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Will That College Degree Pay Off?

A new report measures the “return on investment” offered by various higher education programs.

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By Ann Carrns

Most four-year degrees pay off by paving the way for graduates to recoup the cost of their education relatively quickly, a new analysis finds. But that’s particularly true for some programs, while others may offer little economic advantage over a high school diploma.

The findings are part of a report on some 38,000 post-high school degree and certificate programs published this week by Third Way, a center-left public policy group. The report analyzed data collected for the federal Education Department’s “College Scorecard” tool to measure the “return on investment” offered by various higher education programs.

The report found that almost two-thirds of the 26,000 bachelor’s degree programs in the study enabled a majority of their graduates to make enough money to recover their costs in 10 years or less after graduation.

Bachelor’s degree programs, which typically take four years, are generally more expensive but are most likely to show at least some return on investment — meaning graduates earn enough to pay off their college costs reasonably quickly — for those who complete a degree, compared with two-year associate degrees or shorter certificate programs.

That’s good news for students who completed those four-year programs, said the report’s author, Michael Itzkowitz, senior fellow for higher education at Third Way and a former director of the College Scorecard.

Certain fields of study, however — typically those in higher-paying fields like engineering or health care — are substantially more likely to lead to a speedier economic boost than fields like the arts, religion or biology.

All of the largest programs in electrical and communications engineering, for instance, allowed most of their graduates to recoup their educational investment in five years or less. But many programs in some fields, like drama and dance, show no return on investment, the report found, meaning most of their graduates are earning less than a typical high school graduate.

“It’s not surprising,” Mr. Itzkowitz said. “But it is depressing.”

It doesn’t mean, his report said, that programs with little economic return on investment provide no “societal value.” But it does suggest that the economic return in certain fields may be “limited,” perhaps because available jobs pay too little or offer unstable career opportunities.

Lisa Sohmer, an independent college consultant near St. Petersburg, Fla., said such findings needed to be kept in perspective. While a college education is an investment, she said, it pays off in ways that aren’t strictly financial. Students are exposed to new ideas, she said, and learn about strengths and interests they didn’t know they had.

“It’s about exploring, learning, growing,” she said. “The goal is not to come out the way you went in.”

The report found that most graduates of “the vast majority” of bachelor’s programs, regardless of the field of study, were likely to earn more than if they hadn’t enrolled.

Programs at public institutions offered the highest likelihood that graduates would be able to recoup their investment within five to 10 years, the report found.

Programs offered at for-profit colleges are the least likely to offer a good return on investment to their graduates, the report found. Just 40 percent of for-profit programs show graduates recouping costs within 10 years, compared with 73 percent for public programs and 56 percent for private, nonprofit programs.

Previous reports from Third Way examined the financial benefit of attending different educational institutions, while the latest report attempts to examine the economic return of specific programs or majors across colleges. (The new report doesn’t rank specific programs or majors by institution. That comparison may be the subject of a future report, Mr. Itzkowitz said.)

The cost of college is on the minds of students and families, particularly after a year when many students attended class remotely because of the pandemic. Four in 10 high school students say cost is the “most important” factor in choosing where and how to pursue their college education, according to a survey released this week by Fidelity Investments.

While more than half of students said “getting a job in a field I’m passionate about” was their top goal in pursuing a college education, about half said they sought “a job that pays well enough to support me and my long-term goals.” The survey of 4,004 high school students, recent college graduates and their parents was conducted online in May and June.

Here are some questions and answers about college costs:

How much does a four-year college degree cost these days?

The average published cost of a four-year public university, including in-state tuition, fees, room and board, is now about $22,000 a year, according to the College Board. Average annual costs at four-year private, nonprofit colleges are well over twice that amount.

How did the report measure “return on investment” for a college education?

The report estimated how long it takes to recover a student’s net college costs, based on the earnings “premium” a student gains by attending college. Here’s an example: If a student graduates with a degree in business and earns $15,000 more than the typical high school graduate in the state, the earnings premium is $15,000. If the degree cost $60,000, it would take four years to recoup the cost. If a majority of students who graduated from a program are able to recoup their costs in 10 years or less, the program is considered to offer a reasonable return on investment; five years or less is even better.

The report looked at roughly 2.2 million students who graduated in 2015 and 2016. Their earnings were measured two years later (2017 and 2018), then adjusted to 2019 dollars. It looked at out-of-pocket costs that a graduate would pay, after deducting grants and scholarships.

How should students and families consider information on a program’s “return on investment”?

College consultants caution against choosing a course of study solely because of its potential salary. It’s often difficult for high school juniors, for example, to know what areas or careers will interest them six years later (or longer, if they attend graduate school), said Jeff Levy, an independent educational consultant in Santa Monica, Calif.

And exposure to new ideas and topics in college may spur interest in career paths that they don’t yet know about, he said. “I would advise families to ignore the data,” Mr. Levy said. “It’s noise.”

He did suggest that students who are interested in a degree because it currently appears lucrative — say, nursing — seek volunteer experience in the field. That will help determine if they really want to pursue the degree and will help them when applying, because such programs are often highly competitive.

Carrie Warick, director of policy and advocacy at the National College Attainment Network, a nonprofit group working on behalf of low-income and minority students, said pursuing a degree that a student didn’t have an affinity for, simply because it paid well, was probably unwise.

“You don’t want students to make this decision based on finances alone,” she said.

But such information can be useful, Ms. Warick said, when it comes time to compare financial aid packages. If a student is interested in a field that tends to have lower earnings, keeping borrowing costs down is important — so the amount of grant and scholarship aid a college offers should be weighed carefully when comparing offers from different schools.

(Students should also bear in mind, she said, that federal student loans come with repayment plans that can lower monthly payments and even forgive college debt if students go into lower-paying fields.)

Home » Resources » School Reports: What They Are and Why They Matter

School Reports: What They Are and Why They Matter

  • By Signet Education
  • November 19, 2018

degree school report

Disclaimer: Signet Education does not provide school reports.

Many parts of the college application and admissions process are very visible to students and parents—grades, test scores, and extracurricular activities come to mind. Because of their visibility, these components tend to take on the utmost importance in students’ and parents’ minds.

Don’t get us wrong; these are very important factors. But it’s also important to remember that there are other factors that aren’t directly under your control. For example, teacher recommendations, counselor recommendations, and a student’s context (school, region, state, etc…) are all factors (among many) that play a part in the assessment of an application.

By acknowledging and remembering this, you can take a bit of the burden off of yourself. Whether or not you get into a given school has to do with things that are under as well as out of your control, so focus on controlling what you can and not perseverating on what’s beyond out of your hands.

Today, we’d like to shed some light on one of the most important but least-discussed elements of the college process: the school report. There are technically two school reports that go to colleges. One is a document put together by your high school that gives admissions officers an overview of the school (number of people in a class, breakdown of student demographics, number of advanced/AP classes offered, etc.). If you’re curious, you can likely find this school report right on your school’s website. This report is often submitted with a college application.

The other school report—what we’re going to discuss today—is a portion of the Common Application that is filled out by the school counselor. The two reports contain a lot of the same information. The difference is that one is in a format chosen by the school (so sometimes contains more information), and one is a form that the school counselor fills out within the Common Application.

Today’s article is by Liz Adams, a former Harvard Admissions Officer and one of Signet’s Admissions Consultants. We hope you find it helpful in expanding your understanding of the many factors in the admissions process.

What is a School Report?

By now you’ve probably heard plenty about how crucial essays and teacher recommendations are for college applications. But people rarely talk about one important component: the school report.

The school report is the form that is filled out by your school college counselor (or equivalent). It includes a transcript, a recommendation letter, information about the school’s academic program in general, and how you compare to other students in your class.

The school report serves as both an academic and personal snapshot of a student’s application, and can be a crucial starting point for admissions officers in assessing candidacy. It establishes the “context” against which students are compared—both within their own school and among students from other schools.

Of course, you cannot (and should not!) control what a counselor reports in this section. However, being aware of this piece of the application can be helpful for you in understanding the way admissions officers view your application in the larger context.

So let’s take a closer look!

Anatomy of a School Report

Screen Shot 2017-02-23 at 1.42.30 PM.png

  • While some information about  class rank and GPA  is also found on a transcript, having all this information collected in one place is convenient for an admissions officer. This section also allows for additional information to let an admissions officer calibrate what class rank and GPA mean at this particular school, which ensures that you are not being judged against the standards of another school.
  • The  percentage of graduating students immediately attending two- or four-year institutions  helps an admissions officer get a feel for the context of the school as a whole. A school sending 100% of students to 4-year institutions is likely quite a different setting from a school sending 29% to 4-year institutions. This setting is crucial for admissions officers to understand up front, so that students are being appropriately assessed in context.
  • Information on the  number of advanced courses offered and how demanding a student’s course load is  serves as an at-a-glance benchmark for how rigorous your academic work has been. This is particularly useful in familiarizing an admissions officer with the more atypical features of a school’s curriculum. Perhaps your school doesn’t offer AP or IB classes. Perhaps only a few students per year are selected to take AP European History. Perhaps it is impossible for a student to take AP Physics and AP Calculus in the same year. Admissions officers can read a lot of information in the few questions here to ensure that they fully understand what each student’s curriculum means.
  • Understanding  how long a counselor has known this student  is important in evaluating the context of this recommendation. At some schools, counselors work with their students for all four years, while in others, they meet only a few times right before college applications are due. This information ensures that students who attend schools where the counselors are overloaded are not being penalized for that, and vice versa.
  • These  student ratings  don’t necessarily say a lot to an admissions officer, but they are a good reminder to parents and students that counselors cannot recommend everyone equally! An admissions officer will be much less likely to trust the judgment of a counselor who marks every single student as “One of the top few I’ve encountered in my career,” so it’s in both your and your counselor’s best interest for these rankings to be an honest assessment.

  So there you have it: the anatomy of the school report! But what does it actually mean for your application?

How Does an Admissions Officer Use This Information?

The school report serves as a heuristic for the context of an applicant. In other words, it helps to interpret your transcript, and thus provide a basis for a deep understanding of where a student comes from. For example, let’s consider two different students, each of whom has taken the  same three AP classes .

