The Five-Year Program Debate Continues: An Updated Analysis of the Supply of and Demand for Master's Degrees in Accounting

2003 ◽  
Vol 18 (2) ◽  
pp. 211-220 ◽  
Author(s):  
Paul B. W. Miller
Keyword(s):  
Supply And Demand ◽  
Master's Degrees ◽  
Bachelor's Degrees ◽  
Accounting Graduates

This comment updates an analysis of the supply of, and demand for, accounting graduates that was published in 1996. This analysis shows that the imbalance between supply and demand continues. It also shows that the slight increases in supply of, and demand for, master's degrees has been accompanied by large decreases in the supply of, and demand for, bachelor's degrees. The data do not suggest that mandated five-year programs can be justified by a change in the demand for graduates.

Comment on: “The Five-Year Program Debate Continues: An Updated Analysis of the Supply of and Demand for Master's Degrees in Accounting”

2003 ◽  
Vol 18 (4) ◽  
pp. 409-415 ◽  
Author(s):  
James A. Howard ◽  
Bruce H. Lubich
Keyword(s):  
Master's Degree ◽  
Supply And Demand ◽  
Master's Degrees ◽  
Two Factors ◽  
Master’S Degree ◽  
Accounting Graduates

This paper comments on Miller's update of his 1996 analysis of the supply and demand for accounting graduates. His claim that there continues to be an imbalance between supply and demand is shown to be an overestimate resulting from two factors: (1) not using the best data available and (2) limited definitions of those who demand accounting degrees and what qualifies as a Master's degree in accounting.

Monetary and Nonmonetary Costs and Benefits of a Public Health Master’s Degree in the 21st Century

2020 ◽  
Vol 110 (7) ◽  
pp. 978-985
Author(s):  
Angela J. Beck ◽  
Jonathon P. Leider ◽  
Heather Krasna ◽  
Beth A. Resnick
Keyword(s):  
Public Health ◽  
Master's Degree ◽  
Supply And Demand ◽  
Public Health Education ◽  
The United States ◽  
Early Career ◽  
Costs And Benefits ◽  
Net Benefit ◽  
Master's Degrees ◽  
Master’S Degree

As postsecondary tuition and debt levels continue to rise, the value proposition of higher education has been increasingly called into question by the popular media and the general public. Recent data from the National Center for Education Statistics now show early career earnings and debt, by program, for thousands of institutions across the United States. This comes at an inflection point for public health education—master’s degrees have seen 20 years of growth, but forecasts now call for, at best, stagnation. Forces inside and outside the field of public health are shifting supply and demand for public health master’s degrees. We discuss these forces and identify potential monetary and nonmonetary costs and benefits of these degrees. Overall, we found a net benefit in career outcomes associated with a public health master’s degree, although it is clear that some other master’s degrees likely offer greater lifetime earning potentials or lower lifetime debt associated with degree attainment. We outline the issues academic public health must engage in to successfully attract and train the next generation of public health graduates.

Gender Differences in Education and Training in the IT Workforce

2011 ◽  
pp. 3224-3233
Author(s):  
P. Carayon
Keyword(s):  
Gender Differences ◽  
Labor Market ◽  
Educational Attainment ◽  
Market Outcomes ◽  
Advanced Degrees ◽  
Master's Degrees ◽  
Administrative Services ◽  
Education And Health ◽  
Bachelor's Degrees ◽  
Information Sciences

