at UC Santa Barbara. With a strong focus on interdisciplinary research and education, the school offers master's programs in Environmental Data Science and Environmental Science and Management, as well as a PhD program in Environmental Science and Management. The school is known for its innovative approach to environmental problem-solving, and its faculty and students are leading experts in their fields, working to develop comprehensive, data-driven solutions to today's critical environmental problems.

The Bren School is committed to attracting and supporting students from diverse backgrounds who are passionate about environmental sustainability and leadership. The school's programs are designed to equip students with the knowledge, skills, and networks needed to succeed in their careers and make a positive impact on the environment. With its strategic location on the UC Santa Barbara campus, the school is part of a vibrant community of scholars and researchers committed to advancing their understanding of the natural world and developing innovative solutions to complex environmental challenges.

Objective: Describe the current situation of the area Medicine III of CAPES and detect challenges for the next four years of evaluation. Methods: The area's documents and reports of meetings were read from 2004 to 2013 Medicine III Capes as well as reports and evaluation form of each Postgraduate Program (PPG) of the area and the sub-page of the area from the Capes website. The data relating to the evaluation process, the assessment form and faculty, student and scientific production data of all of Post-Graduate Programs of Medicine III were computed and analyzed. From these data were detected the challenges of the area for the next four years (2013-2016). Results: Among the 3,806 PPG, Medicine III had 41 PPG during last triennial evaluation and progressed from 18% to 43% of PPG very good or more concept (triennium 2001-2003 and 2010-2012). Most PPG were located in the South-East region (32), three in the South and two in the North-East. There was no PPG in North or Central-West regions. In 2013 and 2014 there were four approved Professional Master Degree Programs and one Master (M) and Doctorate (PhD). The average of permanent professors was 558 teachers with about three students/professor. The number of PhD graduates has increased as well as the reason PhD/MD. The proportion of in high impact periodicals (A1, A2, B1 and B2) jumped from 30% to 50% demonstrating positive community response to the policy area. The challenges identified were: decrease regional asymmetry, increase the number of masters and doctors of excellence, reassessment of Brazilian journals, stimulate and set internationalization indicators, including post-doctors and definition of its indicators, the PPG nucleation analysis, PPG 3x3, include primary and secondary education, professional master and indicators of technological scientific production and solidarity. Conclusion: Medicine III has been scientifically consolidated and their scientific researchers demonstrated maturity reaching a high level and matched to areas of greatest tradition and history. For the maintenance and advancement of the area some challenges and goals were established to be developed in the period from 2013 to 2016.

TitleComparing Practical Skills Teaching by Near-Peers and Faculty Purpose Near-peer teaching is a vital teaching resource in most medical schools, but we know little about the comparative benefits of near-peers and faculty teaching or the learning mechanisms that underlie them. This study explored near-peers’ and students’ perceptions of differences between the way near-peers and faculty teach practical skills. Methods Using qualitative methodology, the authors conducted 4 focus groups with near-peers (n=22) and 4 focus groups with students (n=26, years 3-6) at the University of Bern, Switzerland, between Sept-Dec 2022. All participants recently participated in near-peer skills training. Vignettes of typical teaching situations guided the focus group discussions. The reflexive thematic analysis was both inductive and deductive; Cognitive Apprenticeship teaching methods informed the deductive analysis. Results Near-peers were perceived to establish a safer learning climate than faculty, lowering the threshold to ask questions. Near-peer teaching was oriented toward the formal curriculum and students’ learning needs, resulting in more tailored explanations focused on exam-relevant content. Faculty oriented their teaching towards clinical practice, which helped students transition to clinical practice but could overwhelm novice students. Faculty better stimulated students to think critically about unanswered questions and how to fill their competence gaps. Conclusions Skills teaching by near-peers and faculty differed in teaching climate and orientation. Near-peers saw students as “learners,” focused on the learning climate and on students’ needs. Faculty saw students as “future physicians” and facilitated the transition from curricular learning to clinical practice. Curricular design should capitalize on the complementary benefits of near-peer and faculty skills instructors, and seek to get the best of both worlds. Explanation of all the instruments used in the data collection (including phrasing of items in surveys) Baseline Questionnaire for near-peers and students, focus group guide using vignettes Explanation of the data files: what data is stored in what file? The study contained 8 transcrips of focus groups and one questionnaire with variants for near-peers and students: Folder name -.> Description Baseline Questionnaire_Students -> Questions in Baseline questionnaire for students (in German) Baseline Questionnaire_Peers -> Questions in Baseline questionnaire for Peers (in German) Participant Information -> Contains results from Baseline questionnaire Transcripts FG 1-8 -> Transcripts of the 8 focus groups In case of qualitative data: description of the structure of the data files The Transcript files contain the original focus group interview data in German. The Participant information sheet contain demographic data of the focus group participants

