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Higher Education

Higher education

Higher education is education provided by universities and other institutions that award academic degrees, such as community colleges, and liberal arts colleges. Higher education includes both the teaching and the research activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as quaternary education or graduate school). Higher education differs from other forms of post-secondary education such as vocational education. However, most professional education is included within higher education, and many postgraduate qualifications are strongly vocationally or professionally oriented, for example in disciplines such as law and medicine. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy; it is often argued that in a modern economy the quantity and quality of such human capital is the most important factor underlying economic growth.

Working in higher education

Universities are fairly large employers. Depending on the funding, a university has a teacher per 3-20 students. According to the ideal of research-university, the university teaching staff is actively involved in the research of the institution. In addition, the university usually also has dedicated research staff and a considerable support staff. Typically to work in higher education as a member of the academic faculty, one must first obtain a doctorate in an academic field, although some lower teaching positions require only master's degree. Member of the staff or administration have usually such education that is necessary for the fulfilment of their duties. Typically institutes of the university have some technical support personnel and a secretary. Depending on the organization of the university, the main adminstration is more or less centralized. Typically most of the adminstrative staff works in different adminstrative sections, such as Student Affairs. In addition, there may be central support units, such as a university library which have a dedicated staff. The professional field involving the collection, analysis, and reporting of higher education data is called institutional research. Professionals of this field can be found, in addition to universities, in e.g. state educational departments.

External links

- [http://www.study-in-europe.info/ Universities, Polytechnics and Colleges in Europe]
- [http://www.vidyasoochika.co.in VidyaSoochika - Higher Education Opportunities]
- [http://www.higher-ed.org Higher Education Resource Hub]
- [http://www.higher-ed.org/heus Encyclopedia of Higher Education in the United States]
- [http://www.ericdigests.org/2002-3/finance.htm How Minority Students Finance Their Higher Education]
- [http://www.ericdigests.org/2003-3/quality.htm Ensuring Quality and Productivity in Higher Education]
- [http://www.cdtl.nus.edu.sg/success Writings on Higher Education Practice from the National University of Singapore]
- [http://www.ericdigests.org/2003-3/reform.htm Reform Initiatives in Higher Education]
- [http://www.ericdigests.org/pre-9219/higher.htm Budgeting for Higher Education at the State Level: Enigma, Paradox, and Ritual]
- [http://www.ericdigests.org/pre-926/blue.htm Blue Ribbon Commissions and Higher Education]
- [http://www.fullyemployedmba.com/x374.php Part Time MBA - Balancing Life, Work and School - Article]
- [http://www.acenet.edu/ American Council on Education]
- [http://www.gseis.ucla.edu/heri/heri.html Higher Education Research Institute]
- [http://www.ashe.ws/ Association for the Study of Higher Education] Category:Educational stages Category:Education ja:高等教育

Academic degree

This article is about academic degrees. For other degrees, see Degree (disambiguation) A degree is any of a wide range of awards made by institutions of higher education, such as universities, normally as the result of successfully completing a program of study.

History

The first universities were founded in Europe in the 12th and 13th centuries. As with other professions, teaching in universities was only carried out by people who were properly qualified. In the same way that a carpenter would attain the status of master carpenter when fully qualified by his guild, a teacher would become a master when he had been licensed by his profession, the teaching guild. Candidates who had completed three or four years of study in the prescribed texts of the trivium (grammar, rhetoric and logic), and who had successfully passed examinations held by their masters, would be awarded a bachelor's degree. Thus a degree was only a step on the way to becoming a fully-qualified master – hence the English word graduate, which is based on the Latin gradus ("step"). Today the terms master, doctor and professor signify different levels of academic achievement, but initially they were equivalent terms. The University of Bologna in Italy, regarded as the oldest university in Europe, was the first institution to award the degree of Doctor in Civil Law in the late 12th century; it also awarded similar degrees in other subjects including medicine. Note that medicine is now the only field in which the term doctor is applied to students who have only obtained their first academic qualification. The University of Paris used the term master for its graduates, a practice adopted by the English universities of Oxford and Cambridge as well as the "ancient" Scottish universities of St Andrew's, Glasgow, Aberdeen and Edinburgh. The naming of degrees eventually became linked with the subjects studied. Scholars in the faculties of arts or grammar became known as masters, but those in philosophy, medicine and law were known as doctor. As study in the arts or in grammar was a necessary prerequisite to study in subjects such as philosophy, medicine and law, the degree of doctor assumed a higher status than the master's degree. This led to the modern hierarchy in which the Doctor of Philosophy (Ph.D.) is a more advanced degree than the Master of Arts (M.A.). The practice of using the term doctor for all advanced degrees developed within German universities and spread across the academic world. The French terminology is tied closely to the original meanings of the terms. The baccalauréat (cf. bachelor) is conferred upon French students who have successfully completed their secondary education and admits the student to university. When students graduate from university, they are awarded licence, much as the medieval teaching guilds would have done, and they are qualified to teach in secondary schools or proceed to higher-level studies. In Europe, degrees are being harmonised through the Bologna process, which is based on the three-level hierarchy of degrees (Bachelor (Licence in France), Master, Doctor). This system is currently in use in the United Kingdom, the United States, Germany, Canada, Australia and New Zealand. This system is gradually replacing the two-stage system now in use in some countries.