Historically, women have had lower levels of educational attainment (Freeman, 2004; NCES, 1999), which in turn could negatively affect their opportunities in the labor market. However, in the past decade, this has changed dramatically. In general, more women have completed college, and more women have received bachelor’s and master’s degrees than men. Only in the highest level of education (PhD), men hold more degrees than women (NCES, 1999, 2002). In a recent study by the National Center for Education Statistics (NCES), Freeman (2004) presents an overview of the latest developments with regard to gender differences in educational attainment. Historically, females have tended to account for the majority of bachelor’s degrees in fields that often lead to lower paying occupations, such as education and health professions, while males have typically predominated in higher paying fields, such as computer science and engineering. While some of these disparities persist, many changes have occurred since the 1970s. Certain fields in which men received the majority of degrees in the 1970s, such as social sciences, history, psychology, biological sciences/life sciences, and business management and administrative services, attained relative gender parity or were disproportionately female by 2001. While other fields, such as computer and information sciences, physical sciences and science technologies, and engineering, continue to have a larger proportion of males, the percentages of females majoring in those fields is increasing (Freeman, 2004). Between 1970 and 2001, the percentages of master’s, doctoral and first-professional degrees earned by females increased substantially in many fields. However, advanced degrees conferred still tend to follow traditional patterns, with women accounting for the majority of master’s and doctor’s degree recipients in education and health, and men accounting for the majority of recipients in computer and information sciences and engineering. Higher levels of educational attainment are associated with certain labor market outcomes, such as higher labor force participation rates, higher rates of employment, and higher earnings (Freeman, 2004). A study by Igbaria, Parasuraman and Greenhaus (1997) looked at gender differences in the information technology (IT) work force with regard to education and experience, career history and attainments and career orientation. The results showed significant differences in educational attainment. A larger percentage of female IT employees in the study ended their formal education after attaining a bachelor’s degree.

Psychological Framework for IT Education

2011 ◽  
pp. 28-34
Author(s):  
Janice A. Grackin
Keyword(s):  
Science Education ◽  
Information Science ◽  
Gender Imbalance ◽  
Master's Degrees ◽  
Post Secondary ◽  
Information Technology Education ◽  
Bachelor's Degrees ◽  
It Education ◽  
Congressional Hearing ◽  
Education Academic

The most recent U.S. national statistics available indicate that among those earning degrees in engineering in 2000-2001, women made up only 18% of bachelor’s degrees, 21% of master’s degrees, and 17% of doctorates (NCES, 2003). A similar pattern emerges among those earning degrees in computer and information sciences, with women awarded only 28% of bachelor’s degrees, 34% of master’s degrees, and 18% of doctorates in those areas in 2000-2001 (NCES, 2003). These and related statistics suggest a continuing gender imbalance in engineering and computer and information science education, academic pathways that lead to careers which are among those traditionally accorded higher prestige and greater financial reward than traditionally “female” occupations (Kennelly, Misra, & Karides, 1999). The situation is particularly dire in computer and information science education. According to testimony at a recent congressional hearing, although the proportion of computer science graduates who were women increased steadily from 14% in 1972 to 37% in 1984, from 1984 to 2000 those numbers began to steadily decline again and are currently at less than 28% (Borrego, 2002). If computer and information technology education draws only from the 49% of the population which is male, the resulting gender imbalance is bound to translate into a shortage of trained IT personnel to fill existing positions. The aging IT workforce means that employers will need to fill not only new positions but those vacated by retiring personnel over the next twenty years (Jackson, 2004). The sheer number of technical professional positions to be filled now and in the foreseeable future makes it imperative that we tap the entire pool of young talent through early implementation of formal and informal strategies that encourage girls and young women to develop technical interests and skills and to enter technical training and post-secondary computer and information science education programs.

scholarly journals Standard Arabic [q]-lexical-borrowings in the speech of Syrian rural migrants

2018 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Rania Habib
Keyword(s):  
Gender Identity ◽  
School Education ◽  
Lexical Borrowing ◽  
Master's Degrees ◽  
Standard Arabic ◽  
Highly Educated ◽  
Bachelor's Degrees ◽  
Elementary School Education ◽  
The Difference ◽  
Professional Degrees