The first student has a 3.7 GPA (out of 4.0) at a school that doesn’t rank, but has a graduating class of 53 students. 100% of students at this school go on to a 4-year college immediately after graduating, and the school offers 20+ AP courses. The counselor has indicated that their course load is “demanding” and the other check marks all fall into the range of “Excellent.”

The second student has a 3.6 GPA and is ranked 13th in a class of 835. This school offers only 3 AP courses; 18% of students immediately attend 4-year colleges. The counselor has indicated that this student’s course load is “most demanding” and the other ratings are all “One of the top few in my career.”

While the two students have the same number of AP classes under their belt, and the first student’s GPA is slightly higher, the details from the school report create very different portraits. The first student seems to have played it safe; they have done well but not exceptionally, in a pool of about 50 peers. The second student, however, has maximized the available opportunities and managed to stand out to the counselor in a class of over 800 students, a major achievement.

Admissions officers do not make decisions based solely on this little bit of information, of course! They will take this information and combine it with the things that they learn in the rest of the application—especially the teacher recommendations and the essay. But this section is crucial for creating context, and is a good example of how different environments can come across on paper.

While it might seem stressful to think about the parts of the application that are out of your control, we encourage you to look at this as a reminder that the college admissions process is not a referendum on your character. There are many, many factors that play into the assessment of each application. Our advice? Build a diversified school list, put your best foot forward, and try to be zen about what comes next.

This article was co-written with Liz Adams, one of Signet’s Admissions Consultants.

Want more in-depth advice for your college applications? Contact us to get connected to an expert admissions consultant.

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Ranking 4,500 Colleges by ROI (2022)

Using new data from the College Scorecard, we ranked 4,500 colleges and universities by return on investment. The rankings follow the methodology of our 2019 report, A First Try at ROI: Ranking 4,500 Colleges .

The rankings include a new metric that measures the share of students at an institution whose earnings 6 years after enrollment are higher than those of workers with a high school diploma as their highest level of education. An average of 60 percent of college students across institutions earn more than a high school graduate after 6 years. However, at 1,233 postsecondary institutions (30 percent), more than half of their students 6 years after enrollment are earning less than a high school graduate. Our previous research indicates that these low earnings may relate to low graduation rates and disparities in earnings by gender and race and ethnicity.

Find Your School

Visit the table below to see how your school stacks up in a range of metrics. Even though we rank the net present value for all colleges with available data, we exclude from these rankings an important benchmark: the alternative to not investing in postsecondary education.

Net Present Value

The net present value is how much a sum of money in the future is valued today. This metric includes costs, future earnings, and the length of time it would take to invest and earn a specific amount of money over a fixed horizon.

NPV at 10, 15, 20, 30, and 40 Years

While this report considers the NPV at a long-term (40 years) horizon to be the most comprehensive benchmark for judging value, some might have different goals that make short-term returns more ideal. This metric gives a net present value at various time horizons.

This is the average cost of attendance, which includes tuition, fees, books and supplies, and living expenses, minus aid received from all sources.

Type & Level of Institution

Type designates whether an institution is a public, private nonprofit, or private for-profit institution. Level designates whether an institution is a less than 2-year, a 2-year, or a 4-year institution.

Earnings-Price Return

A ratio that expresses the degree to which earnings 10 years after enrollment are above or below the net price (in percent)—sometimes used to measure return. This measure is included for comparison to show that it does not fully account for a return that has a time horizon.

Earnings-Debt Return

A ratio that expresses the degree to which earnings 10 years after enrollment are above or below the median total debt (in percent)—sometimes used to measure return. This measure is included for comparison to show that it does not fully account for a return that has a time horizon.

7-Year Repayment Rate

The share of borrowers who have repaid at least $1 of the principal on their student loans since entering into the repayment phase. A high rate likely indicates that a person’s earnings are sufficient to cover debt payments.

Graduation Rate

The rate at which full-time, first-time students complete their credentials within 150 percent of the expected time (i.e., the percentage of students who earn a bachelor’s degree within six years).

Carnegie Classification

A system begun in 1970 by the Carnegie Commission on Higher Education to classify 2-year and 4-year colleges by their common attributes, such as the most prevalent degree, whether they offer graduate degrees, and the level of research activity that takes place there.

Additional Institutional Filters

The table includes filters to isolate minority-serving institutions, men’s and women’s colleges, and liberal arts colleges.

Note: These rankings can be compared with the rankings in our 2019 report. However, the ROI values in this table are in 2020 dollars, while they are in 2017 dollars in our 2019 rankings.

Note: ROI of institutions are calculated using data on the average net price and salary/earnings from the US Department of Education’s  College Scorecard . An institution will not be listed in the table if either of these are missing. The earnings data from the College Scorecard include only students who received federal financial aid at the time of enrollment.

Read Our ROI Publications

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10 facts about today’s college graduates.

A San Jose State University graduate prepares for commencement ceremonies with his family in December 2021.

Having a bachelor’s degree remains an important advantage in many sectors of the U.S. labor market. College graduates generally out-earn those who have not attended college, and they are more likely to be employed in the first place. At the same time, many Americans say they cannot afford to get a four-year degree – or that they just don’t want to.

Here are key facts about American college graduates.

This Pew Research Center analysis about U.S. college graduates relies on data from sources including the Census Bureau, the Bureau of Labor Statistics, the National Center for Education Statistics, the National Student Clearinghouse and the Federal Reserve Bank, as well as surveys conducted by the Center.

Everyone who took the Pew Research Center surveys cited is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about  the ATP’s methodology .

Nearly four-in-ten Americans ages 25 and older have a bachelor’s degree, a share that has grown over the last decade. As of 2021, 37.9% of adults in this age group held a bachelor’s degree, including 14.3% who also obtained a graduate or professional degree, according to data from the Census Bureau’s Current Population Survey. That share is up 7.5 percentage points from 30.4% in 2011.

An additional 10.5% had an associate degree in 2021. About four-in-ten Americans ages 25 and older had a high school diploma with no further education (25.3%) or completed some college but didn’t have a degree (14.9%).

In a reversal, women are now more likely than men to graduate from college, according to the Current Population Survey . In 2021, 39% of women ages 25 and older had a bachelor’s degree or more education, compared with 37% of men in the same age range. The gap in college completion is even wider among adults ages 25 to 34: 46% of women in this age group have at least a bachelor’s degree, compared with 36% of men.

A line graph showing that women in the U.S. are outpacing men in college graduation

In an October 2021 Pew Research Center survey of Americans without a degree, 34% of men said a major reason why they have not received a four-year college degree is that they just didn’t want to. Only one-in-four women said the same. Men were also more likely to say a major reason they didn’t have a four-year degree is that they didn’t need more education for the job or career they wanted (26% of men said this vs. 20% of women).

A chart showing that about a third of men who haven't completed four years of college say they 'just didn't want to' get a degree

Women (44%) were more likely than men (39%) to say not being able to afford college was a major reason they don’t have a bachelor’s degree. Men and women were about equally likely to say a major impediment was needing to work to help support their family.

A line graph showing that since 2000, the share of Americans with a bachelor's degree has increased across all races and ethnicities

There are racial and ethnic differences in college graduation patterns, as well as in the reasons for not completing a degree. Among adults ages 25 and older, 61% of Asian Americans have a bachelor’s degree or more education, along with 42% of White adults, 28% of Black adults and 21% of Hispanic adults, according to 2021 Current Population Survey data. The share of bachelor’s degree holders in each group has increased since 2010. That year, 52% of Asian Americans had a four-year degree or more, compared with a third of White adults, 20% of Black adults and 14% of Hispanic adults.

The October 2021 Center survey found that among adults without a bachelor’s degree, Hispanic adults (52%) were more likely than those who are White (39%) or Black (41%) to say a major reason they didn’t graduate from a four-year college is that they couldn’t afford it. Hispanic and Black adults were more likely than their White counterparts to say needing to work to support their family was a major reason.

While a third of White adults said not wanting to go to school was a major reason they didn’t complete a four-year degree, smaller shares of Black (22%) and Hispanic (23%) adults said the same. White adults were also more likely to cite not needing more education for the job or career they wanted. (There weren’t enough Asian adults without a bachelor’s degree in the sample to analyze separately.)

A bar chart showing that only about 62% of college students finish their program within six years

Only 62% of students who start a degree or certificate program finish their program within six years, according to the most recent data from the  National Student Clearinghouse , a nonprofit verification and research organization that tracked first-time college students who enrolled in fall 2015 with the intent of pursuing a degree or certificate. The degree completion rate for this group was highest among students who started at four-year, private, nonprofit schools (78.3%), and lowest among those who started at two-year public institutions (42.2%).

Business is the most commonly held bachelor’s degree, followed by health professions.  According to the  National Center for Education Statistics , about a fifth (19%) of the roughly 2 million bachelor’s degrees conferred in 2019-20 were in business. Health professions and related programs were the second most-popular field, making up 12.6% of degrees conferred that year. Business has been the single most common major since 1980-81; before that, education led the way.

The  least  common bachelor’s degrees in 2019-20 were in military technologies and applied sciences (1,156 degrees conferred in 2019-20), library science (118), and precision production (39).

There is a growing earnings gap between young college graduates and their counterparts without degrees. In 2021, full-time workers ages 22 to 27 who held a bachelor’s degree, but no further education, made a median annual wage of $52,000, compared with $30,000 for full-time workers of the same age with a high school diploma and no degree, according to data from the Bureau of Labor Statistics. This gap has widened over time. Young bachelor’s degree holders earned a median annual wage of $48,481 in 1990, compared with $35,257 for full-time workers ages 22 to 27 with a high school diploma.

The unemployment rate is lower for college graduates than for workers without a bachelor’s degree, and that gap widened as a result of the coronavirus pandemic. In February 2020, just before the COVID-19 outbreak began in the U.S., only 1.9% of college graduates ages 25 and older were unemployed, compared with 3.1% of workers who completed some college but not a four-year degree, and 3.7% of workers with only a high school diploma. By June 2020, after the pandemic hit, 6.8% of college grads, 10.8% of workers with some college, and 12.2% of high school grads were unemployed.

