education level course meaning

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By Nik Taylor (Editor, The Uni Guide) | 19 October 2023 | 5 min read

Education levels and qualifications explained

A short guide to understanding different types of qualification, what they are and how they relate to one another

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What are education levels?

What are GCSEs?

What are as-levels, what are a-levels, what are btecs, what are t-levels.

T-levels are a new qualification (launched in 2020) which students can choose to take after GCSEs. A T-level is a two-year course which focuses on developing workplace skills and knowledge. Students spend some of their time learning at school or college, along with time spent on a work placement. In terms of workload, one T-level is intended to be roughly equivalent to three A-levels.

What are Ucas points?

What is the international baccalaureate, what is an apprenticeship.

What is an HNC?

What is an hnd, what is a degree, what is an undergraduate degree, what is a master’s degree, what is a phd degree or doctorate, you may want to look at these..., what is a red brick university list of red brick universities.

What are the red brick universities and how did they get their name? Most importantly, should it make a difference when choosing where to study?

What is the Russell Group? List of Russell Group universities

Here's what it means to be a part of the Russell Group – and a list of the universities involved

What are university entry requirements?

So you’ve found a degree course that ticks all the boxes and you’re ready to put it down as one of your five Ucas choices. But what about its entry requirements?

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From Associate to Doctorate: A Complete Guide to College Degree Levels

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Are you ready to discover your college program?

Considering a college degree? First, you’ll have to understand the types of degrees and college degree levels.

Different degrees prepare you for different career paths. For example, you can’t become a psychologist with just a bachelor’s degree — you’d need a master’s or doctorate in psychology. And you usually can’t become an engineer without at least a bachelor’s degree.

Typically, as your university degree level rises, your earning potential increases, and the unemployment rate decreases. That’s one more reason it’s important to understand the different types of degrees.

What Types of Degrees Are There in College?

There are many types of degrees you can earn in college. College degree levels can be broken down into two categories: undergraduate degrees and graduate degrees.

Here are the college degrees in order, from lowest ranking to highest:

• Associate degree (undergraduate)
• Bachelor’s degree (undergraduate)
• Master’s degree (graduate)
• Doctoral degree (graduate)

While a doctorate is the highest education level, some fields may stop at a master’s. The phrase “terminal degree” refers to the highest degree in a field.

A professional degree is a type of graduate degree — often a doctorate — that prepares you for a professional career in fields like law and medicine.

Popular Online Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Associate Degree

• Typical Program Length: 1-2 years
• Typical Number of Credits: 60

Most associate degrees prepare you to enter the workforce immediately upon graduation. These programs can be found at community and technical colleges and typically last 1-2 years.

An associate degree can also serve as the foundation for a bachelor’s program. You may even be able to transfer some of the credits you earned for your associate degree toward a four-year degree.

Some associate degrees require you to complete an internship or practicum in addition to taking classes. This is particularly common among healthcare and tech degrees.

To apply for an associate degree program , you’ll need a high school diploma or equivalent, like a GED certificate. Some schools may require you to submit standardized test scores, such as the ACT or the SAT, as well.

Featured Associate Programs

What can you do with an associate degree.

An associate degree prepares you for vocational, allied health, and support roles. For example, you can become a medical assistant , paralegal , or vet tech with an associate degree.

The highest-paying careers with an associate degree pay over $80,000 per year. See the table below for salary information on other popular associate degree jobs.

Source: BLS

Types of Associate Degrees

Colleges can offer three kinds of associate degrees:

• Associate of Arts (AA)
• Associate of Science (AS)
• Associate of Applied Science (AAS)

Arts, humanities, and creative fields typically offer an AA, whereas social sciences and natural sciences fields often award an AS. Many applied and vocational programs offer an AAS degree.

The type of degree matters if you’re planning to transfer into a bachelor’s program. Colleges normally offer fewer transfer credits for an AAS degree.

Popular Associate Degrees

• Business Administration
• Business Management
• Computer Science
• Criminal Justice
• Cybersecurity
• Early Childhood Education
• Graphic Design
• Healthcare Management
• Information Technology
• Medical Assisting
• Medical Billing and Coding
• Pre-Nursing
• Social Work

Bachelor’s Degree

• Typical Program Length: 4 years
• Typical Number of Credits: 120

A bachelor’s degree prepares you for many career paths. You’ll generally spend four years earning a bachelor’s degree at a college or university. You’ll take general education classes and courses in your major . You can also choose a minor.