This statistic indicates the number of graduates from top business graduate schools for physician executives based as of the 2013-2014 school year. As of this school year, there were over 700 graduates from the University of Colorado at Denver program.

In 2024, Stanford Graduate School of Business alumni earned the highest average annual salary of alumni at leading business schools worldwide, with an annual income of over 250,000 U.S. dollars. At the Harvard Business School, the average annual salary of alumni was 247,000 U.S. dollars. Most of the business schools with the highest earning alumni were located in the United States.

The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. "Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.

The number of graduates by institution type, program type, credential type, gender and Classification of Instructional Programs, Primary groupings (CIP_PG).

ABSTRACT: The mode of production of scientific knowledge has become complex, leading to the use of research methodological elements that also investigate subjective issues. This study aims to analyze characteristics of PhD theses that adopted the qualitative approach, defended at a Postgraduate Program in Education (PPGE) of a University of the Northeast Region of Brazil, 2013-2016 quadrennium. The theoretical basis of the work is based on contributions from Evandro Ghedin, Marcos Zanette, Marli André and Maria Amélia Franco. To achieve the proposed objective, a quali-quantitative documentary research was developed, based on the identification and analysis of the categories: theme, method, data collection procedure and data analysis technique, synthesized by grouping data extracted from theses abstracts. It was found that, of the amount of 57 theses defended in the period considered, 87.7% (n=50) used a qualitative approach, although only 32.0% (n=16) of these explain this approach in their summary. Public policy and teacher education are the most present among themes. 42.0% (n=21) of the theses clearly indicate the research method, with emphasis on documentary research. There are multiple data collection procedures in them, especially interview and document collection. In 46.0% (n=23) of the theses, the data analysis technique is specified, mainly content analysis. However, it is considered important that researchers in the field of Education clearly inform all the methodological elements of their theses in their abstracts.

The top-ranked university in the United States in 2024 according to Forbes was Princeton University in New Jersey. Students at Princeton graduate with an average debt of 7,559 U.S. dollars, but have a median 10-year salary of 189,400 U.S. dollars. The Forbes rankings are based on several categories, including alumni salary, student debt, graduation rate, return on investment, retention rate, and academic success.

The number of postsecondary graduates, by Classification of Instructional Programs, Primary groupings (CIP_PG), International Standard Classification of Education (ISCED), age group and gender.

The average salary of a graduate from the Tsinghua University School of Economics and Management in China with low levels of work experience was 205,387 U.S. dollars in 2023 (once adjusted for purchasing power parity). This was the highest in the world ahead of students from the Peking University and Shanghai Institute of Finance at Shanghai Jiao Tong University.

Salaries of MBA graduates

The salaries of business school MBA graduates worldwide stood at 115,000 U.S. dollars in 2021, while graduates who held a bachelor’s degree could expect a starting salary of 65,000 U.S. dollars.

Largest university worldwide located in Asia

The university with the highest number of students in the world is found in Nepal. Tribhuvan University has more than 460,000 registered students. Payame Noor University in Iran and Al-Azhar University in Egypt round up the top three.