By March 2022, the unemployment rate had nearly returned to pre-pandemic levels for college graduates (2%) while dropping to 3% among those with some college education but no four-year degree, and 4% among those with only a high school diploma.

A line graph showing that underemployed recent college grads are becoming less likely to work in 'good non-college jobs'

Recent college graduates are more likely than graduates overall to be underemployed – that is, working in jobs that typically do not require a college degree, according to an analysis of Census Bureau and BLS data by the Federal Reserve Bank of New York . As of December 2021, 41% of college graduates ages 22 to 27 were underemployed, compared with 34% among all college graduates. The underemployment rates for recent college grads rose in 2020 as the COVID-19 outbreak strained the job market, but have since returned to pre-pandemic levels.

As of the end of 2021, only 34% of underemployed graduates ages 22 to 27 worked what the Fed defines as “good non-college jobs” – those paying at least $45,000 a year – down from around half in the 1990s. The share of underemployed graduates ages 22 to 27 in low-wage jobs – those earning less than $25,000 annually – rose from about 9% in 1990 to 11% last year.

A chart showing that among household heads with at least a bachelor's degree, those with a college-educated parent are typically wealthier and have greater incomes

When it comes to income and wealth accumulation, first-generation college graduates lag substantially behind those with college-educated parents, according to a May 2021 Pew Research Center analysis . Households headed by a first-generation college graduate – that is, someone who has completed at least a bachelor’s degree but does not have a parent with a college degree – had a median annual income of $99,600 in 2019, compared with $135,800 for households headed by those with at least one parent who graduated from college. The median wealth of households headed by first-generation college graduates ($152,000) also trailed that of households headed by someone with a parent who graduated from college ($244,500). The higher household income of the latter facilitates saving and wealth accumulation.

The gap also reflects differences in how individuals finance their education. Second-generation college graduates tend to come from  more affluent families , while first-generation college graduates are more likely to incur education debt than those with a college-educated parent.

Most Americans with college degrees see value in their experience. In the Center’s October 2021 survey , majorities of graduates said their college education was extremely or very useful when it came to helping them grow personally and intellectually (79%), opening doors to job opportunities (70%) and developing specific skills and knowledge that could be used in the workplace (65%).

Younger college graduates were less likely than older ones to see value in their college education. For example, only a third of college graduates younger than 50 said their college experience was extremely useful in helping them develop skills and knowledge that could be used in the workplace. Among college graduates ages 50 and older, 45% said this.

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College faculty have become more racially and ethnically diverse, but remain far less so than students

A majority of u.s. colleges admit most students who apply, most americans say colleges should not consider race or ethnicity in admissions, most americans say higher ed is heading in wrong direction, but partisans disagree on why, paa journal: parents of better-educated kids live longer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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Search cornell admissions, how to submit your school report, please allow 5 business days for application materials to be added to your checklist..

The School Report form should be completed by your high school counselor or school official and submitted with your high school transcript. The School Report must be sent using one of the following methods:

  • Common Application recommender invitation tool on the "Recommendations" tab
  • Printed from your online application account, completed, and submitted by mail , or by email to [email protected]
  • eSCRIP-SAFE

For information on how to submit other materials for your application, please visit Application Material Submission Instructions .

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The Darden Report

UVA Darden Ranked No. 1 Public B-School in the World in 2024 Financial Times

By Dave Hendrick

Ranking Propelled by Student Satisfaction and Careers

The University of Virginia Darden School of Business is the top public business school in the world, according to new rankings from the Financial Times . Continuing its strong momentum, the School rose in multiple categories in the Financial Times ’ 2024 ranking of the Top 100 global business schools , which comes on the heels other recent rankings placing Darden atop all public MBA programs in the U.S.

Financial Times ’ global ranking of full-time MBA programs places Darden as the No. 1 public business school globally, up from No. 3 in 2023. Career-related metrics and student satisfaction helped drive the rankings up, with Darden ranked No. 4 in the world for overall student satisfaction, and No. 2 in MBA aims achieved. The ranking takes into account value for money, alumni aims achieved, diversity, academic research, environmental policies and salary information.

Other Top 10 global rankings in  Financial Times  aiding the School’s rise include:

  • 2 for Carbon Footprint
  • 4 in Alumni Satisfaction (not used in rankings calculation)
  • 6 in Alumni Network
  • 10 in Career Service

The School also ranked No. 2 among top-20 schools on the Employed At Three Months category.  Overall, Darden is ranked No. 16 globally and No. 11 in the U.S., both year-over-year increases.

On the careers front, the School improved on an absolute basis in the categories of Weighted Salary and Salary Increase, rising $12,000 and 1 percent, respectively.

The Darden Full-Time MBA Class of 2023 reported the highest mean starting salary in school history for the fifth consecutive year, with an average base salary of $167,899.

The median starting salary remained at a record high of $175,000 for the second year in a row.

Darden experts are also cited in related articles, with Senior Assistant Dean of Admissions Dawna Clarke offering advice on making the most of an application and Senior Associate Dean for Professional Degree Programs Yael Grushka-Cockayne commenting on the rise of flexible, Part-Time MBA programs.

The upward trajectory in the Financial Times ranking follows increases in other key rankings. In September 2023, Darden was ranked No. 3 by Bloomberg Businessweek , its highest ever from the publication. Three months later Poets & Quants, using its composite tally of five major MBA rankings, ranked Darden No. 8.

In January, Poets & Quants named Darden one of “ 10 Business Schools to Watch in 2024 ,” in part because Darden had achieved what it called the most difficult outcome of any business: “happy customers.”

The University of Virginia Darden School of Business prepares responsible global leaders through unparalleled transformational learning experiences. Darden’s graduate degree programs (MBA, MSBA and Ph.D.) and Executive Education & Lifelong Learning programs offered by the Darden School Foundation set the stage for a lifetime of career advancement and impact. Darden’s top-ranked faculty, renowned for teaching excellence, inspires and shapes modern business leadership worldwide through research, thought leadership and business publishing. Darden has Grounds in Charlottesville, Virginia, and the Washington, D.C., area and a global community that includes 18,000 alumni in 90 countries. Darden was established in 1955 at the University of Virginia, a top public university founded by Thomas Jefferson in 1819 in Charlottesville, Virginia.

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Molly Mitchell Associate Director of Content Marketing and Social Media Darden School of Business University of Virginia [email protected]

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Funny Business: Darden Student’s Journey from Shyness to Stand-Up Comedy

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Charlie Baker Talks Leading NCAA Into Uncertain Future, Life Lessons With UVA Darden Students

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Enduring Commitment: An Alumnus’ Perspective on Giving and Darden’s Lasting Influence

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Events See all →

Ica spring 2024 exhibitions.

An installation at the ICA.

“Dominique White and Alberta Whittle: Sargasso Sea” and “Tomashi Jackson: Across the Universe” are presented as the Institute of Contemporary Art’s spring 2024 exhibitions. The former is an installation that draws inspiration from the Sargasso Sea, the only body of water defined by oceanic currents. The latter, meanwhile, brings together paintings, video, prints, and sculpture by Jackson, who investigates histories related to cities, lands, and individuals in the U.S.

12:00 p.m. - 6:00 p.m.

Institute of Contemporary Art, 116 S. 36th St.

Zooman and the Sign

Two people on chaise lounge in conversation

2:00 p.m. - 5:00 p.m.

Harold Prince Theatre, 3680 Walnut St.

‘The Illuminated Body’

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10:00 a.m. - 5:00 p.m.

Arthur Ross Gallery, 220 S. 34th St.

Mariana Sadovska

Mariana plays an instrument on stage.

Annenberg Center for the Performing Arts, 3680 Walnut St.

Science & Technology

Penn Engineering launches first Ivy League undergraduate degree in artificial intelligence

The new degree will push the limits on ai’s potential and prepare students to lead the use of this world-changing technology..

Photograph of Amy Gutmann Hall

The University of Pennsylvania School of Engineering and Applied Science today announced the launch of a  Bachelor of Science in Engineering in Artificial Intelligence (AI) degree, the first undergraduate major of its kind among Ivy League universities and one of the very first AI undergraduate engineering programs in the U.S.

The rapid rise of generative AI is transforming virtually every aspect of life: health, energy, transportation, robotics, computer vision, commerce, learning, and even national security. This produces an urgent need for innovative, leading-edge AI engineers who understand the principles of AI and how to apply them in a responsible and ethical way.

“Inventive at its core, Penn excels at the cutting edge,” says Interim President J. Larry Jameson . “Data, including AI, is a critical area of focus for our strategic framework, In Principle and Practice, and this new degree program represents a leap forward for the Penn engineers who will lead in developing and deploying these powerful technologies in service to humanity. We are deeply grateful to Raj and Neera Singh, whose leadership helps make this possible.”

The Raj and Neera Singh Program in Artificial Intelligence equips students to unlock AI’s potential to benefit our society. Students in the program will be empowered to develop responsible AI tools that can harness the full knowledge available on the internet, provide superhuman attention to detail, and augment humans in making transformative scientific discoveries, researching materials for chips of the future, creating breakthroughs in health care through new antibiotics, applying lifesaving treatments, and accelerating knowledge and creativity.

Raj and Neera Singh are visionaries in technology and a constant force for innovation through their philanthropy. Their generosity graciously provides funding to support leadership, faculty, and infrastructure for the new program.

Photograph of Raj and Neera Singh

“Penn Engineering has long been a pioneer in computing and education, with ENIAC, the first digital computer, and the first Ph.D. in computer science,” says Raj Singh, who together with his wife Neera, have established the first undergraduate degree program in artificial intelligence within the Ivy League. “This proud legacy of innovation continues with Penn Engineering’s AI program, which will produce engineers that can leverage this powerful technology in a way that benefits all humankind.”

“We are thrilled to continue investing in Penn Engineering and the students who can best shape the future of this field,” says Neera Singh.

Preparing the next generation of AI engineers

The curriculum offers high-level coursework in topics including machine learning, computing algorithms, data analytics, and advanced robotics.