Some colleges offer accelerated bachelor’s programs , which take less time — often 2-3 years. Degree-completion programs can also speed up the timeline by awarding you credit for previous college coursework.

You can earn your bachelor’s degree online as well. An online degree from an accredited college meets the same standards as that of an in-person degree.

You’ll need a high school diploma for admission and may also need to submit SAT or ACT scores.

Featured Bachelor’s Programs

What can you do with a bachelor’s degree.

In diverse industries like business, tech, and education, a bachelor’s degree can prepare you for many entry-level careers. Some of the highest-paying jobs with a bachelor’s degree include roles in finance, management, and tech.

Graduates with a four-year degree can also benefit from high demand in many lucrative fields, like software development and engineering. The table below introduces some popular jobs with a bachelor’s degree.

Types of Bachelor’s Degrees

You can earn a bachelor’s degree in many fields. Some of the most common types of bachelor’s degrees you’ll see include:

• Bachelor of Arts (BA)
• Bachelor of Science (BS)
• Bachelor of Applied Arts (BAA)
• Bachelor of Applied Science (BAS)
• Bachelor of Architecture (B.Arch.)
• Bachelor of Business Administration (BBA)
• Bachelor of Fine Arts (BFA)
• Bachelor of Science in Nursing (BSN)

The two most popular degrees are a BA and a BS. These degrees cover all arts and sciences majors and some education and engineering degrees.

Popular Bachelor’s Degrees

• Civil Engineering
• Communication
• Computer Programming
• Health Informatics
• Health Sciences
• Human Resources
• Mathematics
• Organizational Psychology
• Political Science
• Public Policy
• Supply Chain and Logistics

Master’s Degree

• Typical Program Length: 1-3 years
• Typical Number of Credits: 30

A master’s degree can help you gain specialized skills and qualify for higher-paying roles. As a graduate student, you’ll work closely with experts in your field to explore advanced topics.

While a master’s degree typically takes two years, some universities offer accelerated one-year master’s programs. You can also enroll in a bachelor’s-to-master’s program to earn both a bachelor’s and master’s degree in less time.

Most master’s programs require a minimum of 30 credits. Admission and graduation requirements vary depending on the program. For example, many arts and sciences master’s programs require GRE scores , while business programs typically require GMAT scores .

Featured Master’s Programs

What can you do with a master’s degree.

With a master’s degree, you can qualify for management-level careers and specialized roles in industries like healthcare, research, and social services. The highest-paying master’s degrees include MBAs and nurse practitioner degrees.

Learn more about the earning potential and demand for popular master’s degree jobs below.

Types of Master’s Degrees

Here are some of the most common types of master’s degrees you can earn:

• Master of Arts (MA)
• Master of Science (MS)
• Master of Business Administration (MBA)
• Master of Education (M.Ed.)
• Master of Fine Arts (MFA)
• Master of Laws (LL.M.)
• Master of Public Administration (MPA)
• Master of Public Health (MPH)
• Master of Public Policy (MPP)
• Master of Science in Nursing (MSN)
• Master of Social Work (MSW)

An MA and an MS are among the most popular master’s degrees. Humanities, social sciences, and natural sciences fields typically award an MA or an MS. Other popular options include an MBA and an M.Ed.

Popular Master’s Degrees

• Creative Writing
• Data Science
• Engineering
• Healthcare Administration
• Library and Information Science
• Network Security
• Public Health
• Supply Chain Management

Doctoral Degrees

• Typical Program Length: 2-10 years
• Typical Number of Credits: Varies

A doctorate represents the highest degree you can get in academia. There are a few types of doctoral degrees you can get.

Professional doctorates train you for a professional career. For example, law school and med school are two common professional paths. A Ph.D., on the other hand — by far one of the most common types of doctorates — emphasizes theory and research.

In a doctoral program, you’ll take graduate-level seminars and courses, take comprehensive exams, conduct original research, and defend a dissertation in front of a faculty committee.

Most applied doctorates take 3-5 years, while a Ph.D. typically requires 4-6 years of coursework. In certain fields, you can earn your doctorate online.

Some doctoral programs require a master’s degree for admission, whereas others admit applicants with just a bachelor’s degree. You may need to submit standardized test scores depending on the program.

