Competition for jobs within certain fields, such as the life sciences, is so great that almost all students now enter a second training period after graduate school called a postdoctoral fellowship. In total most life scientists will invest 12–14 years in low-paid training positions and only 14% will obtain tenure track jobs (Miller McCune, the real science gap). The average age at which life scientists obtain their first R01 grant to conduct independent research is now 42.
A French diplôme d'ingénieur (postgraduate degree in engineering) is also the equivalent of a master's degree, provided the diploma is recognised by the Commission des titres d'ingénieur, as are qualifications recognised at Level I of the répertoire national des certifications professionnelles (national register of professional certificates).
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...
The combined MD-PhD BME program (National Institutes of Health (NIH) Medical Scientist Training Program (MSTP)) is offered in conjunction with the Indiana University School of Medicine to train physician-engineers. The MD-PhD BME combined degree is for students committed to a career that intimately incorporates engineering design and translational research with clinical care. The curriculum is flexible, enabling students to design a program that meets their individual goals. A diverse body of engineering and clinical faculty with broad expertise in four signature research areas provide individualized training and mentoring to students. Graduates of this program have pursued careers in academic medicine, business start-ups, and industry. A typical academic plan permits most students to complete the combined degree program in seven or eight years.
In the UK, students will normally need to have a 2:1. Students may also have to provide evidence of their ability to successfully pursue a postgraduate degree to be accepted into a taught master's course, and possibly higher for a research master's. Graduate schools in the US similarly require strong undergraduate performance, and may require students to take one or more standardised tests, such as the GRE, GMAT or LSAT.
The QAA released the first "framework for higher education qualifications in England, Wales and Northern Ireland" in January 2001. This specified learning outcomes for M-level (master's) degrees and advised that the title "Master" should only be used for qualifications that met those learning outcomes in full. It addressed many of the Dearing Report's concerns, specifying that shorter courses at H-level (honours), e.g. conversion courses, should be styled Graduate Diploma or Graduate Certificate rather than as master's degrees, but confirmed that the extended undergraduate degrees were master's degrees, saying that "Some Masters degrees in science and engineering are awarded after extended undergraduate programmes that last, typically, a year longer than Honours degree programmes". It also addressed the Oxbridge MA issue, noting that "the MAs granted by the Universities of Oxford and Cambridge are not academic qualifications". The first "framework for qualifications of Higher Education Institutes in Scotland", also published in January 2001, used the same qualifications descriptors, adding in credit values that specified that a stand-alone master should be 180 credits and a "Masters (following an integrated programme from undergraduate to Masters level study)" should be 600 credits with a minimum of 120 at M-level. It was specified that the title "Master" should only be used for qualifications that met the learning outcomes and credit definitions, although it was noted that "A small number of universities in Scotland have a long tradition of labelling certain first degrees as 'MA'. Reports of Agency reviews of such provision will relate to undergraduate benchmarks and will make it clear that the title reflects Scottish custom and practice, and that any positive judgement on standards should not be taken as implying that the outcomes of the programme were at postgraduate level."