“The timing of this new undergraduate program comes as AI poses one of the most promising yet challenging opportunities the world currently faces,” says Vijay Kumar , Nemirovsky Family Dean of Penn Engineering. “Thanks to the generosity of Raj and Neera Singh to Penn Engineering’s B.S.E. in Artificial Intelligence program, we are preparing the next generation of engineers to create a society where AI isn’t just a tool, but a fundamental force for good to advance society in ways previously unimaginable.”

Leading the program will be George J. Pappas , UPS Foundation Professor of Transportation at Penn Engineering. “Realizing the potential of AI for positive social impact stands as one of the paramount challenges confronting engineering,” says Pappas, a 2024 National Academy of Engineering inductee. “We are excited to introduce a cutting-edge curriculum poised to train our students as leaders and innovators in the ongoing AI revolution.”

Ivy League coursework equipping students for the future

The new program’s courses will be taught by world-renowned faculty in the setting of Amy Gutmann Hall, Penn Engineering’s newest building. A hub for data science on campus and for the Philadelphia community when it officially opens this year, the state-of-the-art facilities in Amy Gutmann Hall will further transform the University’s capabilities in engineering education, research, and innovation as Penn Engineering advances the development of artificial intelligence.

“We are training students for jobs that don’t yet exist in fields that may be completely new or revolutionized by the time they graduate,” says Robert Ghrist , associate dean of Undergraduate Education in Penn Engineering and the Andrea Mitchell University Professor. “In my decades of teaching, this is one of the most exciting educational opportunities I’ve ever seen, and I can’t wait to work with these amazing students.”

More details about the AI curriculum and a full list of courses available within the program can be reviewed at Penn Engineering’s new artificial intelligence website .

“Our carefully selected curriculum reflects the reality that AI has come into its own as an academic discipline, not only because of the many amazing things it can do, but also because we think it’s important to address fundamental questions about the nature of intelligence and learning, how to align AI with our social values, and how to build trustworthy AI systems,” says Zachary Ives , Adani President’s Distinguished Professor and Chair of the Department of Computer and Information Science in Penn Engineering.

The new B.S.E in Artificial Intelligence program will begin in fall 2024, with applications for existing University of Pennsylvania students who would like to transfer into the 2024 cohort available this fall. Fall 2025 applications for all prospective students will be made available in fall 2024.

Two-and-a-half decades of research in Malawi

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In hot water: Coral resilience in the face of climate change

Over a decade, researchers from Penn studied coral species in Hawaii to better understand their adaptability to the effects of climate change.

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At COP28, Penn delegation shares wide-ranging knowledge and builds connections

More than two dozen researchers from schools and centers across the University traveled to Dubai for the UN’s annual climate change conference.

Exterior of Singh Center for Nanotechnology lit up at nighS

The Singh Center for Nanotechnology turns 10

Since its founding, the Center’s multidisciplinary approach has been a strength, where researchers from Penn Engineering, Arts & Sciences, and more come together in one space.

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Campus & Community

Penn’s urban forest

Penn’s West Philadelphia campus is home to 240 different tree species, which put on a show during the fall season.

Tepper School of Business

Tepper School

U.S. News & World Report Ranks the Tepper School Among Best Online Programs

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The Tepper School of Business at Carnegie Mellon University has been ranked No. 1 among the 2024 Best Online graduate non-MBA business programs for the Master of Science in Business Analytics (MSBA) and ranked No. 2 for the Online Hybrid MBA program by U.S. News & World Report.

U.S. News evaluated schools in the best online programs based on a variety of factors, such as student engagement, faculty credentials, and services and technologies. 

The Tepper School’s top-ranked part-time MSBA program combines flexible online learning with a comprehensive curriculum. It features an interactive online platform that allows students to engage with expert faculty and peers, fitting studies around work and personal commitments. The curriculum covers key analytics skills, including data mining, machine learning, and business intelligence, emphasizing practical application through hands-on projects. Additionally, the program includes unique on-campus experiences, enriching online education with valuable in-person interactions.

"We are thrilled with the Tepper School’s No. 1 ranking for our online MSBA,” said Kevin Dietrick, director of the MSBA program at the Tepper School. “It is a real testament to the work our students, staff, and faculty do, and to that commitment to providing our students with the tools they need to succeed in today’s evolving business landscape."

On the MBA side, the Tepper School’s Online Hybrid MBA program moved up three spots to No. 2 overall in the Best Online MBA ranking. The program blends the rigor of a STEM-designated MBA with a focus on the future of business. Students can work in collaborative teams, bringing together individuals with diverse backgrounds and skill sets, mirroring the dynamics of the modern workplace. The program is led by the same faculty who teach the full-time MBA, ensuring a high-quality learning experience.

“We are incredibly proud to be ranked as the No. 2 Online MBA in the country,” said Meg Lukus, director of Part-time & Online MBA Programs at the Tepper School. “The Online Hybrid MBA showcases excellence through its analytically rigorous curriculum taught by top research faculty, small cohort sizes that create a tight-knit and lifelong community, excellent career outcomes, in-person Access Weekends, and unmatched leadership development experiences.” 

Lukus also noted that this ranking is a reflection of the Tepper School’s commitment to create the best and most well-rounded online MBA option for working professionals. 

In its 12th year, the U.S. News Best Online Programs is designed for individuals looking to complete or further their education. This year's edition evaluates more than 1,600 online bachelor's and master's degree programs using metrics specific to online learning. The rankings only include degree-granting programs offered primarily online by regionally accredited institutions. 

“Choosing the right online degree program can unlock a world of opportunities,” says LaMont Jones, managing editor for education at U.S. News. “The rankings and related resources U.S. News offers will help equip students with data to make choices that align with their unique needs, paving the way for educational and professional fulfillment.”

Prospective students can see how the Tepper School at Carnegie Mellon compares to other institutions and how the rankings are calculated on USNews.com .

For more information on the Best Online Programs , explore Facebook , X (formerly Twitter), Instagram and use #BestOnline.

About the Tepper School of Business The Tepper School of Business, located in the heart of Carnegie Mellon University in Pittsburgh, PA, embodies a forward-thinking culture and the spirit of innovation. From artificial intelligence to intelligent systems, the Tepper School is the birthplace of the data-informed and human-driven approach to business. Designed to educate leaders for the Intelligent Future, the Tepper School is ranked among the world’s top business schools by leading business publications. The school offers a STEM-certified MBA program, MS degrees in Product Management, Business Analytics, Computational Finance, and Management; undergraduate degrees in business and economics; a Ph.D. program; and executive education for professionals and their organizations. Learn more about Carnegie Mellon University’s Tepper School of Business.

About U.S. News & World Report U.S. News & World Report is the global leader in quality rankings that empower consumers, business leaders and policy officials to make better, more informed decisions about important issues affecting their lives and communities. A multifaceted digital media company with Education, Health, Money, Travel, Cars, News, Real Estate, Careers and 360 Reviews platforms, U.S. News provides rankings, independent reporting, data journalism, consumer advice and U.S. News Live events. More than 40 million people visit USNews.com each month for research and guidance. Founded in 1933, U.S. News is headquartered in Washington, D.C.

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Marquette Graduate School bolsters career-readiness with new Ph.D. requirements

Feb. 16, 2024

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The three career skills requirements are career discernment; communication; and diversity, equity and inclusion. This requirement will apply to all students admitted to a Marquette Ph.D. program beginning with the fall 2024 semester.

“This new requirement will address a perceived disconnect between students’ preparation and the realities of the job market upon graduation,” said Dr. Doug Woods, dean of Marquette Graduate School. “Often people think the only career path for Ph.D. students is to become a professor, but we know that such jobs are becoming scarcer. We also know that people with Ph.Ds. can use their degrees very successfully in many ways that go beyond the traditional professor job. At Marquette, we are committed to allowing our doctoral students to find a career path that best speaks to their values and to best prepare them for it.”

As part of this new requirement, Ph.D. students must complete one or more approved courses, workshops or practical experiences in each of the identified categories. The objectives of each skill are:

  • Career discernment: Students will explore and define their own identity, experiences and skills and how their chosen career pathway fits with those values.
  • Communication: Students will be able to communicate effectively and ethically with nonacademic audiences.
  • Understanding diversity, equity, and inclusion: Students will learn universal design principles and be able to work and interact effectively with persons from diverse backgrounds who have varied values, ideas and opinions.

“Our data suggests that only 45% our current students enter a Marquette Ph.D. program with the intention of entering a tenure-track academic position upon graduation,” Woods said. “Such findings suggest that doctoral education, rooted in the Jesuit Apostolic Preference of creating a hope-filled future for our youth, should not only be effective in preparing graduates for a challenging academic job market, but in all careers to which they find purpose and value.”

About Marquette Graduate School

As one of, if not the first Graduate School established at a Jesuit university, Marquette Graduate School opened its doors in fall of 1922 and recently celebrated its 100th anniversary. In that time, it has awarded nearly 30,000 advanced degrees, including over 26,500 master’s degrees and 3,100 doctoral degrees The Graduate School offers Ph.D. programs in 20 different disciplines, as well as an interdisciplinary Ph.D. program which provides students and faculty with opportunities for creative customized academic programming and research that crosses the boundaries of traditional disciplines.

About Marquette University

Marquette University is a Catholic, Jesuit university located near the heart of downtown Milwaukee that offers a comprehensive range of majors in 11 nationally and internationally recognized colleges and schools. Through the formation of hearts and minds, Marquette prepares our 11,100 undergraduate, graduate, doctoral and professional students to lead, excel and serve as agents of positive change. And, we deliver results. Ranked in the top 20% of national universities, Marquette is recognized for its undergraduate teaching, innovation and career preparation as the sixth-best university in the country for job placement. Our focus on student success and immersive, personalized learning experiences encourages students to think critically and engage with the world around them. When students graduate with a Marquette degree, they are truly prepared and called to Be The Difference.