Types of academic degrees

Some examples of specific degrees follow each general term. For more information, see the article about the general term.
- Associate's degrees (U.S.): AA, ABS, AS
- Foundation degrees (U.K.): FdA, FdEd, FdEng, FdMus, FdSc, FdTech
- Bachelor's degrees: AB, BA, BComm, BE, BS, BSc, BFA, BCL, LLB, BM, BBA, BChir, BEng, MBChB, SB, BSSc
- Master's degrees: MA, MS, MSc, JD
- , MALD, MApol, MPhil, MRes, MFA, MTh, M.T.S., M.Div., MBA, MPA, MSW, MPAff, MLIS, MLitt, MPM, MPP, MPT, MRE, LLM, MEng, MSci, MChem, MPhys, MMath, MMus, MESci, MGeol, MTCM, MSSc, BCL (Oxon)#, BPhil (Oxon)#.
- Specialist degrees: EdS, B.Acc., C.A.S.,
- Doctorate degrees: PhD, EdD
- , EngD, DNursSci, DBA, DD, DSc, DLitt, DA, DMA, DMus, DCL, ThD, PharmD, DPT, DPhil, DOM, OMD, PsyD, DSW, LL.D, J.S.D. and S.J.D.
- Note: In the U.S., despite its name, the J.D. degree is not a doctoral level degree. It is a first professional degree and does not confer the title of doctor. While normally taken after a bachelors-level degree, neither is the J.D. a masters-level degree. The LL.M., which is earned after the J.D., is a masters-level law degree. The S.J.D. (Doctor of Juridical Science) is considered a doctoral-level degree and is the highest degree one can attain in law. Also, in the U.S., holders of the EdD (doctor of education) are considered "doctorally prepared" only within the field of education (see, for example, [http://www.aacsb.edu/ AACSB] rules for accreditation)[http://www.academicforum.co.uk .] #Note: Despite their names, the Bachelor of Civil Law (BCL) and the Bachelor of Philosophy (BPhil) offered at Oxford University are both advanced master's degrees (in law and philosophy respectively). In some countries, such as Australia, a diploma is a specific academic award of lower rank than an academic degree. Australia has several different types of diplomas: Diplomas, Advanced Diplomas, Graduate Diplomas and Postgraduate Diplomas. A diploma can also be an additional course taken after a standard bachelor's degree giving specilisation in a particular field. For example, Australian schoolteachers often study a bachelor's degree in Arts or Science (with a significant education component) for the first three years, then in their final year complete a Diploma of Education (DipEd), which qualifies them as school teachers. In Ireland a National Diploma is below the standard of the honours bachelor degree, whilst the Higher Diploma is taken after the bachelor degree. In Germany, there are several academic degrees. The lowest degree is the Bachelor (equivalent to a English Bachelor (hons.)), the (equivalent) Diplom (FH) or Diplom I. After that follows the Diplom II, Diplom (University), the Magister (in humanities) or the Master. After a Diplom II, Diplom (University), a Magister or a Master students can proceed to a doctorate. The highest academic degree in Germany is the Habilitation. The situation in Austria is similar to the situation in Germany: The students get a Diploma as well, but they graduate either with a Magister degree or with a Diploma. This depends on the faculty: arts, sciences and fine arts earn a Magister degree, while technical sciences get a Diploma in engineering. So the degree that, for example, an Information Technology student earns is "Diplom-Ingenieur".

