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Postgraduate education
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Postgraduate education (synonymous in North America with graduate education, and sometimes described as quaternary education) involves studying for degrees or other qualifications for which a first or Bachelor's degree is required, and is normally considered to be part of tertiary or higher education.
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Encyclopedia
Postgraduate education (synonymous in North America with graduate education, and sometimes described as quaternary education) involves studying for degrees or other qualifications for which a first or Bachelor's degree is required, and is normally considered to be part of tertiary or higher education. In North America, this level is generally referred to as graduate school.
The organization and structure of postgraduate education is very different in different countries, and also in different institutions within countries. This article sets out the basic types of course and of teaching and examination methods, with some explanation of their history.
In some programs in the traditional German system, there is no legal distinction between "undergraduate" and "postgraduate". In such programs, all education aims towards the Master's degree, whether introductory (Bachelor's level) or advanced (Master's level). The aim of the Bologna process is to abolish this system.
Types of postgraduate qualification
There are two main types of qualification studied for at the postgraduate level: academic and vocational degrees.
Degrees
The term "degree" in this context means the moving from one stage or level to another (from the Latin "de-" + "gradus", through Old French "degre"), and first appeared in the 13th century.
History
Although systems of higher education go back to ancient Greece, China, India, and Africa, the concept of postgraduate education depends upon the system of awarding degrees at different levels of study, and can be traced to the workings of the medieval Islamic madrassahs and European mediæval universities.
The origins of the postgraduate degree, specifically the doctorate, dates back to the ijazat attadris wa 'l-ifttd ("license to teach and issue legal opinions") in the medieval Islamic legal education system, which was equivalent to the Doctor of Laws qualification and was developed during the 9th century after the formation of the Madh'hab legal schools. To obtain a doctorate, a student "had to study in a guild school of law, usually four years for the basic undergraduate course" and at least ten years for a post-graduate course. The "doctorate was obtained after an oral examination to determine the originality of the candidate's theses," and to test the student's "ability to defend them against all objections, in disputations set up for the purpose" which were scholarly exercises practiced throughout the student's "career as a graduate student of law." After students completed their post-graduate education, they were awarded doctorates giving them the status of faqih (meaning "master of law"), mufti (meaning "professor of legal opinions") and mudarris (meaning "teacher"), which were later translated into Latin as magister, professor and doctor respectively.
The practice of postgraduate education was later adopted and expanded in the universities of medieval Europe. University studies took six years for a Bachelor degree and up to twelve additional years for a master's degree or doctorate. The first six years taught the faculty of the arts, which was the study of the seven liberal arts: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. The main emphasis was on logic. Once a Bachelor of Arts degree had been obtained, the student could choose one of three faculties — law, medicine, or theology — in which to pursue master's or doctor's degrees. Theology was the most prestigious area of study, and considered to be the most difficult.
The degrees of master (magister) and doctor were for some time equivalent, "the former being more in favour at Paris and the universities modeled after it, and the latter at Bologna and its derivative universities. At Oxford and Cambridge a distinction came to be drawn between the Faculties of Law, Medicine, and Theology and the Faculty of Arts in this respect, the title of Doctor being used for the former, and that of Master for the latter." Because theology was thought to be the highest of the subjects, the doctorate came to be thought of as higher than the master's.
The main significance of the higher, postgraduate degrees was that they licensed the holder to teach ("doctor" comes from the Latin "docere", meaning "teach"; "magister" is Latin for "master", and is also the root of "magistrate").
Definition
In most countries, the hierarchy of post-graduate degrees is as follows:
- Master's degrees (Postgraduate)
- These are sometimes placed in a further hierarchy, starting with degrees such as the Master of Arts and Master of Science, then Master of Philosophy, and finally Master of Letters, and a DEA in France. In many fields such as clinical social work, or library science in North America, a Master's is the terminal degree. In the UK, Master's degrees may be taught or by research: taught Master's include the MSc and MA degrees which last 1 year and are worth 180 CATS credits (equivalent to 90 ECTS European credits), whereas the Master's by research degrees include the MRes (Master of Research) which also lasts 1 year and worths 180 CATS or 90 ECTS credits (the difference compared to the MA/MSc being that the research is much more extensive), and the MPhil (Master of Philosophy) degree which lasts 2 years (and is often granted to failed doctorates).