Featured Doctoral Programs

What can you do with a doctorate.

If you want to become a physician , professor , or lawyer, you’ll need a doctorate. In many fields, a doctorate translates into higher salaries. Lawyers, pharmacists , and physicists all report median salaries of over $125,000 per year, according to the Bureau of Labor Statistics (BLS).

The following table shows the earning potential and demand for popular doctoral degree jobs.

Types of Doctoral Degrees

A doctorate is the highest education level, but there are still several types of doctoral degrees. Here are some of the most common you can get:

• Doctor of Philosophy (Ph.D.)
• Doctor of Business Administration (DBA)
• Doctor of Education (Ed.D.)
• Doctor of Medicine (MD)
• Doctor of Nursing Practice (DNP)
• Doctor of Pharmacy (Pharm.D.)
• Doctor of Psychology (Psy.D.)
• Juris Doctor (JD)

A Ph.D. is the most popular doctorate. You can earn a Ph.D. in many arts and sciences fields. Other doctorates take their names from the career path associated with the degree.

Popular Doctoral Degrees

• Curriculum and Instruction
• Educational Administration
• Educational Leadership
• Human Services
• Legal Studies
• Organizational Leadership
• Public Administration

Frequently Asked Questions About College Degree Levels

What are the four types of college degrees.

The four types of college degrees are associate degrees, bachelor’s degrees, master’s degrees, and doctoral degrees. Colleges classify associate and bachelor’s degrees as undergraduate degrees and master’s and doctoral degrees as graduate degrees.

Within those categories, you can earn many types of degrees. For instance, at the bachelor’s level, you could earn a bachelor of arts (BA), a bachelor of science (BS), or a bachelor of fine arts (BFA) degree.

What is a four-year college degree called?

A four-year college degree is called a bachelor’s degree. Another term for this degree type is a baccalaureate degree.

Many careers require a bachelor’s degree for entry-level roles. For example, most careers in business require you to hold a bachelor’s degree. Many roles in tech, education, the public sector, and engineering also require you to have a four-year degree.

Some career paths require a specific major. In many states, you’ll need a bachelor of science in nursing (BSN) to become a registered nurse . In other fields, your specific major matters less than the quality of your skills.

What is the highest degree?

The highest degree is a doctorate, also called a doctoral degree. In terms of university degree levels, both master’s and bachelor’s degrees rank below doctorates.

You can earn a doctorate in a wide array of fields, including the social sciences, business, the humanities, education, engineering, and healthcare.

In some fields, however, a master’s degree represents the terminal, or highest, degree. For instance, a master of fine arts (MFA) is the terminal degree for creative writing.

What is the hardest college degree?

Most would agree that the hardest college degree is a doctorate. As the highest education level, a doctorate requires significant expertise in the field.

Many Ph.D. programs take six years or more and require you to write a book-length dissertation based on original research.

Because a doctorate represents the top of the university degree levels, it’s a relatively uncommon degree. Only around 2% of U.S. adults held a doctorate in 2022, according to the U.S. Census Bureau .

What is the quickest degree?

The fastest degree you can get is either a one-year associate degree or a one-year master’s degree. While other types of degrees typically take a minimum of two years, you can earn a master’s degree in one year with an accelerated or fast-track program.

You can sometimes add a master’s degree to your bachelor’s through a 4+1 program, also known as a bachelor’s-to-master’s program. In this case, some of your coursework counts toward both your undergraduate and graduate degrees, meaning you’ll spend an additional year in college to leave with a master’s degree.

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Level of Education Meaning: Educational Attainment from School to Doctorate (Highest Degree)

Understanding formal educational journey can be like exploring a vast, multi-layered map, with each level of education marking a distinct territory of knowledge, skills and abilities.

From the initial steps taken in elementary education to the specialised heights reached in doctoral studies, understanding the meaning behind each educational level is crucial.

This article aims to explore these levels and the significance they hold in an individual’s academic and professional journey. By unraveling the essence of each educational stage, we provide a clearer path for learners to chart their course through the world of academia and beyond.

The Education System:

Here is data from World Bank, Gender Statistics (based on multiple sources) about the enrollment rates for each level of study by regions of the world.

The data on educational enrollment trends reveals significant regional disparities in primary, secondary, and tertiary education over the years.