About Kevin Conway

Kevin Conway

Kevin is the associate director for university communication in the Office of University Relations. Contact Kevin at (414) 288-4745 or [email protected]

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K-12 students learned a lot last year, but they're still missing too much school

Cory Turner - Square

Cory Turner

Headshot of Sequoia Carrillo

Sequoia Carrillo

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From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. LA Johnson/NPR hide caption

From 2022-2023, chronic absenteeism declined in 33 of the 39 states AEI looked at. But it was still a persistent problem: In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent.

It's going to take aggressive interventions to repair the pandemic's destructive impact on kids' schooling.

That's the takeaway of two big new studies that look at how America's K-12 students are doing. There's some good news in this new research, to be sure – but there's still a lot of work to do on both student achievement and absenteeism. Here's what to know:

1. Students are starting to make up for missed learning

From spring 2022 to spring 2023, students made important learning gains, making up for about one-third of the learning they had missed in math and a quarter of the learning they had missed in reading during the pandemic.

That's according to the newly updated Education Recovery Scorecard , a co-production of Harvard University's Center for Education Policy Research and The Educational Opportunity Project at Stanford University.

6 things we've learned about how the pandemic disrupted learning

6 things we've learned about how the pandemic disrupted learning

The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

In an interview with NPR's All Things Considered , Stanford professor Sean Reardon said that's surprisingly good news: "A third or a quarter might not sound like a lot, but you have to realize the losses from 2019 to 2022 were historically large."

When the same team of researchers did a similar review last year, they found that, by spring of 2022, the average third- through eighth-grader had missed half a grade level in math and a third of a grade level in reading. So, the fact that students are now making up ground is a good sign.

These results do come with a few caveats, including that the researchers were only able to review data and draw their conclusions from 30 states this year.

2. Despite that progress, very few states are back to pre-pandemic learning levels

The Harvard and Stanford study of student learning includes one sobering sentence: "Alabama is the only state where average student achievement exceeds pre-pandemic levels in math." And average achievement in reading has surpassed pre-pandemic levels in just three of the states they studied: Illinois, Louisiana and Mississippi. Every other state for which they had data has yet to reach pre-pandemic levels in math and reading.

"Many schools made strong gains last year, but most districts are still working hard just to reach pre-pandemic achievement levels," said Harvard's Thomas Kane, one of the learning study's co-authors.

3. Chronic absenteeism also improved in many places ... slightly

The rate of chronic absenteeism – the percentage of students who miss 10% or more of a school year – declined from 2022 to 2023. That's according to research by Nat Malkus at the conservative-leaning American Enterprise Institute (AEI). He found chronic absenteeism declined in 33 of the 39 states he studied.

Yes, "the differences were relatively small," Malkus writes, but it's improvement nonetheless: "the average chronic absenteeism rate across these states in 2023 was 26 percent, down from 28 percent for the same 39 states in 2022."

Glass half-full: Things aren't getting worse.

4. But, again, chronic absenteeism is still high

Malkus found chronic absenteeism was at 26% in 2023. Before the pandemic, in 2019, those same states reported a rate of 15%. That adds some painful context to the "good news" two-point decline in absenteeism from 2022 to 2023. Sure, it's down, but it's still so much higher than it was and should be.

Think of it this way: In 2023, roughly 1 student out of 4 was still chronically absent across the school year.

In a handful of places, including Nevada, Washington, D.C., Michigan, New Mexico and Oregon, roughly 1 in 3 students – or more – were chronically absent. That's a crisis.

Research shows a strong connection between absenteeism and all kinds of negative consequences for students, including an increased likelihood of dropping out of school.

Chronic absenteeism also hurts the students who don't miss school. That's because, as the learning study's authors point out, when absent students return, they require extra attention and "make it hard for teachers to keep the whole class moving."

5. Poverty matters (as always)

Both the learning and the chronic absenteeism studies capture the headwinds that constantly buffet children in poverty.

"No one wants poor children to foot the bill for the pandemic," said Harvard's Kane, "but that is the path that most states are on."

On learning: Reardon told NPR "the pandemic really exacerbated inequality between students in high-poverty and low-poverty districts and students of different racial and ethnic backgrounds."

In 2023, students' academic recovery was relatively strong across groups, which is good – but it means "the inequality that was widened during the pandemic hasn't gotten smaller, and in some places it's actually gotten larger," Reardon told NPR.

In fact, the report says, "in most states, achievement gaps between rich and poor districts are even wider now than they were before the pandemic." The learning study singles out Massachusetts and Michigan as the states where those gaps in math and reading achievement widened the most between poor and non-poor students.

Similarly, Malkus, at AEI, found that, between 2019 and 2022, rates of chronic absenteeism rose much more in high-poverty districts (up from 20% to 37%) than in low-poverty districts (up from 12% to 23%).

"Chronic absenteeism has increased the most for disadvantaged students," Malkus writes, "those who also experienced the greatest learning losses during the pandemic and can least afford the harms that come with chronic absenteeism."

6. Families must play an important role in learning recovery

Both studies acknowledge that families must play an important role in helping students – and schools – find a healthy, post-pandemic normal. The problem is, surveys show parents and guardians often underestimate the pandemic's toll on their children's learning . "Parents cannot advocate effectively for their children's future if they are misinformed," says the learning study.

To combat this, the learning researchers propose that districts be required to inform parents if their child is below grade-level in math or English. Those parents could then enroll their students in summer learning, tutoring and after-school programs, all of which have benefitted from federal COVID relief dollars. That funding is set to expire this fall, and some of these learning recovery opportunities may dry up, so the clock is ticking.

7. There's a "culture problem" around chronic absenteeism

Reducing chronic absenteeism, Malkus says, will also depend on families.

"This is a culture problem," Malkus tells NPR. "And in schools and in communities, culture eats policy for breakfast every day."

By "culture problem," Malkus is talking about how families perceive the importance of daily attendance relative to other challenges in their lives. He says some parents seem more inclined now to let their students miss school for various reasons, perhaps not realizing the links between absenteeism and negative, downstream consequences.

"Look, the patterns and routines of going to school were disrupted and to some degree eroded during the pandemic," Malkus says. "And I don't think we've had a decisive turn back that we need to have, to turn this kind of behavior around, and it's going to stay with students until that culture changes."

How do you do that? Malkus points to some low-cost options — like texting or email campaigns to increase parental involvement and encourage kids to get back in school – but says these, alone, aren't "up to the scale of what we're facing now."

Higher-cost options for schools to consider could include door-knocking campaigns, sending staff on student home-visits and requiring that families of chronically absent students meet in-person with school staff.

The learning study goes one step further: "Elected officials, employers, and community leaders should launch public awareness campaigns and other initiatives to lower student absenteeism." Because, after all, students can't make up for the learning they missed during the pandemic if they don't consistently attend school now.

What both of these studies make clear is there is no one solution that will solve these problems, and success will require further investment, aggressive intervention and patience.

Malkus says, even the high-cost, high-return options will likely only drive down chronic absenteeism by about four percentage points. A big win, he says, "but four percentage points against 26% isn't going to get us where we need to go."

Edited by: Nicole Cohen Visual design and development by: LA Johnson and Aly Hurt

A degree in artificial intelligence: Penn becomes first Ivy to offer AI major for undergrads

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As artificial intelligence continues to advance its grasp on humans, humans are following suit.

Starting this fall, students at the University of Pennsylvania can major in AI. In a news release this week, the school unveiled plans to become the first of the Ivy League universities to offer an undergraduate degree focused on AI.

The Bachelor of Science in Engineering in Artificial Intelligence degree , will teach students the principles of AI and how to utilize its abilities in "a responsible and ethical way." Students will study the sharp rise of generative AI and how it has transformed various aspects of life from health, energy, transportation, commerce, and national security.

"This new degree program represents a leap forward for the Penn engineers who will lead in developing and deploying these powerful technologies in service to humanity," Interim President J. Larry Jameson said in the news release.

Student debt relief: Biden proposes new loan relief plan for borrowers ‘highly likely’ to default

What it means to major in AI

Students pursuing the B.S.E will take high-level courses from topics like computing algorithms, machine learning, data analytics and advanced robotics, the university said.

Intro courses include "Introduction to Artificial Intelligence" and "Data, Systems, Decisions" while other required classes consist of "Control For Autonomous Robots," "Natural Language Processing" and "Signal and Information Processing."

The major also offers elective classes like "Trustworthy AI," "Machine Perception" and "Brain Computer Interfaces." A full list of the curriculum and available courses can be found here .

Based on their specific interests, students can choose between the following concentrations:

  • Vision/Language
  • Machine Learning
  • Data/Society
  • Health/Systems

Students will learn how to build 'trustworthy AI'

Penn's program reflects the reality that AI has become it's own academic discipline, according to Computer and Information Science Department Chair Zachary Ives.

"Not only because of the many amazing things it can do, but also because we think it’s important to address fundamental questions about the nature of intelligence and learning, how to align AI with our social values, and how to build trustworthy AI systems," Ives said in the news release.

Vijay Kumar, a dean at Penn Engineering, said the program will prepare the next generation of engineers on how to use AI as a tool and a "fundamental force for good."

"Realizing the potential of AI for positive social impact stands as one of the paramount challenges confronting engineering," said George J. Pappas , who will lead the program.

The program will officially commence in the fall 2024 semester. Applications for existing Penn students who want to transfer into the 2024 cohort will be available this fall, the news release said. Prospective students can apply for the Fall 2025 cohort this fall as well.

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What are the top Universities in Moscow? uniRank answers this question by publishing the 2024 uniRank University Ranking of 66 Moscow higher-education institutions meeting the following uniRank selection criteria:

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25 Best Universities In Moscow For International Students 2024

Moscow is surely one of the places you should be considering if you’re looking to study in Russia . This location has a lot to offer for international students, including world-class universities and exciting student experiences. With more than 59 universities and colleges in Moscow, you’ll surely have a wide range of choices.

Out of 59 universities in Moscow , RUDN University and Moscow State University are the top-performing schools in Moscow. This list covers both public and private institutions in Moscow.

To help you narrow down your school options, we’ve compiled the best universities in Moscow. We based our rankings on academic reputations from reputable sources and the number of international students. By doing this, you’ll have an efficient way of comparing your target universities and choose your host university in Moscow.