This study examines lexical borrowings from Standard Arabic containing the voiceless uvular stop [q] sound in the speech of 52 Christian rural migrant speakers to the city of Hims in Syria. The study shows that both older and younger males use more lexical borrowings than older and younger females respectively. This gender difference is attributed to the different gender roles and expectations of males and females in society and consequently the gender identity projected by the use of more or less lexical borrowings. Age does not play a role in the use of lexical borrowings, although younger speakers are generally more educated than older speakers and education plays some role. Those at the top of the education scale, i.e. holding professional degrees such as medicine, dentistry, and master’s degrees, show higher use of lexical borrowings than speakers with bachelor’s degrees and lower levels of education. The difference is statistically significant between speakers with professional degrees, on the one hand, and those with bachelor’s degrees, associate degrees and elementary school education, on the other. This difference is not statistically significant with speakers with middle and high school education. Interestingly, education overrides the gender effect when females are at the top of the education scale. That is, females who are highly educated tend to use lexical borrowings as much as males of the same educational level. In this sense, lexical borrowing becomes a marker of higher education not only among males, but also among females. In other words, the gender identity differentiation diminishes when speakers are highly educated.

Gender Differences in Education and Training in the IT Workforce

2011 ◽  
pp. 535-542
Author(s):  
Pascale Carayon ◽  
Peter Hoonakker ◽  
Jen Schoepke
Keyword(s):  
Gender Differences ◽  
Labor Market ◽  
Educational Attainment ◽  
Market Outcomes ◽  
Advanced Degrees ◽  
Master's Degrees ◽  
Administrative Services ◽  
Education And Health ◽  
Bachelor's Degrees ◽  
Information Sciences

Historically, women have had lower levels of educational attainment (Freeman, 2004; NCES, 1999), which in turn could negatively affect their opportunities in the labor market. However, in the past decade, this has changed dramatically. In general, more women have completed college, and more women have received bachelor’s and master’s degrees than men. Only in the highest level of education (PhD), men hold more degrees than women (NCES, 1999, 2002). In a recent study by the National Center for Education Statistics (NCES), Freeman (2004) presents an overview of the latest developments with regard to gender differences in educational attainment. Historically, females have tended to account for the majority of bachelor’s degrees in fields that often lead to lower paying occupations, such as education and health professions, while males have typically predominated in higher paying fields, such as computer science and engineering. While some of these disparities persist, many changes have occurred since the 1970s. Certain fields in which men received the majority of degrees in the 1970s, such as social sciences, history, psychology, biological sciences/life sciences, and business management and administrative services, attained relative gender parity or were disproportionately female by 2001. While other fields, such as computer and information sciences, physical sciences and science technologies, and engineering, continue to have a larger proportion of males, the percentages of females majoring in those fields is increasing (Freeman, 2004). Between 1970 and 2001, the percentages of master’s, doctoral and first-professional degrees earned by females increased substantially in many fields. However, advanced degrees conferred still tend to follow traditional patterns, with women accounting for the majority of master’s and doctor’s degree recipients in education and health, and men accounting for the majority of recipients in computer and information sciences and engineering. Higher levels of educational attainment are associated with certain labor market outcomes, such as higher labor force participation rates, higher rates of employment, and higher earnings (Freeman, 2004). A study by Igbaria, Parasuraman and Greenhaus (1997) looked at gender differences in the information technology (IT) work force with regard to education and experience, career history and attainments and career orientation. The results showed significant differences in educational attainment. A larger percentage of female IT employees in the study ended their formal education after attaining a bachelor’s degree.

scholarly journals Major or Minor?: For What Audiences are Intelligence Studies Programs Best Suited

2021 ◽  
Vol 14 (1) ◽  
pp. 62-77
Author(s):  
Kevin Riehle
Keyword(s):  
Law Enforcement ◽  
Homeland Security ◽  
Career Advancement ◽  
Security Studies ◽  
Degree Programs ◽  
Master's Degrees ◽  
Market Intelligence ◽  
Bachelor's Degrees ◽  
Intelligence Studies ◽  
Analytic Skills

Intelligence and security studies degree programs at non-government universities offer a variety of diplomas, from bachelor’s degrees, to graduate certificates, to master’s degrees. In most cases, universities market intelligence studies degree programs to two audiences: those who aspire to a job in a security-related career (intelligence, law enforcement, or homeland security); and those already in one of those careers who want to improve their qualifications for career advancement. This article proposes three additional audiences—intelligence scholars, students seeking to improve critical thinking and analytic skills, and any informed student—that would also benefit from such degree programs, with each requiring a different combination and weighting of competencies, thus necessitating a different level of emphasis in an intelligence degree program.

scholarly journals Embracing The Future: What Can Accounting Graduates Expect?