Liberal arts college

A liberal arts college is an institution of higher education found in the United States, offering programs in the liberal arts at the post-secondary level. They encourage — and often require — their students to take a substantial number of classes in topics which may not directly relate to their vocational goals, in an effort to provide a "well-rounded" education. They may be distinguished from colleges offering programs primarily in business, engineering and technology, the trades, the fine arts, theology, or other specialized subjects. Liberal arts colleges have sprung up outside the U.S. as well, such as in The Netherlands and Canada. Liberal arts colleges usually focus on tertiary education leading to a bachelor's degree in a program designed to be completed in four years' worth of study, though some include post-graduate programs. They tend to be relatively small, private, and predominantly residential. As such, they may offer a more uniform student experience than at a larger university with more diffuse course offerings. While they lack the name recognition of larger schools, the top liberal arts colleges are highly selective and compete with elite universities for students. Although private liberal arts colleges tend to be very expensive, there are also a number of state-supported institutions modeled on traditional liberal arts colleges. Some institutions referred to as "liberal arts colleges" are distinguished from universities not so much by a difference in kind, but a difference in size, taking the form of small universities, complete with subsidiary schools dedicated to a particular specialized course of study and offering a limited set of graduate degrees. In this sense, large liberal arts colleges and small private universities occupy similar niches. Furthermore, university units whose faculty and curriculum encompass the traditional liberal arts and pure sciences are frequently labeled "liberal arts colleges." Indeed, some are explicitly named a "College of Liberal Arts," or a variant such as "College of Arts and Letters" or "College of Arts and Sciences" to distinguish them from units focused on the manual arts and applied sciences. Both colloquial and professional references to "liberal arts colleges" generally refer to standalone institutions, excluding such units.

List of liberal arts colleges

Rankings

In the influential but controversial America's Best Colleges issue of the U.S. News and World Report, the top 25 "national" liberal arts colleges [http://www.usnews.com/usnews/edu/college/rankings/brief/libartco/tier1/t1libartco_brief.php] were ranked as follows (2006 edition):
- (1) Williams College
- (2) Amherst College
- (3) Swarthmore College
- (4) Wellesley College
- (5) Carleton College
- (6-tie) Pomona College and Bowdoin College
- (8-tie) Haverford College and Middlebury College
- (10-tie)Claremont McKenna College and Davidson College
- (12) Wesleyan University
- (13) Vassar College
- (14) Washington & Lee University
- (15-tie)Colgate University, Grinnell College, and Hamilton College
- (18) Harvey Mudd College
- (19) Smith College
- (20) Colby College
- (21-tie)Bates College and Bryn Mawr College
- (23-tie)Mount Holyoke College and Oberlin College
- (25-tie)Macalester College and Trinity College The top five out of 20 public liberal arts colleges were (1) Virginia Military Institute, (2) St. Mary's College of Maryland, (3) New College of Florida , (4) University of Minnesota Morris, and (5) University of North Carolina at Asheville.

References

- [http://www.collegenews.org/x492.xml Distinctively American: The Residential Liberal Arts Colleges]

External links

- [http://www.collegenews.org/ The Annapolis Group] (CollegeNews.org)
- [http://www.acm.edu/ Associated Colleges of the Midwest]
- [http://www.colleges.org/ Associated Colleges of the South]
- [http://www.liberalarts.org/ Consortium of Liberal Arts Colleges]
- [http://www.grinnell.edu/offices/dean/csmp/ Consortium for a Strong Minority Presence at Liberal Arts Colleges]
- [http://www.coplac.org/ Council of Public Liberal Arts Colleges]
- [http://www.glca.org/ Great Lakes Colleges Association]
- [http://www.ccconsortium.org/ Christian College Consortium]: Christian Liberal Arts Colleges
- [http://www.slaconsortium.org/ Selective Liberal Arts Consortium]
- Category:Universities and colleges in the United States

Tertiary education

Tertiary education, also referred to as third-stage or third level education, is the educational level following the completion of a school providing a secondary education such as a high school, secondary school, or gymnasium. Tertiary education is commonly higher education which prepares students for a quaternary education. Colleges and universities are examples of institutions that provide tertiary education. The term Tertiary education can also be used to refer to vocational education and training. In Australia the term Post-secondary education is usually used for vocational and non-academic education as distinct from Tertiary education offered at academic oriented institions like Universities.. Tertiary education generally culminates in the receipt of a degree: vocational certification, Associate's degrees, or Bachelor's degrees (B.A. or B.S.).