How do I get admission to the best universities in Moscow?

Applying to the universities in Moscow involves submitting requirements and following specific admissions procedures set by your chosen university. The requirements often include a student visa, application packages, and language scores. Check out our guide for international students who want to study in Moscow to learn more about applying for admission in this country’s universities!

How much are the tuition fees at the best universities in Moscow?

Tuition fees at Moscow’s universities can vary depending on which university, degree, and program you will be enrolling in. Generally, tuition fees for the bachelor’s level range from 0 RUB to 730,000 RUB , while tuition fees for the master’s level range from 0 RUB to 870,000 RUB. If you are interested, check out the affordable universities in Moscow !

As we cover the best universities in Moscow for international students, feel free to check out the university’s information on Admission, Tuition, Courses, and Language Requirements by looking at the individual university pages.

Top Universities in Moscow for International Students

1 rudn university.

RUDN University is one of the best universities in the capital city of Russia and is known as The People’s Friendship University of Russia. This higher education institution is mostly known for the high number of international students attracted to this university’s high ranking. The university is ranked among the world’s top 500 universities, which speaks volumes about the level of study this university provides.

2 Moscow State University

Moscow State University is one of the largest public universities in Moscow, Russia. This university is the cornerstone of formal higher education, and it provides education to close to 40,000 students. Some of the most attended programs are in the fields of economics, politics, and finance, where students gain real-world experience that may help them in their careers.

3 National Research Nuclear University MEPhI

The National Research Nuclear University MEPhI is one of the world’s most prestigious universities in its field and the perfect place for candidates that would like to specialize in nuclear technology. It focuses on fostering innovation, creativity, and internationalization. The university is known for its wide and highly specialized degree offer and its outstanding research performance. It has multiple institutes that develop studies in areas like nanoengineering, cyber-physical systems, and plasma technologies. These projects are completed in state-of-the-art facilities that include a research nuclear reactor and an accelerator.

4 National Research University Higher School of Economics

The National Research University Higher School of Economics, or otherwise known as HSE University, is one of the best universities of higher education in the capital city of Russia. This institution has one of the largest campuses in the country that houses approximately 50,000 students and can provide them with all the necessary equipment for them to have the best possible experience.

5 National University of Science and Technology MISIS

The National University of Science and Technology MISIS started as a mining academy and then became a steel institute. Over time, it expanded its course offer and modernized its facilities, but it’s still widely known for its programs in metallurgy and mining. Nowadays, the university has six campuses, 8 academic colleges, and multiple research institutes. They also have cutting-edge specialized laboratories in fields such as nanomaterials, cryoelectronic systems, biophysics, casting technologies, and much more!

6 I.M. Sechenov First Moscow State Medical University

I.M. Sechenov First Moscow State Medical University or usually referred to as Sechenov University was founded in 1758, making it the oldest medical school in Russia. It was initially the medical faculty of the Imperial Moscow University and eventually became independent in 1930. At present, the university has more than 18,000 total enrollment and offers undergraduate to Ph.D. programs in Medicine, Sciences, and Professional Education.

7 Plekhanov Russian University of Economics

The Plekhanov Russian University of Economics is a public university with over a century’s history of world-class economics and management education. Programs at the university are strongly focused on practical learning and provide opportunities for students to gain professional and international experience with its numerous partner employers around the world. The university also conducts several initiatives and projects that aim to address different educational, industrial, and social issues. 

8 Russian Presidential Academy of National Economy and Public Administration

The Russian Presidential Academy of National Economy and Public Administration is a very young institution of higher education located in the capital city of Russia. This university has grown in popularity in the region, and it now has over 46,000 students studying in various fields. Despite its youth, this university is ranked among the top 801 universities in the world by the prestigious QS World University Rankings.

9 Bauman University

Bauman University is one of the oldest and most prestigious universities in Russia. It specializes in education and research in applied sciences and engineering. The university boasts excellent programs for all levels of higher education and is home to some of the most advanced scientific laboratories and facilities in the country.

10 Financial University under the Government of the Russian Federation

Ranked among the best universities in Russia and the world, the Financial University under the Government of the Russian Federation is a specialized institution that aims at contributing to the country’s economic development and financial transformation. This is a prestigious university known for being the educational home of many important Russian figures including prominent politicians, millionaires, and CEOs of important companies. It focuses on providing hands-on learning and encouraging critical thinking by using methods like case studies, discussions, and financial projects. It also has partnerships with governmental bodies and major businesses in order to offer workshops, academic collaborations, and internship opportunities.

11 N.R.U. Moscow Power Engineering Institute

N.R.U. Moscow Power Engineering Institute is a public technical university in Moscow with a prominent reputation for producing outstanding scientists and engineers for more than 90. It is also one of the most sought-after universities for aspiring engineers from around the world. The university also has numerous cooperation agreements with foreign universities and companies for its students and faculty to participate in different international programs and activities. 

12 Moscow State Pedagogical University

Moscow State Pedagogical University is a Russian higher education institute that offers Bachelor’s, Master’s, and Doctoral programs. It was established as the Women’s Courses of Higher Education in 1872 and underwent a transformative journey to what it is now. The university is well-recognized with International Partners across the globe, such as the University College of Teacher Education Vienna in Austria, the University of Pardubice in the Czech Republic, and the CY Cergy Paris University in France. Accessibility is a forefront advocacy with dedicated institutes for it, such as the Center for Student Disability Services and Psychological Assistance Center.

13 Mendeleev University of Chemical Technology of Russia

The Mendeleev University of Chemical Technology of Russia is the largest institution that offers education, training, and research in chemical technology in the country. The university was established in 1898 and is dedicated to raising future engineers and specialists who can formulate solutions to the most pressing scientific, industrial, and societal problems. It is also the alma mater of several notable individuals with significant contributions to different branches of science and chemistry.  

14 Russian National Research Medical University

Pirogov Russian National Research Medical University (RSMU) is a private university specializing in medicine located in Moscow, Russia. It was founded in 1906 as the Higher Medical Course for Women. Among the programs available at the university are general medicine, pediatrics, biochemistry, dentistry, pharmacy, social work, psychology, neuroscience, and radiology.

15 Moscow State Institute of International Relations

The Moscow State Institute of International Relations is one of the most prestigious and elite universities in Russia and the world, making it the perfect place for studying anything related to diplomacy, economics, international affairs, or languages. This institution strives for internationalization, which is why it has partnerships with multiple universities worldwide with which it offers dozens of double and triple degrees. It has different research institutes that develop studies in diplomacy, governance, energy policy, and global matters. Additionally, it constantly collaborates with international organizations and local governmental bodies.

16 Moscow Aviation Institute

Moscow Aviation Institute is an aviation school that offers Bachelor’s, Master’s, and Postgraduate level programs. Both the Russian and English languages are used as mediums of instruction. Aside from these university programs, Pre-university and Professional training programs are also offered. Nine dormitory options filled with quality service facilities are present for student residents. Three Metro stations are also near the campus, providing sufficient access for students with no personal vehicles.

17 Gubkin Russian State University of Oil and Gas

The Gubkin Russian State University of Oil and Gas is a specialized institution of higher education. This institution mostly focuses on developments in the field of oil and gas extraction and the safety of this direction. The main attraction for students is the affordable tuition prices for top-of-the-crop programs that are taught by experts in the relevant fields.

18 Russian State Social University

The Russian State Social University is a distinguished university in the country of Russia because it provides all levels of study to both domestic and international students with the opportunity to gain various financial aid through university or state-funded scholarships. This university is located in Moscow and was founded in 1991, but it is making its way slowly toward the ranking of the best universities in Russia.

19 Moscow Polytechnic University

Established in 1865, Moscow Polytechnic University, or Moscow Poly, is one of Russia’s educational institutions that provide technology-related programs. Currently, they deliver education to more than 16,000 local and international students. As they provide top-quality education and research in various fields, they also have various activities on campus to foster diversity.

20 Synergy University

Synergy University was established in 1988 and is one of the top business schools in Russia. The university’s programs are focused on providing strong fundamental knowledge of different principles, theories, and concepts and combining it with experiential learning to develop its students’ skill sets, thereby preparing them for the professional world. Synergy University has a student population of over 65,000 and has international campuses and branches in Dubai, London, United Arab Emirates, and New York.

21 National Research University of Electronic Technology

The National Research University of Electronic Technology is a public university that offers undergraduate and graduate-level education. In total, there are 40 Bachelor’s programs and 42 Master’s programs. It was founded in 1965 and was only officially renamed to its current title in 2011. Annual enrolment is estimated to be 4500 students, and over 600 academic staff are present to handle them. Not only do other universities partner with the National Research University of Electronic Technology, but over 131 corporations also cooperate with it.

22 Russian State University of Physical Culture, Sport and Tourism

Russian State University of Physical Culture, Sport, and Tourism is a leading sports university in Russia. It was established in 1918 and is known for producing over 200 outstanding athletes that have made their marks in prestigious international competitions such as the Olympics. The academic and research programs at the university are conducted by highly qualified and reputable coaches, experts, and scientists to further enhance athlete training and prepare future sports champions and professionals. 

23 Moscow City Teachers’ Training University

Moscow City Teachers’ Training University is a public university in Moscow, Russia. The Ministry of Education established it in 1995 as a pedagogical university, with only 1300 students in its first year. The university currently has over 18,000 students and offers degree programs in the humanities, natural sciences, sports technology, law, business, and language studies.

24 New Economic School

The New Economic School (NES) is a private institution located in Moscow that focuses on teaching and research in the field of economics. It takes pride in having a faculty made up of established professionals from the field, most of them holding a Ph.D. NES aims to train students who will be able to make valuable contributions to the growth of Russian society and business.

25 State University of Management

The State University of Management has been a frontrunner in providing management education in Russia for over 100 years. The university offers practice-oriented management education and training in different specializations such as business informatics, hotel management, and advertising. The State University of Management also conducts intensive research and innovative projects aimed at improving its academic programs and responding to the needs of the country’s economy. 

We know that choosing your dream school in Moscow not an easy task. After all, you need to consider other factors like the cost of your education, school background, and population, as it can be overwhelming on your part.