• Africa shows a steady increase in primary enrollment rates, but secondary and tertiary enrollments remain relatively low compared to other regions.
• The Americas and Europe consistently exhibit high enrollment rates across all educational levels, with Europe leading in tertiary education.
• Asia demonstrates substantial growth in primary and secondary enrollments, with notable improvements in tertiary education in recent years.
• Oceania maintains high enrollment rates, particularly in primary education, while other regions show varied trends.

Overall, the data highlights the progress and ongoing challenges in achieving universal education across different regions.

Elementary Education (Early Childhood Education)

Elementary education is the foundational stage in the formal education system, typically covering kindergarten through fifth or sixth grade, depending on the country and region.

Completing this level equips students with basic skills in:

• writing, and
• mathematics.

Students also have an introduction to sciences, social studies, and often a second language. This phase is crucial as it lays the groundwork for all future learning, fostering critical thinking and problem-solving abilities from a young age. 

In the U.S., for instance, a strong emphasis is placed on creating a supportive learning environment that caters to the developmental needs of children.

Successfully completing elementary education means a child is prepared to transition to secondary education, where they will build on this foundational knowledge.

It signifies the end of the initial compulsory phase of schooling, setting the stage for more specialised and advanced learning in high school and beyond.

Secondary Education – High School Education

Secondary education, often spanning from sixth or seventh to twelfth grade, bridges the gap between elementary schooling and higher education. Completing this level means you’ve acquired a high school diploma, a key milestone in formal education.

This stage introduces more specialised subjects, often allowing students to choose electives based on their interests. These may include subjects like:

• advanced sciences,
• mathematics,
• literature, and
• social studies

For many, it’s a time to explore potential career paths, with schools offering vocational training alongside traditional academic courses.

In the U.S., for instance, secondary education includes various programs like AP courses or dual enrollment options, which can earn college credit.

Successfully graduating from high school prepares students for the next steps in their educational journey, whether it’s:

• enrolling in a college or university for an undergraduate degree,
• entering a vocational program, or
• jumping straight into the workforce.

It signifies a level of education that equips individuals with both the academic and social skills needed to navigate the complexities of adult life and the professional world.

Undergraduate / Bachelor Degree – Post-secondary Education

An undergraduate degree marks a significant milestone in higher education, typically following secondary education. It’s the first level of university education, leading to a bachelor’s degree .

This achievement indicates that you’ve successfully completed a program of study in a specific field, like science, arts, or engineering, at a college or university.

For many, it’s a passport to professional careers or a stepping stone to advanced degrees.

In the U.S., obtaining an undergraduate degree usually involves a mix of general education courses and major-specific classes. This structure ensures a well-rounded education while allowing deep dives into areas of interest.

For example, a bachelor’s in science might require courses in:

• physics, and
• electives in humanities or social sciences.

Completing this level of education means you’ve developed critical thinking, problem-solving, and specialized knowledge in your field.

The journey to an undergraduate degree varies, typically taking four years, but can extend depending on the program or if you’re pursuing a double major or a professional degree.

Graduating with this degree opens doors to various career paths, qualifies you for certain professional certifications, or can be the prerequisite for entering graduate programs, such as a master’s or doctoral degree.

It’s a significant step that prepares you for the challenges and opportunities of the professional world or further academic pursuits.

Masters Degree Program

A master’s degree represents an advanced level of education that follows an undergraduate degree . It signifies a deeper specialization in a particular field, whether it’s in the arts, sciences, business, or another area.

Completing this degree means you’ve engaged in intensive study and possibly research, culminating in a thesis or comprehensive examination.

For instance, someone with a bachelor’s in psychology might pursue a Master of Science (M.Sc.) to specialize in clinical psychology. This path typically involves:

• coursework,
• practical training, and
• a research project or thesis that contributes new insights to the field, meeting the criteria for a graduate degree.

Similarly, an MBA (Master of Business Administration) prepares graduates for leadership roles in business, combining theoretical knowledge with practical business skills.

Earning a master’s degree can change your career trajectory, opening doors to higher-level positions, increased earning potential, and in some cases, a prerequisite for doctoral studies.

It usually takes one to two years to complete, but this can vary depending on the type of degree and whether you study full-time or part-time.