Graduate student

A graduate school or "grad school" (American English), or, in British English a postgraduate school, is a school that awards advanced degrees, with the general requirement that students must have earned an undergraduate (bachelors) degree. Many universities award graduate degrees; a graduate school is not necessarily a separate institution. Graduate schools are also a part of quaternary education, together with postdoctorate research, and a graduate school experience often involves a significant component of original research, including the writing and defense of a thesis or dissertation. Students who attend graduate schools are called "graduate students" or "grad students" in the US and Canada, and "postgraduate students" or "post-grads" in Britain and other Commonwealth countries. Degrees awarded by graduate schools include master's degrees, doctorate degrees (Ph.D.s), and other postgraduate qualifications such as a graduate certificates, as well as some professional degrees. The term "graduate school" does not usually refer to medical school (students are called "medical-" or "med-students") and only occasionally refers to law school or business school. Although graduate school programs are distinct experiences from undergraduate degree programs, graduate instruction (in Australia, the United States, and other countries) is often offered by some of the same senior faculty and departments as teach undergraduate courses. Unlike in undergraduate programs, though, it is rarer for graduate students to take coursework outside their specific field of study at the Master's level. At the Ph.D. level, though, it is quite common to take courses from a wider range of study, for which some fixed portion of coursework is typically required to be taken from outside one's department and college of the degree-seeking candidate, to broaden the research abilities of the student. Some institutions designate separate graduate versus undergraduate faculty and denote other divisions (often called School of whatever, e.g., diplomacy, etc.)

Canada

Admission

Admission to a masters program generally requires a bachelor's degree in a related field, with sufficiently high grades (usually ranging from B+ / 80% average and up, though this requirement may be significantly higher in some faculties), recommendations from professors, and, for some fields, demonstrated ability in at least one foreign language. Some schools require samples of the student's writing as well as a research proposal. At English-speaking universities, applicants from countries where English is not the primary language are required to submit scores from the Test of English as a Foreign Language (TOEFL). Admission to a doctoral program typically requires a masters degree in a related field, sufficiently high grades, recommendations, samples of writing, and a research proposal. Requirements are often set higher than those for a masters program. In exceptional cases, a student holding an honours BA with sufficiently high grades and proven writing and research abilities may be admitted directly to a Ph.D. program without the requirement to first complete a masters. Graduate students must usually declare their research goal or submit a research proposal upon entering grad school; in the case of master's degrees, there will be some flexibility (that is, one is not held to one's research proposal, although major changes, for example from premodern to modern history, are discouraged). In the case of Ph.D.s, the research direction is usually known as it will typically follow the direction of the master's research. Master's degrees can typically be completed in one year but normally take at least two; they may not exceed five years. Doctoral degrees require a minimum of two years but frequently take much longer, not usually exceeding six years.

Funding

Graduate students may take out student loans, but instead they often work as teaching or research assistants. Students normally agree, as a condition of acceptance to a programme, not to devote more than twelve hours per week to work or outside interests. Funding is available to first-year masters students whose transcripts reflect exceptionally high grades; this funding is normally given in the second year. Funding for Ph.D. students comes from a variety of sources, and many universities waive tuition fees for doctoral candidates. Funding is available in the form of bursaries and other awards, both private and public.

Requirements for completion

Both master's and doctoral programs may be done by coursework or research or a combination of the two, depending on the subject and faculty. Most faculties require both, with the emphasis on research, and with coursework being directly related to the field of research. Masters candidates undertaking research are typically required to complete a thesis comprising some original research and ranging from seventy to two-hundred pages. Some fields may require candidates to study at least one foreign language if they have not already earned sufficient foreign-language credits. Some faculties require candidates to defend their thesis, but many do not. Those that do not often have a requirement of taking two additional courses, minimum, in lieu of preparing a thesis. Ph.D. candidates undertaking research must typically complete a thesis, or dissertation, consisting of original research representing a significant contribution to their field, and ranging from two-hundred to five-hundred pages. Most Ph.D. candidates will be required to sit comprehensive examinations—examinations testing general knowledge in their field of specialization—in their second or third year as a prerequisite to continuing their studies, and must defend their thesis as a final requirement. Some faculties require candidates to earn sufficient credits in a third or fourth foreign language; for example, most candidates in modern Japanese topics must demonstrate ability in English, Japanese, and Mandarin, while candidates in pre-modern Japanese topics must demonstrate ability in English, Japanese, Classical Chinese, and Classical Japanese. At English-speaking Canadian universities, both masters and Ph.D. theses may be presented in English or in the language of the subject (German for German literature, for example), but if this is the case an extensive abstract must be also presented in English. In exceptional circumstances, a thesis may be presented in French. French-speaking universities have varying sets of rules; some will accept students with little knowledge of French if they can communicate with their supervisors (usually in English).