So, to help you out further in weighing your school options for studying in Moscow , make sure to visit our list of the best public and private universities in Moscow! These articles will surely help you in deciding your next study destination!

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See the 2024 U.S. News Rankings for Best Online Programs

Online programs at more than 1,750 colleges and universities were assessed as part of this year's rankings.

U.S. News Ranks Best Online Programs

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The 2024 Best Online Programs rankings assessed 1,752 online bachelor's and master's degree programs.

Enrolling in an online college program can often be a more affordable and flexible alternative to an in-person degree, especially for students juggling a job or family responsibilities.

While online learning increased in popularity at the height of the coronavirus pandemic, many institutions – like some ranked in the 2024 U.S. News Best Online Programs – were ahead of the curve, having offered online degree options for years.

For the 2024 Best Online Programs rankings released today, U.S. News assessed 1,752 online bachelor's and master's degree programs and ranked 1,680 of them.

These rankings do not use standardized tests , instead relying on other factors such as faculty credentials and training, services and technologies available to students, student engagement and expert opinion on the academic quality of programs. Master's degree programs, in addition to these criteria, are also ranked based on assessment of student excellence via undergraduate GPAs, acceptance rates and work experience.

Blended learning programs – a combination of both face-to-face and distance education – are not included in the rankings. To be eligible, a program needs to be predominately online, without recurrent in-person attendance requirements for instruction.

Graduate programs are categorized based on the following areas of study: non-MBA business , criminal justice , information technology, education , engineering and nursing . Online MBA programs are ranked separately from other master's business degrees. U.S. News also ranks the Best Online Programs for Veterans .

Below are some of the top online degree programs in the 2024 rankings. Shifts in the rankings can be attributed to year-to-year changes in schools' data, and elimination of the proportion of graduates who borrowed as a ranking factor. The student indebtedness indicator is now exclusively based on the average debt among graduate borrowers. Learn more about the rankings' methodologies here .

Best Online Bachelor's Programs

The University at Buffalo—SUNY soared from a tie at No. 25 to top this year's list for bachelor's programs. Previously tied at No. 2, Embry-Riddle Aeronautical University—Worldwide in Florida fell out of the top 10, taking the No. 13 spot along with George Washington University in Washington, D.C., and the University of Georgia .

Seven schools made the top 10 list for at least the second year in a row. Ohio State Online , North Carolina State University and UB are the newcomers to the top 10 this year.

There were significant gains in the rankings outside of the top 10, such as for the University of Kentucky , which moved up from a tie at No. 49 to a four-way tie at No. 16. Climbing from its previous position of a tie at No. 113, California State University—Chico now ties with three other schools for the No. 41 position.

Some colleges have strength in a specific major. For example, the University of Florida and the University of Massachusetts—Amherst were rated as the No. 1 and No. 2 schools, respectively, for the Best Online Bachelor's in Business Programs . Rounding out the top three in a tie were Arizona State University , Oregon State University and Pennsylvania State University—World Campus .

There is also a ranking for Best Online Bachelor's in Psychology Programs . Penn State World Campus and Oregon State emerged again in this ranking to take the top two spots, respectively, followed by the University of Florida at No. 3.

Best Online Programs for Veterans

To qualify, schools must appear in the top half of the Best Online Programs rankings; be certified for the GI Bill; and either be Yellow Ribbon Program participants or public institutions that charge in-state tuition that can be fully paid through the GI Bill for out-of-state applicants.

Additionally, a minimum of 25 veterans and active service members must be enrolled for a bachelor's program to qualify for the rankings, with 10 needed for a master's program.

The top two online bachelor's programs for veterans changed slightly from last year. The University of Florida is again at No. 1, with ASU now taking the No. 2 spot. CUNY School of Professional Studies in New York and the University of Arizona rank third and fourth, respectively. Embry-Riddle and the University of Central Florida tie at fifth place.

Best Online MBA Programs

Indiana University—Bloomington's Kelley School of Business and Carnegie Mellon University's Tepper School of Business in Pennsylvania took the top two spots, respectively, among online MBA programs. Previously tied for first, the University of North Carolina—Chapel Hill's Kenan-Flagler Business School fell to a tie for third, alongside the University of Southern California's Marshall School of Business and the University of Washington's Michael G. Foster School of Business . For veterans, UW and IU topped the list at No. 1 and No. 2, respectively.

There were no new entrants into the top 10 this year.

As for specialties, Carnegie Mellon ranked the highest for business analytics and IU ranked No. 1 for finance and marketing.

Best Online Master's in Business Programs

In addition to MBA programs, U.S. News also ranks the Best Online Master's in Business Programs , which include degrees in accounting, finance, insurance, marketing and management.

Climbing up from a tie at No. 2, Carnegie Mellon claimed the No. 1 spot while the remaining top 10 included several ties. There was a three-way tie for the sixth spot: Boston University , Rutgers University—New Brunswick and Newark and the University of Massachusetts—Amherst's Isenberg School of Management . The largest tie is at No. 9, with five schools claiming the position: Duke University's Fuqua School of Business in North Carolina, Florida International University, Kansas State University , the University of Texas—Dallas' Naveen Jindal School of Management and the University of Connecticut.

Some non-MBA online graduate business programs climbed significant spots in the rankings. Kansas State, for example, jumped from a tie at No. 43 to a shared No. 9. Breaking into the top 50 at No. 34 was Drexel University's LeBow College of Business in Pennsylvania, which previously tied at No. 52.

Best Online Master's in Education Programs

Clemson University's Moore School of Education in South Carolina once again claimed the No. 1 rank for online graduate education programs, this year without tying. Previously tied for the top spot, the University of Florida's College of Education moved down to No. 2 in a tie with the University of Virginia .

Tied for No. 109 in the prior year, Middle Georgia State University soared to a seven-way tie at No. 45. Another large jump in the rankings was Kent State University in Ohio, which jumped from a tie at No. 142 to a five-way tie at No. 58.

As for specialties, Michigan State University ranked No. 1 for educational administration and supervision, and curriculum and instruction, while the University of Kansas took the top spot for special education. UVA took the top spot for veterans.

Best Online Master's in Nursing Programs

The University of South Carolina ranked No. 1 among online nursing master's programs for the fourth consecutive year. Indiana University-Purdue University—Indianapolis rose eight spots to No. 2, followed by Saint Xavier University in Illinois at No. 3.

In addition to being tied at No. 4 overall, Duke swept first place in three specialty areas: nursing administration/leadership, nursing education and family nurse practitioner.

Best Online Master's in Engineering Programs

The University of California—Los Angeles' Henry Samueli School of Engineering claimed the top spot again in the rankings of online master's in engineering programs, while the University of Illinois Urbana-Champaign's Grainger College of Engineering – which is also No. 1 for veterans – moved up two spots from No. 4. Purdue University—Main Campus in Indiana dropped by one, tying with Penn State World Campus to round out the top three.

Several schools in the Midwest ranked high in specialty areas. Purdue was No. 1 for industrial, management (tied with Johns Hopkins University in Maryland) and mechanical engineering while the University of Illinois—Urbana-Champaign topped the list for civil engineering.

Best Online Master's in Information Technology Programs

Columbia University , Johns Hopkins' G.W.C. Whiting School of Engineering in Maryland and Virginia Tech once again ranked in the top three among online graduate information technology programs. However, unlike last year, Columbia and Johns Hopkins tied for the No. 1 spot. Also in the top 20, Ferris State University in Michigan experienced one of the largest shifts in this category – from a tie at No. 41 to a four-way tie at No. 14.

Best Online Master's in Criminal Justice Programs

The online graduate criminology program at the University of California—Irvine was No. 1 for the fourth consecutive year. The University of New Haven in Connecticut moved up from a tie at No. 6 to claim the No. 2 spot, while there was a four-way tie at No. 3: Boston University, Sam Houston State University in Texas , Texas Christian University and the University of Massachusetts—Lowell .

Trying to fund your online education? Get tips and more in the U.S. News  Paying for Online Education  center.

10 Most Affordable Online MBA Programs

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2024 Best Online Programs

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8 ways Gen Z will change the workforce

Soon there will be more Zoomers working full time than Baby Boomers. Roberta Katz explains how their values and expectations will shape the future of work.

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Image credit: Claire Scully

Gen Z is growing up: In 2024, the generation born between 1996 to 2010 is expected to overtake Baby Boomers in the full-time workforce, according to a recent analysis by Glassdoor .

They are bringing to the office a different set of values, behaviors, and expectations than prior generations, according to research by Roberta Katz , a former senior research scholar at Stanford’s Center for Advanced Study in the Behavioral Sciences (CASBS) . Katz collaborated with a team of researchers to conduct a large, multi-year study to find out what matters to Gen Z and why – findings that culminated in a book and website .

Stanford Report sat down with Katz to talk about this research and what to expect from Gen Z in the workplace.

1. Gen Z expects change

The world Gen Zers came of age in was fundamentally different from that of their parents and even millennials, people who were born in the early 1980s to 1996.

The world of Gen Z has been defined by technological changes happening at rapid speeds that also reshaped social experiences. Disruption and impermanence have always been part of the world Gen Z experienced – for them, it’s a norm, not an exception.

“There is an expectation of constant change,” said Katz.

Growing up amid uncertainty has given Gen Z a unique set of characteristics, including being flexible and resilient. It has opened them up to new ways of thinking about the future and doing things – and questioning the ways things are done, which leads to the next trait Gen Zers will bring with them to work.

2. Gen Z is pragmatic

Gen Z has a strong sense of self-agency.

Gen Z lives in a world that has always been one search engine result away. If they want to know more about something, they readily seek the answer out for themselves ( even if it’s not always the correct one ).

They question everything and everyone – from their peers, parents, or people at work. “They don’t necessarily see elders as experts,” Katz said. “They want to understand why something is done in a certain way. They’re very pragmatic.”

They are also not afraid to challenge why things are done the way they are.

“When an older person says to them, ‘This is how you should do it,’ they want to check that out for themselves. It doesn’t mean they’re always right; it’s a different way of understanding,” Katz explained.