- Doctorates (Postgraduate)
- These are often further divided into academic and professional doctorates.
- An academic doctorate can be awarded as a PhD (Philosophiæ Doctor), or as a DSc (Scientiae Doctor). The scientiae doctor degree can also be awarded in specific fields, such as a Dr.sc.math (Doctor scientiarum mathematicarum, Doctor of Mathematics), Dr.sc.agr. (Doctor scientiarum agrariarum, Doctor of Agricultural science), etc. In some parts of Europe, doctorates are divided into the PhD or 'junior doctorate', and the 'higher doctorates' such as the DSc, which is generally awarded to highly distinguished professors. A doctorate is the terminal degree in most fields. In the United States, there is little distinction between a PhD and DSc. In the UK, PhD degrees are often equivalent to 540 CATS credits or 270 ECTS European credits, but this is not always the case as the credit structure of doctoral degrees is not officially defined.
In the UK and countries whose education systems were founded on the British model, such as the U.S., the master's degree was for a long time the only postgraduate degree normally awarded, while in most European countries apart from the UK, the master's degree almost disappeared. In the second half of the 19th century, however, U.S. universities began to follow the European model by awarding doctorates, and this practice spread to the UK. Conversely, most European universities now offer master's degrees parallelling or replacing their regular system, so as to offer their students better chances to compete in an international market dominated by the American model.
Honorary degrees
Most universities award honorary degrees, usually at the postgraduate level. These are awarded to a wide variety of people, such as artists, musicians, writers, politicians, businesspeople, etc., in recognition of their achievements in their various fields. (Recipients of such degrees do not normally use the associated titles or letters, such as "Dr".)
Non-degree qualifications
Postgraduate education can involve studying for qualifications such as postgraduate certificates and postgraduate diplomas — normally held to be lower than degrees. They are sometimes used as steps on the route to a degree, or as part of training for a specific career, or as a qualification in an area of study too narrow to warrant a full degree course.
Australia
Admission
Generally, the Australian higher education system follows that of its British counterpart. Programmes are divided into coursework-based and research-based degrees, and entrance is decided by merit (entrance to coursework-based programmes is usually not as strict); most universities usually require a "Credit" average (equivalent to the British B-) as entry to their taught programmes in a field related to their previous undergraduate. On average, however, a strong "Credit" or "Distinction" average is the norm for accepted students.
Ph.D. entrance requirements in the higher ranked schools typically require a student to have a master's degree by research, or a master's with a significant research component. Those who hold a first-class four-year honours degree may be considered, but are usually first admitted as probationary Ph.D.-students during the first year, then transfer to permanent candidacy contingent upon successful progress. The minimum duration of a Ph.D. programme is two years, but completing within this time span is unusual, with Ph.D.s usually taking an average of three to four years to be completed.
Most of the confusion with Australian postgraduate programmes occurs with the research-based programmes. Research degrees generally require candidates to have a minimum of a second-class four-year honours undergraduate degree to be considered for admission. There has been some debate over the acceptance of a three-year honours degree (as in the case of graduates from British universities) as equivalent entry requirement to graduate research programmes (M.Phil., Ph.D.) in Australian universities, even though British graduates hold equivalent honours classification (upper-second and above).
Professional programs
There are many professional programs such as medical and dental school require a previous bachelors for admission and are considered graduate or Graduate Entry programs even though they culminate in a bachelors degree. Example, the Bachelor of Medicine (MBBS) or Bachelor of Dentistry (BDent).
There has also been some confusion over the conversion of the different marking schemes between British, U.S., and Australian systems for the purpose of assessment for entry to graduate programmes. The Australian grades are divided into four categories: High Distinction, Distinction, Credit, and Pass (though many institutions have idiosyncratic grading systems). Assessment and evaluation based on the Australian system is not equivalent to British or U.S. schemes because of the "low-marking" scheme used by Australian universities. For example, a British student who achieves 70+ will receive an A grade, whereas an Australian student with 70+ will receive a Distinction which is not the highest grade in the marking scheme. Hence, there have been many instances where Australian university admission officers have incorrectly assessed foreign grade marks as equivalent to their own.