United Kingdom

Admission

Admission to do a research degree in the UK typically requires the sponsorship of a professor. It is useful to have a master's degree, but certainly not essential. A good bachelor's degree, however, is required. Usually research students are admitted to do an M.Phil and can later convert to a Ph.D if they progress well. Admission to do a taught master's degree (based on coursework) depends upon having an undergraduate degree, generally in a related subject.

Funding

It is very difficult to obtain funding for postgraduate study in the UK. There are a few scholarships for master's courses, but these are rare and dependent on the course and class of undergraduate degree obtained. Most master's students are self-funded. Funding is available for some Ph.D. courses. There is more funding available to those in the sciences than in other disciplines. For overseas students, most major funding applications are due as early as twelve months or more before the intended graduate course will begin. This funding is also often highly competitive. The most widely available, and thus important, award for overseas students is the Overseas Research Student Award, which pays the difference in university fees between an overseas student and a British or EU resident. However, a student can only apply for the ORS for one university, often before he or she knows whether they have been accepted.

United States

Admission

Admission to graduate school usually requires a bachelor's degree. High grades in one's field of study are important, grades outside the field less so. Good GRE scores and, especially, good letters of recommendation from undergraduate instructors are essential. Within the sciences and some social sciences, previous research experience may be important; within most humanities disciplines, an example of academic writing normally suffices. Many universities require a personal statement, which may include indications of the intended area(s) of research; how detailed this statement is or whether it is possible to change one's focus of research depends strongly on the discipline and department being applied to. In some disciplines or universities, graduate applicants may find it best to have at least one recommendation from research work outside of the college where they earned their Bachelor's degree; however, as with previous research experience, this may not be very important in most humanities disciplines. The most selective schools set minimum GPAs and test scores below which they will not accept any applicants; this reduces the time spent reviewing applications. Some also require professors to act as sponsors. Finally, applicants from non-English speaking countries must take the Test of English as a Foreign Language (TOEFL). At most institutions, decisions regarding admission are not made by the institution itself but the department for which the applicant will be studying.