3. Gen Z wants to make a difference

Gen Zers not only expect change – they demand it.

They are inheriting a set of complex problems – from climate change to inequality to racial injustice, to name but a few – and want to fix it. They want to work for a place that they believe is doing good in the world.

Some Gen Zers will hold their employers accountable on the causes and issues that matter to them.

Katz warns that for some employers, it can be challenging – if not untenable – to take a position on politically charged or sensitive topics. “It is impossible for most institutions that represent lots of people and lots of identities to satisfy everybody,” Katz said.

4. Gen Z values collaboration and teamwork

For some Gen Zers, the digital world helped shape their identity: Through social media and in online groups, they found subcultures to connect and interact with.

They grew up with wikis – websites collaboratively built and edited by its users – and fandoms – enthusiastic and energetic communities centered around a shared, common interest. For example, K-pop sensation BTS has its Army , Beyonce has her Beyhive, and Taylor Swift has her Swifties.

“They’re in a posse – even with their headphones on,” Katz said.

To get things done, they value collaboration.

“There is a hope that everybody who is contributing is in it for the good of the whole,” Katz describes. “They want to have a team spirit.”

5. Gen Z wants leaders who guide by consensus

Gen Z is also less hierarchical than previous generations.

“They don’t believe in hierarchy for hierarchy’s sake,” Katz said. “They do believe in hierarchy where it is useful.”

Instead, Gen Zers prefer leadership that is dependent on expertise that is task or time specific. That could mean they favor management where team members take turns leading the group (known as a “rotating leadership” model). Another style they may prefer is “collaborative leadership,” in which people from across the organization participate in decision-making and problem-solving.

Transparency is also important.

Gen Zers value consensus and they look for leaders who are in service of the group (also called “service leadership”).

6. Gen Z cares about mental health and work-life balance

Gen Z grew up in a period that saw the blurring of the 9-to-5 work schedule and the rise of flexible work models – a mode of working that led to older generations feeling a pressure to always be “on.”

“Work and home life are all so integrated that if you don’t pay attention, you could be working all the time,” said Katz. “I think Gen Z is sensitive to that.”

Having a work-life balance and maintaining mental and physical health is also important to Gen Z.

“They’re placing a value on the human experience and recognizing that life is more than work,” Katz said.

7. Gen Z thinks differently about loyalty

Because Gen Z grew up amid so much change, Gen Z has a different perspective on loyalty.

But as Katz pointed out, “they also grew up with workplaces not being very loyal to their employees.”

Gen Zers were raised in the shadows of the global financial crisis of 2008, an event that has had long-lasting impacts on employment and the nature of work. “It used to be that people went to work for big companies thinking they’d be there for their entire career and that the company would watch out for them: providing health insurance, and so on,” Katz said.

But after the 2008 recession, and even more recently following the COVID-19 pandemic, companies have cut back labor costs and implemented other cost-saving measures, like reducing perks and benefits. Meanwhile, mass layoffs have also been rampant.

“There’s a reason that employees don’t feel the same degree of loyalty, too,” Katz said.

Meanwhile, the gig economy has also been present throughout Gen Zers’ lives, as has the rise of contract work. They are entrepreneurial, which is part of their pragmatic tendencies.

8. Gen Z looks for trust and authenticity

Gen Z also values authenticity.

“Authenticity is about trust,” Katz said. “Words and actions need to match.”

Honesty and openness are important.

For Katz, it’s all about mutually respectful communication. “My bottom line always to employers is stay open to hearing about different ways to get things done, because Gen Z has one foot in the future.”

Katz is associate vice president for strategic planning, emerita, and is currently involved in a strategic role with the Stanford Doerr School of Sustainability and the Stanford Institute for Human-Centered Artificial Intelligence . She also serves as vice chair of the board of the Center for Advanced Study in the Behavioral Sciences (CASBS).

Katz studied Gen Z as part of a multi-year CASBS research project with Sarah Ogilvie, a linguist at the University of Oxford and formerly at Stanford; Jane Shaw, a historian who is the principal of Harris Manchester College at Oxford and was previously dean for religious life at Stanford; and Linda Woodhead, a sociologist at King’s College London. The research was funded by the Knight Foundation.

From 2004 to 2017, Katz served under Stanford University Presidents John Hennessy and Marc Tessier-Lavigne as associate vice president for strategic planning, and in 2017 as interim chief of staff.

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    Veterans are eligible for higher education funding through the G.I. Bill benefits. Use the GI Bill® comparison tool to learn about education programs and compare benefits by school. The U.S. Department of Education's College Scorecard has the most reliable data on college costs, graduation rates, and post-college earnings.

  9. New Report Shows College Degree Continues To Provide Better ...

    The latest report from the National Center for Education Statistics (NCES) on the status of education in the United States shows that individuals with a college degree continue to enjoy both...

  10. Key facts about U.S. college graduates

    Here are key facts about American college graduates. How we did this Nearly four-in-ten Americans ages 25 and older have a bachelor's degree, a share that has grown over the last decade.

  11. Reviews & Ratings of Graduate Schools

    Read reviews and ratings of over 1,000 graduate schools and popular master's and doctoral programs.

  12. PDF Key to the Online Academic Summary Report (PDF)

    Mail the corrected report and accompanying explanation to Law School Admission Council, Academic Record Analysis, 662 Penn Street, PO Box 2700, Newtown, PA 18940-0978. You will be notified of the outcome of LSAC's review of your corrections. For more information, call 215.968.1001 between 8:30 AM and 6:00 PM ET, September-March, and between ...

  13. How to Submit Your School Report

    The School Report form should be completed by your high school counselor or school official and submitted with your high school transcript. The School Report must be sent using one of the following methods: Common Application recommender invitation tool on the "Recommendations" tab

  14. PDF Report on the Condition of Education 2021

    students were enrolled in public schools fall 2018, the most recent year for which data were available at the time this report was written. Public charter school enrollment accounted for 7 percent (3.3 million students) of these public school enrollments, more than doubling from 3 percent (1.6 million students) in 2009. In

  15. US News & World Report ranks the TTUHSC School of Nursing among best

    The TTUHSC School of Nursing ranked No. 8 for the best online graduate program in the Veteran's Graduate Nursing field. U.S. News & World Report Online College rankings rank the best online ...

  16. UVA Darden Ranked No. 1 Public B-School in the World in 2024 Financial

    Ranking Propelled by Student Satisfaction and Careers. The University of Virginia Darden School of Business is the top public business school in the world, according to new rankings from the Financial Times.Continuing its strong momentum, the School rose in multiple categories in the Financial Times' 2024 ranking of the Top 100 global business schools, which comes on the heels other recent ...

  17. What Is an MBA? About the Degree, Programs, Jobs, and More

    A Master of Business Administration, or MBA degree, is a graduate-level business and management degree with a focus on leadership and managerial skills. By earning this degree, you can equip yourself with the skills and knowledge to accelerate your career, transition to new industries, or even launch your own businesses.

  18. 2024 Best Online Bachelor's Programs

    Education 348 Items Sort by: School Name Location Program Rankings Best Online Programs for Veterans Majors Tuition (Per Credit) $0 - $2,000+ State for in-state tuition: Enrollment 0 - 1,000+...

  19. How technology is reinventing K-12 education

    For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used ...

  20. Penn Engineering launches first Ivy League undergraduate degree in

    The University of Pennsylvania School of Engineering and Applied Science today announced the launch of a Bachelor of Science in Engineering in Artificial Intelligence (AI) degree, the first undergraduate major of its kind among Ivy League universities and one of the very first AI undergraduate engineering programs in the U.S.. The rapid rise of generative AI is transforming virtually every ...

  21. Moscow State University

    Moscow State University ... Mikhail Kheraskov founded a boarding school for noblemen (Благородный пансион) which in 1830 became a gymnasium for Russian nobility. The university press, ... and #355 by U.S. News & World Report 2023. According to the some international rankings MSU is the highest-ranked Russian university ...

  22. U.S. News & World Report Ranks the Tepper School Among Best Online

    The Tepper School of Business at Carnegie Mellon University has been ranked No. 1 among the 2024 Best Online graduate non-MBA business programs for the Master of Science in Business Analytics (MSBA) and ranked No. 2 for the Online Hybrid MBA program by U.S. News & World Report.

  23. Marquette Graduate School bolsters career ...

    In that time, it has awarded nearly 30,000 advanced degrees, including over 26,500 master's degrees and 3,100 doctoral degrees The Graduate School offers Ph.D. programs in 20 different disciplines, as well as an interdisciplinary Ph.D. program which provides students and faculty with opportunities for creative customized academic programming ...

  24. Students are still absent and making up for missed learning post ...

    The report says, "Students learned 117 percent in math and 108 percent in reading of what they would typically have learned in a pre-pandemic school year."

  25. Penn is first Ivy League school with artificial intelligence track

    Starting this fall, students at the University of Pennsylvania can major in AI. In a news release this week, the school unveiled plans to become the first of the Ivy League universities to offer ...

  26. Top Universities in Moscow

    What are the top Universities in Moscow? uniRank answers this question by publishing the 2024 uniRank University Ranking of 66 Moscow higher-education institutions meeting the following uniRank selection criteria:. being chartered, licensed or accredited by the appropriate Russian higher education-related organization; offering at least three-year bachelor's degrees or postgraduate master's or ...

  27. 25 Best Universities In Moscow For International Students 2024

    Percentage of International Students. 11%. Total Number of students - 9,000. International Number of students - 950. Pirogov Russian National Research Medical University (RSMU) is a private university specializing in medicine located in Moscow, Russia. It was founded in 1906 as the Higher Medical Course for Women.

  28. See the 2024 U.S. News Rankings for Best Online Programs

    Feb. 7, 2024, at 12:01 a.m. Getty Images The 2024 Best Online Programs rankings assessed 1,752 online bachelor's and master's degree programs. Enrolling in an online college program can often...

  29. 8 ways Gen Z will change the workforce

    February 14, 2024 8 ways Gen Z will change the workforce. Soon there will be more Zoomers working full time than Baby Boomers. Roberta Katz explains how their values and expectations will shape ...