Graduating with a master’s degree not only enhances your expertise but also demonstrates a commitment to personal and professional development. It’s a significant achievement that sets you apart in the job market, equipping you with advanced knowledge and skills in your chosen field.

Doctoral Degree – Highest Level Of Education

Achieving a doctoral degree is the pinnacle of academic success, representing the highest level of education in various fields, from science to humanities.

This degree signifies not just years of study but a significant contribution to your field through original research.

Completing a doctorate means you’ve conducted a comprehensive study, culminating in a dissertation that presents new knowledge or insights, capable of influencing future research and practice.

For instance, in the U.S., a doctoral candidate in environmental science might spend years studying the impacts of climate change on coastal ecosystems, contributing valuable data and strategies for conservation.

Similarly, a doctoral program in education could lead to groundbreaking methodologies in teaching and learning, shaping future educational practices.

Earning a doctoral degree is a rigorous process, typically involving:

• examinations, and
• a lengthy dissertation process.

It requires a deep commitment to research and scholarship, often under the guidance of experienced mentors and advisors. This journey not only hones your expertise in a specific area but also develops a wide range of skills, from critical thinking to problem-solving.

Graduates with a doctoral degree often pursue careers in academia, research, or high-level industry positions, where they can continue to influence and innovate within their profession.

Completing this degree opens doors to opportunities for leadership, teaching, and advanced research, making it a transformative step in both personal and professional development.

Education Level Meaning Explained

Each level of education serves as a building block in the vast architecture of learning, marking significant milestones in an individual’s academic and professional journey.

From the foundational knowledge gained in elementary education to the specialised skills acquired through secondary schooling, and the advanced insights developed during undergraduate and postgraduate studies, each stage prepares learners for the challenges and opportunities ahead.

Understanding the meaning and significance of these educational levels not only helps in appreciating the journey but also in making informed decisions about one’s career path and life goals, ultimately shaping a more informed, skilled, and adaptable society.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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Undergraduate vs. Graduate: Educate Yourself On The Difference

• Undergraduate Meaning
• Undergraduate Student And Degree
• Graduate Meaning
• Graduate Degree And Student
• Graduate Origin
• Postgraduate Meaning

⚡ Quick summary

The main difference between undergraduate and graduate is that undergraduate is always used in the context of the first level of college or university education (the level where you can earn a bachelor’s degree ). In terms like graduate student and graduate degree , graduate refers to a level of advanced education beyond the undergraduate level, especially a master’s degree or doctorate . The noun graduate is more general, simply referring to a person who has completed a level of education (someone who has graduated ).

The difference between undergraduate and graduate is a difference of degrees (*throws graduation cap in the air to celebrate the pun*).

The level of education that each word involves varies depending on how the word is being used, and there are situations in which both words can be used in the same situation. For example, you can become a graduate student after graduating with an undergraduate degree.

The word graduate can mean very different things depending on whether it’s used as a noun (as in recent   high school graduates ), an adjective (as in graduate student and graduate degree ), or a verb (as in I plan to graduate next May ). The same goes for its shortened form, grad , which can be used as a noun (as in Congrats, grads! ) or an adjective (as in grad program ).

Undergraduate can also be used both as a noun (as in I’m an undergraduate at Stanford University ) or an adjective (as in I’m working toward my undergraduate degree ). It can be shortened to undergrad in both cases.

By the end of this article, you’ll have an advanced degree in all the different ways graduate, grad , undergraduate , and undergrad are used, and what they mean in each case.

What does undergraduate mean?

An undergraduate is “a student in a university or college who has not received a first, especially a bachelor’s, degree.” For example, a college student might say I’m an undergraduate at the University of Texas if they were pursuing a bachelor’s degree there.

Undergraduate is also commonly used as an adjective in this same context, in terms like undergraduate student , undergraduate degree , and undergraduate studies.

Undergraduate is often shortened to undergrad as both a noun and an adjective.

In undergraduate, the prefix under- is used to indicate a lower rank or status. The educational status of an undergraduate student is below that of a graduate student.

What’s the difference between wisdom and knowledge ? Here’s a lesson on the two terms.

What is an undergraduate student ? And what is an undergraduate degree ?

An undergraduate student is a student who is pursuing a degree at the first level of higher education (meaning the level after high school) at a college or university. Undergraduate students are typically those working to earn a bachelor’s degree (or, less commonly, an associate’s degree ). These degrees are often referred to with the general term undergraduate degree.