Funding
The Australian government usually offer full funding (fees and a monthly stipend) to its citizens and permanent residents who are pursuing research-based higher degrees. There are also highly competitive scholarships for international candidates who intend to pursue research-based programmes. Taught-degree scholarships (certain masters' degrees, Grad. Dip., Grad. Cert., D.Eng., D.B.A.) are almost non-existent for international students, so they are usually required to be self-funded.
Requirements for completion
Requirements for the successful completion of a taught master's programme are that the student pass all the required modules. Some universities require eight taught modules for a one-year programme, twelve modules for a one-and-a-half-year programme, and twelve taught modules plus a thesis or dissertation for a two-year programme. The academic year for an Australian postgraduate programme is typically two semesters (eight months of study).
Requirements for research-based programmes vary among universities. Generally, however, a student is not required to take taught modules as part of their candidacy. It is now common that first-year Ph.D. candidates are not regarded as permanent Ph.D. students for fear that they may not be sufficiently prepared to undertake independent research. In such cases, an alternative degree will be awarded for their previous work, usually an M.Phil. or M.Sc. by research.
Canada
Admission
Admission to a master's program generally requires a bachelor's degree in a related field, with sufficiently high grades usually ranging from B+ and higher (note that different schools have different letter grade conventions, and this requirement may be significantly higher in some faculties), and recommendations from professors. 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 master's degree in a related field, sufficiently high grades, recommendations, samples of writing, a research proposal, and typically an interview with a prospective supervisor. Requirements are often set higher than those for a master's 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 master's. Many Canadian graduate programs allow students who start in a master's to "reclassify" into a Ph.D. program after satisfactory performance in the first year, bypassing the master's degree.
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 typically 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 often 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 scholarships, 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.
Master's 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 master's 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 undertake a research degree in the UK typically requires a good bachelor's degree (at least lower second, but usually an upper second or first class). Students may or may not already have a Master's degree. Doctoral candidates are initially admitted to a Masters in Research Philosophy (M.Phil. or MRes), then later accede to a Ph.D. if they progress well.
Funding
Funding for postgraduate study in the UK is awarded competitively, and usually is disseminated by institution (in the form of a certain allocation of studentships for a given year) rather than directly to individuals. There are a number of scholarships for Master's courses, but these are relatively rare and dependent on the course and class of undergraduate degree obtained (usually requiring at least a lower second). Most Master's students are self-funded.
Funding is available for some Ph.D. courses. As at the Master's level, there is more funding available to those in the sciences than in other disciplines. Such funding generally comes from Research Councils such as the Engineering and Physical Sciences Research Council (EPSRC), Arts and Humanities Research Council (AHRC), Medical Research Council (MRC) and others.
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.
Students studying part-time for a Master's degree can apply for income-based Jobseeker's Allowance provided their timetabled hours are less than 16 hours per week. This also entitles the student to housing benefit provided by their local council. Full-time students (of any type) are not normally eligible for state benefits, including during vacation time.
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. Standardized test (e.g., Graduate Record Examination (GRE), Graduate Management Admission Test (GMAT), Medical College Admission Test (MCAT), Dental Admission Test (DAT), Graduate Record Examination (GRE) Subject Test, Law School Admission Test (LSAT)) scores may be required by some institutions and, especially, good letters of recommendation from undergraduate instructors are often essential. Strong recommendation letters from mentors or supervisors of undergraduate research experience provide evidence that the applicant can perform research.
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 (sometimes called Statement of Purpose or Letter of Intent), 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 to which the student is applying.
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.
Some schools set minimum GPAs and test scores below which they will not accept any applicants; this reduces the time spent reviewing applications. On the other hand, many other institutions often explicitly state that they do not use any sort of cut-offs in terms of GPA or the GRE scores. Instead, they claim to consider many factors, including past research achievements, the compatibility between the applicant's research interest and that of the faculty, the statement of purpose and the letters of reference, as stated above. Some programs 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 to which the student is applying. Some departments may require interviews before making the decision to accept an applicant.