Requirements for completion

Graduate students often declare their intended degree (Master's or Doctorate) in their applications. In some cases, master's programs allow successful students to continue toward the doctorate degree. Additionally, students who complete their coursework but not dissertation ("ABD," for "all but dissertation") often receive master's degrees and an additional master's called a Master of Philosophy, or MPhil. The Master's component of a doctorate program often requires one or two years, and some students, because doctoral programs are better-funded, apply for doctoral programs while only intending to attain a Master's degree. This is generally not accepted and, if a student's advisor learns of the student's plans, can result in early termination. Many graduate programs require students to pass one or several examinations in order to demonstrate their competence as scholars. Comprehensive examinations ("Comps") are often required in the first year of doctoral study, and are designed to test a student's background undergraduate-level knowledge. Students failing after two attempts are usually expelled from the program, often being awarded a master's degree instead of a Ph.D. Some students who fail to perform well are declared "terminal Masters" students and not allowed to progress on to the Ph.D. after finishing & defending their master's thesis. Comprehensive examinations of this type are more common in the sciences and some social sciences, and relatively unknown in most humanities disciplines. Most graduate students perform teaching duties. Early in the program, they often serve as graders and tutors; as they advance, they can be promoted to Lecturer status, receiving more responsibility and a larger stipend. Doctoral students generally spend roughly their first two to three years taking course work, and by their second year if not before, begin research. Many master's and all specialist students will perform research culminating in a paper, presentation, and defense of their research. This is called the master's thesis (or, for Educational Specialist students, the specialist paper). Many US master's degree programs, however, do not require a master's thesis, focusing instead primarily on course work. In the second and third years of study, doctoral programs often require students to pass more examinations. Programs often require a Qualifying Examination ("Quals") or General Examination ("Generals"), testing students' grasp of a broad sample of their discipline, and/or one or several Special Field Examinations ("Specials"), testing students in their narrower selected areas of specialty within the discipline. If these examinations are held orally, they may be known colloquially as "orals". For some social science and many humanities disciplines, where graduate students may or may not have studied the discipline at the undergraduate level, these exams will be the first set, and be based either on graduate coursework or specific preparatory reading (sometimes up to a year's work in reading). In all cases, comprehensive exams are normally both stressful and time consuming, and must be passed to be allowed to proceed on to the thesis. Passing such examinations allows the student to stay, begin doctoral research, and rise to the status of a doctoral candidate, while failing usually results in the student leaving the program or re-taking the test after some time has passed (usually a semester or a year). Some schools have an intermediate category, passing at the Master's level, which allows the student to leave with a Master's without having completed a Master's thesis. For the next several years the doctoral candidate primarily performs his or her research. Usually this lasts three to eight years, though a rare few finish more quickly and some take substantially longer. In total, the typical doctoral degree takes between 4 and 10 years from entering the program to completion, though this time varies depending upon the department, thesis topic, and many other factors. For example, astronomy degrees take five to six years on average, but observational astronomy degrees take six to seven due to limiting factors of weather, while theoretical astronomy degrees take five. Though there is substantial variation among universities, departments, and individuals, humanities and social science doctorates on average take somewhat longer to complete than natural science doctorates. These differences are due to the differing nature of research between the humanities and some social sciences and the natural sciences (solitary as opposed to lab or group based), and to the differing expectations of the discipline in coursework, languages and length of thesis. However, time required to complete a doctorate also varies according to the candidate's abilities and choice of research. Some students may also choose to remain in a program if they fail to win an academic position, particularly in disciplines with a tight job market; by remaining a student, they can retain access to libraries and university facilities, while also retaining an academic affiliation, which can be essential for conferences and job-searches. Traditionally, doctoral programs were only intended to last three to four years and, in some disciplines (primarily the natural sciences), with the economic support of a second-income, a helpful advisor, and a light teaching load, it is possible for the degree to be completed in that amount of time. However, increasingly many disciplines, including most humanities, set their requirements for coursework, languages and the expected extent of thesis research by the assumption that students will take five years minimum or six to seven years on average; competition for jobs within these fields also raises expectations on the length and quality of theses considerably. In some disciplines doctoral programs can average seven to ten years, with those taking less seen as not doing as full a job as they should have. Archaeology, which requires long periods of research, tends towards this. The increase in length of degree is a matter of great concern for both students and universities, though there is much disagreement on potential solutions to this problem. Foreign graduate students outnumber American-born students in some US departments, primarily in the natural sciences, and engineering.

Funding

Graduate students who are not independently wealthy live meagerly compared to their peer group, but how meagerly depends greatly on the nature of funding at their university. At some elite universities with large endowments, there may be a minimum stipend established for all Ph.D. students within their first five years, as well as a tuition waiver. This stipend may consist of a scholarship for one to two years, and then guaranteed TA or RA positions. At many elite universities, these stipends have been increasing, in response both to student pressure and especially to competition among the elite universities for graduate students. Because of this competition, increases tend to be concentrated on the beginning years of the program, not on the relatively poorly funded finishing students. At most universities, however, the level of available funding is much less and required work greater. Students who are able to attain an RA (research assistant) or TA (teaching assistant) position, at least, may acquire tuition-forgiveness and a stipend that pays for most expenses. Stipends do not usually correlate with local cost of living, so students in expensive locales such as Boston and Berkeley, even funded, almost invariably lose economic ground. RA positions are more coveted than TA positions because, while teaching is generally considered a distraction from one's work, RAs typically are paid to work on the dissertation they are required to complete anyway. RA positions are more typical of science disciplines; they are relatively uncommon in humanities disciplines, and where they exist, rarely allow the student to work on their own research. A rare few students can attain outside fellowships such as the National Science Foundation (NSF) and National Physical Sciences Consortium (NPSC). The sciences are funded well enough that most students can attain either outside or institutional funding, but in the humanities, not all do. Some humanities students are forced to borrow money during their coursework, then take full-time jobs while completing their dissertations. Again, funding differs greatly by the wealth of the university; some universities give five years of full funding to all Ph.D. students, though often with a teaching requirement attached; other universities do not. However, because of the teaching requirements, which can be in the research years of the Ph.D., even the most funded of universities often do not have funding for humanities or social science students who need to do research elsewhere, whether in the United States or overseas. Foreign grads are typically funded the same way as domestic (US) grads, although some funding sources (such as many NSF fellowships) may only be awarded to domestic students. International students often have worse financial difficulties than domestic students. Reasons include high costs to visit their families back home, support of a family not allowed to work due to immigration laws, tuition that is ridiculous by world standards, and large fees: visa fees by the Immigration and Naturalization Service, surveillance fees (such as Student and Exchange Visitor Information Systems, or SEVIS[http://www.cnn.com/2004/EDUCATION/03/21/international.students.ap/index.html]) by Congress and Homeland Security. In rare cases, graduate students can lose funding and be de facto terminated from the program. Depending on the structure of the department, this can sometimes even happen at the whim of an advisor. This can be devastating, and there have been instances of suicide, or murder of professors or advisors by graduate students who have lost funding and are unable to complete their degrees. With the recognition of both the lack of funding and the uncertainty of the job market, many academics advise their undergraduate students not to pursue graduate education if they do not have adequate funding. However, even students with generous funding at the beginning of their degree may find themselves struggling to find funding to conduct research away from the university or to finish writing.

