Geographic Information Science (GIScience or GISci) includes the existing technologies and research areas of geographic information systems (GIS), cartography, remote sensing, photogrammetry, surveying (also termed geomatics in the U.S.), and quantitative spatial analysis. GIScience therefore addresses fundamental issues in the use of digital technology to handle...
Most of the confusion with Australian postgraduate programmes occurs with the research-based programmes, particularly scientific programmes. Research degrees generally require candidates to have a minimum of a second-class four-year honours undergraduate degree to be considered for admission to a Ph.D. programme (M.Phil. are an uncommon route). In science, a British first class honours (3 years) is not equivalent to an Australian first class honours (1 year research postgraduate programme that requires a completed undergraduate (pass) degree with a high grade-point average). In scientific research, it is commonly accepted that an Australian postgraduate honours is equivalent to a British master's degree (in research). There has been some debate over the acceptance of a three-year honours degree (as in the case of graduates from British universities) as the equivalent entry requirement to graduate research programmes (M.Phil., Ph.D.) in Australian universities. The letters of Honours programmes also added to the confusion. For example: B.Sc. (Hons) are the letters gained for postgraduate research honours at the University of Queensland. B.Sc. (Hons) does not indicate that this honours are postgraduate qualification. The difficulty also arises between different universities in Australia—some universities have followed the UK system.
In 1983, the Engineering Council issued a "'Statement on enhanced and extended undergraduate engineering degree courses", proposing the establishment of a four-year first degree (Master of Engineering). These were up and running by the mid 1980s and were followed in the early 1990s by the MPhys for physicists and since then integrated master's degrees in other sciences such as MChem, MMath, and MGeol, and in some institutions general or specific MSci (Master in Science) and MArts (Master in Arts) degrees. This development was noted by the Dearing Report into UK Higher Education in 1997, which called for the establishment of a national framework of qualifications and identified five different routes to master's degrees:
A research-based master’s degree program at the Weldon School of Biomedical Engineering is available for Indiana University School of Medicine medical students seeking to earn both MD and MS BME degrees. The seamless integration of the timelines for the two degrees allows these students to complete both degrees in five years. The MS BME/MD program leverages the students’ clinical training and medical school coursework to advance innovative engineering solutions for challenges in healthcare delivery. Significant areas for translational research projects include implantable medical devices, engineered tissues and biomaterials, point-of-care diagnostics, advanced medical imaging, and systems engineering of healthcare delivery. Students earning this degree gain firsthand knowledge of medical technology innovation and strategies for clinical translation. They will strengthen their ability to pursue medical research, to facilitate clinical testing of new therapies, and to collaborate effectively with the biomedical industry.
During an ASN-to-MSN program, nursing students often begin with BSN-level coursework. In many programs, students spend a year or more completing undergraduate prerequisite requirements for the MSN. Some programs grant a BSN along the way. After meeting the MSN requirements, students choose an MSN specialization and take graduate-level courses. Programs also incorporate clinical requirements to build professional skills.
Probably the most important master's degree introduced in the 19th century was the Master of Science (MS in the US, MSc in the UK). At the University of Michigan this was introduced in two forms in 1858: "in course", first awarded in 1859, and "on examination", first awarded in 1862. The "in course" MS was last awarded in 1876. In Britain, however, the degree took a while longer to arrive. When London introduced its Faculty of Sciences in 1858, the University was granted a new charter giving it the power "to confer the several Degrees of Bachelor, Master, and Doctor, in Arts, Laws, Science, Medicine, Music", but the degrees it awarded in science were the Bachelor of Science and the Doctor of Science. The same two degrees, again omitting the master's, were awarded at Edinburgh, despite the MA being the standard undergraduate degree for Arts in Scotland. In 1862, a Royal Commission suggested that Durham should award master's degrees in theology and science (with the suggested abbreviations MT and MS, contrary to later British practice of using MTh or MTheol and MSc for these degrees), but its recommendations were not enacted. In 1877, Oxford introduced the Master of Natural Science, along with the Bachelor of Natural Science, to stand alongside the MA and BA degrees and be awarded to students who took their degrees in the honours school of natural sciences. In 1879 a statute to actually establish the faculty of Natural Sciences at Oxford was promulgated, but in 1880 a proposal to rename the degree as a Master of Science was rejected along with a proposal to grant Masters of Natural Sciences a Master of Arts degree, in order to make them full members of the University. This scheme would appear to have then been quietly dropped, with Oxford going on to award BAs and MAs in science.
Online programs offer flexible options like asynchronous classes with no set login times. Working nurses often struggle to attend set class times because of their varying schedules. Furthermore, rather than remaining limited to local nursing schools, as with a traditional program, online students enroll in top programs across the country without relocating.
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: a 2003 report by agitators for a graduate student union at Yale, 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 state of Michigan leads in terms of progressive policy regarding graduate student unions with five universities recognizing graduate employee unions: Central Michigan University, Michigan State University, the University of Michigan, Wayne State University, and Western Michigan University.
Nurses with an associate of science in nursing and an RN license qualify for ASN-to-MSN programs. Most programs that offer an RN-to-MSN program admit nurses with any type of associate degree in nursing, including the ASN. The typical admission requirements for an ASN-to-MSN program include a current, unencumbered RN license, an associate degree in nursing, and a minimum 3.0 GPA. Some programs also require test scores, letters of recommendation, a statement of purpose, or a resume.