2013 ◽  
Vol 6 (5) ◽  
pp. 531-538
Author(s):  
Sheree M. Corkern ◽  
Sandra B. Parks ◽  
Mark I. Morgan
Keyword(s):  
Final Section ◽  
Supply And Demand ◽  
Accounting Students ◽  
Search Process ◽  
Accounting Profession ◽  
Job Opportunities ◽  
The Future ◽  
Key Issues ◽  
Accounting Graduates ◽  
Insight Into

This article informs accounting educators and graduates about key issues in the accounting profession of today, which has entered a new age, and accounting educators and advisors, old and new, must be informed about future prospects for students and make students aware of what they can expect as accounting graduates. Passing this knowledge to students early on provides them with advanced understanding of what the future holds for accounting professionals and will allow students to better embrace their future once they graduate. This article emphasizes supply and demand, hiring and salary practices, and potential job opportunities for the accounting graduate. Information on the various certifications available for accountants and the interview process is included as well. The final section within the article offers insight into the future of the accounting profession. With this paper, educators and advisors gain knowledge to assist accounting students with their future career search process. Students will still need assistance to help them navigate the new environment that they are about to enter, but a clearer understanding of what to expect provides a better foundation on which to build a successful career.

Differences in the Factors Influencing Job Satisfaction Among Scientists and Engineers

2017 ◽  
pp. 460-471
Author(s):  
Vasanthakumar N. Bhat ◽  
Andrew Person
Keyword(s):  
Job Satisfaction ◽  
Economic Factor ◽  
Economic Factors ◽  
Master's Degrees ◽  
Two Factors ◽  
Bachelor's Degrees ◽  
Job Benefits ◽  
Scientists And Engineers ◽  
Start Ups ◽  
Overall Job Satisfaction

Factor analysis indicates that two factors account for significant variations in job-related satisfaction among scientists and engineers. Economic factor consists of job salary, job benefits and job security. Non-economic factor includes responsibility, intellectual challenge, contribution to society, independence, upward mobility, and location. The influence of these factors on overall job satisfaction is different for different individuals. The authors' analysis indicates that scientists and engineers whose job satisfaction is influenced by economic factors include non-U.S. citizens, males, individuals under the age of 30, individuals with Master's degrees or higher, computer and mathematical scientists, individuals working for established businesses and individuals with high job satisfaction. On the other hand, scientists and engineers whose job satisfaction is impacted by non-economic factors include U.S. citizens, females, individuals with Bachelor's degrees, individuals over the age of 30, and scientists and engineers working for start-ups.

Clinical and “Actuarial” Evaluation of Organic Brain Damage by Psychologists and Non-Psychologists Using the Memory-for-Designs

1975 ◽  
Vol 40 (1) ◽  
pp. 99-102 ◽  
Author(s):  
Ann Blankenhorn ◽  
George Cerbus
Keyword(s):  
Brain Damage ◽  
Clinical Judgment ◽  
Rater Reliability ◽  
Master's Degrees ◽  
Level Of Education ◽  
Significant Difference ◽  
Bachelor's Degrees ◽  
Organic Brain ◽  
Group 3

This study examined the effects of type of training and level of education on clinical judgment, as demonstrated in “clinical” and “actuarial” evaluation of the Graham-Kendall Memory-for-Designs (1960). Protocols of 6 organic and 6 non-organic patients matched for age and IQ were evaluated by 18 judges. Nine of the judges were psychologists and nine had degrees in some field other than psychology. In each group 3 judges had PhDs, 3 had Master's degrees, and 3 had Bachelor's degrees. There was no significant difference ( p > .01) between the 2 groups in clinical or actuarial diagnoses of brain damage regardless of level of education, and inter-rater reliability was all but identical. Results were consistent with other research on clinical judgment.

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