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, doctoral students who have advanced to candidacy but not filed a dissertation ("ABD," for "all but dissertation") often receive master's degrees and an additional master's called a Master of Philosophy, or MPhil, or C.Phil. "Candidate in Philosophy" degree. 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. In some departments, a comprehensive examination is often required in the first year of doctoral study, and is designed to test a student's background undergraduate-level knowledge. 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, often serving as graders and tutors. In some departments, they can be promoted to Lecturer status, a position that comes with more responsibility.
Doctoral students generally spend roughly their first two to three years taking coursework, and begin research by their second year if not before. 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). However, many US master's degree programs do not require a master's thesis, focusing instead primarily on course work or on "practicals" or "workshops". Such "real-world" experience may typically require a candidate work on a project alone or in a team as a consultant, or consultants, for an outside entity approved or selected by the academic institution, and under faculty supervision.
In the second and third years of study, doctoral programs often require students to pass more examinations. Programs often require a Qualifying Examination ("Quals"), a PhD Candidacy Examination ("Candidacy"), or a General Examination ("Generals"), designed to students' grasp of a broad sample of their discipline, and/or one or several Special Field Examinations ("Specials"), which test 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 few finish more quickly and some take substantially longer. In total, the typical doctoral degree takes between 4 and 8 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, 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 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. Archaeology, which requires long periods of research, tends towards the longer end of this spectrum. 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 US-born students in some departments, primarily in the natural sciences, and engineering.
Funding
Many departments, especially those in which students have research or teaching responsibilities, offer tuition-forgiveness and a stipend that pays for most expenses. At some elite universities, there may be a minimum stipend established for all Ph.D. students, as well as a tuition waiver. The terms of these stipends vary greatly, and may consist of a scholarship or fellowship, followed by teaching responsibilities. 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.
In some fields, research positions are more coveted than teaching positions because student researchers are typically paid to work on the dissertation they are required to complete anyway, while teaching is generally considered a distraction from one's work. Research 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.
Departments often have funds for limited discretionary funding to supplement minor expenses such as research trips and travel to conferences.
A few students can attain outside fellowships such as the National Science Foundation (NSF) and National Physical Science 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 borrow money during their coursework, then take full-time jobs while completing their dissertations. Funding differs greatly by departments and universities; 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 students are typically funded the same way as domestic (US) students, although Federally-subsidized student and parent loans and work-study assistance are generally limited to U.S. citizens and nationals, permanent residents, and approved refugees. Moreover, 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 steep by world standards, and large fees: visa fees by U.S. Citizenship and Immigration Services, surveillance fees (such as Student and Exchange Visitor Information Systems, or SEVIS) by the United States Congress and the United States Department of Homeland Security.
Graduate employee unions
At many universities, 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 do not 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: , 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." Additionally, graduate employees are currently organizing to have a greater voice in decision making. Michigan leads in terms of progressive policy regarding graduate student unions, and four graduate schools in Michigan currently recognize graduate employee unions: the University of Michigan, Michigan State University, Wayne State University, and Western Michigan University.
The United Auto Workers (under the slogan "Uniting Academic Workers") and the American Federation of Teachers are two international unions that 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". 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.
See also
Sources and external links
- J.A. Burns. (The Catholic Encyclopedia, 1909)
- E.A. Pace. (The Catholic Encyclopedia, 1909)
- 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.
- - Discusses innovations in doctoral training.
- - One student's experiences when applying to graduate programs in psychology. Includes helpful explanations and tips for all stages of the application process.
- - Covers selecting the right program, taking tests, recommendations, and statement of purpose from a professor who has been on the admissions committee for CMU, MIT, Berkeley.
- - Written by a professor of psychology at Portland State University.
- - A concise list of suggestions for how to make an effective application to a first academic job. Aimed primarily at applicants to undergraduate institutions, but some good advice across the board.
- - Decription of medical education programs at 125 U.S. and 16 Canadian graduate schools.
- - Detailed web resource about taught and research postgraduate programmes in Ireland.
- - Hundreds of unbiased articles offering an overview of various master's degree programs. Includes information on commonly required coursework, as well as occupational outlooks.
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