Graduate Employee Unions

At many universities some graduate students are employed by their university to teach classes or do research. While all graduate employees are graduate students many graduate students are not employees. MBA students, for example, usually pay tuition and don't have paid teaching or research positions. In many countries graduate employees have collectively organized labor unions in order to bargain a contract with their university. In Canada, for example, almost all graduate employees are members of a CUPE local. In the United States there are many graduate employee unions at public universities, the Coalition of Graduate Employee Unions lists 25 recognized unions at public universities on its website. Private universities, however, are covered under the National Labor Relations Act rather than state labor laws and until 2001 there were no recognized unions at private universities. Many graduate students see themselves as akin to junior faculty, but with significantly lower pay. Many graduate students feel that teaching takes time that would better be spent on research, and many point out that there is a vicious circle in the academic labor economy. Institutions that rely on cheap graduate student labor have no need to create expensive professorships, so graduate students who have taught extensively in graduate school can find it immensely difficult to get a teaching job when they have obtained their degree. Many institutions depend heavily on graduate student teaching: [http://www.yaleunions.org/geso/reports/BlackboardBlues.pdf a 2003 report by the Yale graduate student union], for instance, claims that "70% of undergraduate teaching contact hours at Yale are performed by transient teachers: graduate teachers, adjunct instructors, and other teachers not on the tenure track." The United Auto Workers (under the slogan "Uniting Academic Workers") and the American Federation of Teachers are two of the international unions that often represent graduate employees. Private universities' administrations often oppose their graduate students when they try to form unions, arguing that students should be exempt from labor laws intended for "employees", while the internationals and most graduate students feel all workers have an inalienable right to unionize. This tactic is similar to that used by WAL-MART which considers its employees to be "associates" rather than "employees". In some cases unionization movements have met with enough student opposition to fail. At the schools where graduate employees are unionized, which positions are unionized vary. Sometimes only one set of employees will unionize (e.g. teaching assistants, residential directors); at other times, most or all will. Typically, fellowship recipients, usually not employed by their university, do not participate. When negotiations fail, graduate employee unions sometimes go on strike. While graduate student unions can use the same types of strikes that other unions do, they have also made use of teach-ins, work-ins, marches, rallies, and grade strikes. In a grade strike, graduate students refuse to grade exams and papers and, if the strike lasts until the end of the academic term, also refuse to turn in final grades. Another form of job action is known as "work-to-rule", in which graduate student instructors work exactly as many hours as they are paid for and no more. Typically, one 3-credit course is considered to take 10 hours per week of work, although many instructors spend more time than this on class meetings, class preparation, office hours, corresponding with students, and especially grading student work. Graduate employees at New York University are currently on strike, as the NYU administration has refused to re-negotiate a contract with GSOC.