Year two of a master's degree program typically involves completing core classes and related electives. This is also the time when they can gain work experience from an internship. Depending on the the field of study, this year may also involve preparing for a licensing exam.Some master's degree programs require a dissertation or thesis, which is a final research paper in which a student selects a topic and performs research related to it.
Research degrees generally consist of either Masters or Doctorate programs. In some disciplines it is acceptable to go straight from the undergraduate degree into a Ph.D. program if one achieves a very good Honors degree (see Admissions below), and in others, it may be encouraged or expected or simply advantageous in varying amounts for the student to first undertake a research Masters before applying to Ph.D. programs. Research master's degrees may be still called an M.A. or M.Sc., like a course work Masters, or may have a special appellation, e.g. M.Phil. Doctorate programs may lead to the award of a Ph.D. or a D.Phil. depending on the university or faculty.
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 Ph.D. Candidacy Examination ("Candidacy"), or a General Examination ("Generals") designed to test the students' grasp of a broad sample of their discipline, 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.
The principal aim of the graduate program is to develop the student’s ability to do original research in mathematics. Independent and critical thinking is fostered by direct contact with faculty memberaculty advisers help students plan their programs of study leading to a Ph.D. in mathematics. Entering students are advised by the director of the Ph.D. program, who assists them in selecting appropriate courses, depending upon their previous studies.
Oregon State University's Applied Economics Graduate Program offers M.S., M.A. and Ph.D. degrees in Applied Economics. The curricula provide, at both master’s and doctoral levels: (i) a foundation of rigorous core courses in economic theory, econometrics, and other quantitative methods; and (ii) areas of concentration in resource and environmental economics, trade and development, and other...
Students are required to complete a 12 credit hour depth/breadth requirement in order to receive a Master’s degree in ECE. To complete this depth/breadth requirement, students must take at least 9 depth credits of ECE coursework from one of the five research divisions in the ECE department (i.e., Computer Engineering, Devices, Electromagnetics and Energy Systems, Electronics, Signals & Systems). At least three of these nine depth credits must be at the 6000 level. In addition, students must complete at least three breadth credits of coursework in the ECE department outside of their declared depth research division. Students can determine which ECE courses are housed in each research division by referring to the research division flow charts at the end of this manual. ECE courses used to complete this depth/breadth requirement will be counted toward the minimum 21 credits of ECE coursework required for the Master’s non‐thesis degree.
Often enough, terms like Master of Arts and Master of Sciences are abbreviated, and the rules on how to do it vary from one university and style guide to another. The academic title Master of Arts can be abbreviated as MA or M.A., and if the university in question is keen on Latin phrases, it may be abbreviated as AM or A.M., from the Latin Artium Magister.
Women, Gender, and Sexuality Studies is the multidisciplinary study of gender and women's lives and experiences. Course work explores women's realities in such areas as the political and social sciences, health, psychology, history, literature, and the arts. Women, Gender, and Sexuality Studies programs grew out of the women's movement, involving understandings of discrimination in society and...
In addition, many Brazilian universities offer a MBA program. However, those are not the equivalent to a United States MBA degree, as it does not formally certify the student with a Master's degree (stricto sensu) but with a Specialization Degree (lato sensu) instead. A regular post-graduation course has to comply with a minimum of 360 class-hours, while a M.B.A. degree has to comply with a minimum of 400 class-hours. Master's degree (stricto sensu) does not requires minimum class-hours, but it's practically impossible to finish it before 1.5 year due the workload and research required; an average time for the degree is 2.5 years. Specialization (lato sensu) and M.B.A. degrees can be also offered as distance education courses, while the master's degree (stricto-sensu) requires physical attendance. In Brazil, the degree often serves as additional qualification for those seeking to differentiate themselves in the job market, or for those who want to pursue a Ph.D. It corresponds to the European (Bologna Process) 2nd Cycle or the North American master's.
The History of Science graduate program provides professional training in the interdisciplinary subject of history of science. The program connects the humanities, social sciences, and natural sciences by studying and interpreting the development of the sciences within particular historical settings and analyzing the changing roles of the sciences within modern cultures. Emphasis in the...
Upon completion of this concentration students are highly marketable and are likely to obtain positions that require geospatial analyses, ranging from environmental positions to military intelligence and private consulting. Graduates work in areas as diverse as environmental organizations to the oil and minerals industry, utility and transportation companies, spatial network management, and other fields. Offered online or on campus.
The Master of Fine Arts, or MFA degree, is a graduate degree that usually requires 2 to 3 years of postgraduate study after a Bachelor’s degree (Bachelor of Fine Arts). Unlike the Master of Arts, the M.F.A. centers around practice in a particular discipline and is recognized as a terminal degree in visual arts, design, dance, photography, theater, and creative writing.
“Earning my master’s degree has already opened new doors to career opportunities. I always wanted to return to the television industry after spending a majority of my career in a newsroom. Going to grad school helped me achieve that goal. I now manage an online graduate program in television management, teaching the industry’s future leaders.” Click To Tweet!
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 master's 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.