Life after graduate school

Traditionally, successful doctorate candidates in the English-speaking world would proceed to tenure-track faculty positions upon graduation, perhaps after completing a post-doctoral position. Some of the requirements or recommendations for doctoral programs still reflect this tradition (for example, it is recommended that Ph.D. students gain at least some teaching experience—for example, by working as teaching assistants—during their studies). In recent years, however, merely possessing an advanced degree is no guarantee of getting an academic job. Universities are more reluctant to hire full-time faculty, relying increasingly on part-time teachers who earn less money, have no tenure or job security, and are not eligible for benefits. The term "Publish or perish" refers to the increasing need for faculty to engage in research and publish regularly in order to be considered for tenure-track positions, promotions, salary increases, and so on. As a result of these issues, many Ph.D.s enter industry—in some fields, more than 50 percent do. Others seek work in academically-related fields, such as Librarianship.

References

- William G. Bowen & Neil L. Rudenstine, In Pursuit of the PhD (Princeton UP, 1992; ISBN 0-691-04294-2). A comprehensive report on graduate education in the US from the 1960s to the 1990s, based on surveys of tens of thousands of graduate students.

External links

- [http://www.AcademicLadder.com Academic Ladder] - An informational site for graduate students and professors climbing the academic ladder.
- [http://www.everythingbio.com/gradschool/index.php EverythingBio] - Search for biology graduate schools, and find out information about different programs before you apply.
- [http://www.edusvcs.com/ FullyEmployedMBA] - Provides comprehensive content and articles on getting your masters degree in business.
- [http://www.petersons.com/ Peterson's Planner] - A very large educational resource website that can be used to find schools, secure funding, and practice for standardized tests.
- [http://www.phinished.org/ Phinished.org] - A discussion & support group for those who cannot seem to finish their theses or dissertations.
- [http://sciencecareers.sciencemag.org/ Science Careers] - Contains many articles about graduate school life and scientific training, career development, and the science job market.
- [http://www.philosophicalgourmet.com/ The Philosophical Gourmet Report] - Information about graduate programs in philosophy. Category:Educational stages Category:School types ja:大学院生 th:บัณฑิตวิทยาลัย

Quaternary education

Quaternary education or postgraduate education is the fourth-stage educational level, and follows the completion of an undergraduate degree at a college or university. Graduate school is an example of quaternary education; some consider masters-level degrees as part of tertiary education; some consider postdoctoral positions to be quaternary education while others consider them to be jobs. In Australia, New Zealand, the UK, and most countries of continental Europe, this term is normally not used. Postgraduate study is considered part of tertiary education.

Graduate school

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Professional

:This article is about the people called professionals. For the movie, see The Professionals (movie). A professional works to receive payment for an activity (as a profession), which usually requires expertise and carries with it socially significant mores and folkways. That is to say, behaving professionally would indicate that the person's actions remain in accordance with specific rules, written or unwritten, pertaining to behavior, dress, speech, etc. By extension, the adjective professional can indicate that someone has great expertise or skill in a craft or activity. In narrow usage, not all expertise is considered a profession. Although sometimes referred to as professions, such occupations as skilled construction work are more generally thought of as trades or crafts. The completion of an apprenticeship is generally associated with skilled labor or trades such as carpenter, electrician, plumber, and other similar occupations. The opposite of professional is amateur or, disparagingly, "rank amateur." Sometimes an amateur can perform as well or better than a professional, but this tends to be an exception. Therefore, in many fields a person must overcome a barrier before gaining recognition as a professional. Such barriers include academic degrees, certifications, or licenses. Professions with such barriers include those of accountancy, architecture, medicine, engineering, intelligence, law, librarianship, nursing, social work and teaching. In the strictest sense, a profession is created by legislation and is self-regulating.

Sport

Sometimes the professional status of an activity is controversial, for example there is debate as to whether or not professionals should be allowed to compete in the Olympic Games. It has been suggested that the crude, all or nothing categories, of professional or amateur should be reconsidered. A historical shift is occurring with the rise of Pro-Ams, a new category of people that are pursuing amateur activities to professional standards.

Higher education

Working in higher education

Further reading

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Academic degree

History

Types of academic degrees

See also

Liberal arts college

List of liberal arts colleges

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References

External links

Tertiary education

See also

Graduate student

Canada

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United Kingdom

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United States

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Graduate Employee Unions

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Quaternary education

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Lists

Graduate school

Canada

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United Kingdom

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Graduate Employee Unions

Life after graduate school

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Professional

Sport

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Postgraduate

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