Outside of the US, an undergraduate degree is sometimes called a first degree. There are also other types of undergraduate degrees outside of the US, such as a foundation degree (which, like an associate’s degree, is typically a two-year degree).

What does graduate mean?

As a noun, the word graduate  [  graj -oo-it ] refers to “a person who has received a degree or diploma on completing a course of study.” In other words, a graduate is someone who has completed a particular level of schooling or an educational program—a child who just finished kindergarten and a doctor who just completed medical school are both graduates. It can even be used figuratively , as in She’s a graduate of the school of hard knocks.

As a verb, graduate [  graj -oo-eyt ] means “to receive a degree or diploma on completing a course of study.” The process of graduating—and the ceremony itself—is called graduation .

As an adjective, graduate [  graj -oo-it ] means something more specific. It’s used to indicate that a student, degree, or educational program is an advanced one, beyond the level of a bachelor’s degree. This sense of graduate is most commonly used in terms like graduate degree, graduate school , graduate program, and graduate student.

What is a graduate degree ? And what is a graduate student ?

Graduate degree typically refers to a degree beyond a bachelor’s, most commonly a master’s.

A graduate student is a student who’s pursuing an advanced degree after having earned their undergraduate degree (such as a bachelor’s degree) by graduating from an undergraduate program. Calling someone a graduate student most often means they are pursuing their master’s degree, but it may be another advanced degree, such as a PhD (You’d most commonly call such students PhD students. Or you might say they are working toward their doctorate or their doctoral degree.)

To earn a graduate degree, graduate students go to a division of a university known as graduate school , and such a program is often called a graduate program. In all of these terms, graduate is often shortened to grad : grad school , grad student , grad program . (A student doesn’t become a graduate student until they take graduate-level courses. For example, if a student graduates with a bachelor’s degree and then later pursues a different bachelor’s degree, they are still an undergraduate student .)

Some graduate studies are referred to in more specific ways: medical students go to medical school to earn their medical degree ; law students go to law school to earn their law degree.

Do you know the difference between these highly-esteemed graduate degrees and titles: PhD, MD, and Dr ?

Where does the word graduate come from?

Graduate comes from the Medieval Latin graduārī, meaning “to take a degree.” It ultimately derives from the Latin gradus, meaning “a step.” Each time you graduate, you take a step to the next level of education.

What does postgraduate mean?

The adjective postgraduate is sometimes used in the same way as the adjective sense of the word graduate, especially in the UK, as in postgraduate student or postgraduate studies.

Postgraduate should not be confused with postdoctoral , which refers to studies, research, or professional work above the level of a doctorate.

How to use undergraduate vs. graduate

The best way to sort out the different meanings of undergraduate and graduate is to determine whether each word is being used as a noun, an adjective, or a verb. Here’s an easy breakdown of the differences.

• undergraduate (noun): A college student pursuing a non-advanced degree, most commonly a bachelor’s degree. Can be shortened to undergrad.
• undergraduate (adjective): Used in the context of colleges and university programs ( undergraduate programs ) where students are pursuing a degree (generally referred to as an undergraduate degree ) that is not an advanced degree. Also sometimes shortened to undergrad.
• graduate (noun): A person who has completed a particular level of schooling or educational program. Can be shortened to grad.
• graduate (verb): To complete a level of schooling (and, typically, to receive a degree or diploma). You can graduate from kindergarten, high school, college, graduate school, medical school, etc.
• graduate (adjective): Used in the context of advanced schooling—a level beyond a bachelor’s degree, most commonly a master’s program. Used in terms like graduate student , graduate school , graduate degree , graduate program , graduate courses , etc. Often shortened to grad.

Examples of undergraduate, undergrad, graduate, and grad used in a sentence

Let’s look at some examples of these words in actual, real-life use to get the meanings straight.

• As an undergraduate, she had studied engineering; as a graduate student, she switched to architecture.
• I completed my undergraduate degree after five years and a lot of hard work.
• As a graduate student, you will be expected to complete a thesis.
• You should start thinking about graduate school applications before you graduate.
• Most of the applicants for this position are recent college graduates.
• I’m still an undergrad, but I’m hoping to start grad school next fall.
• I’m a UGA grad, but I almost went to Georgia Tech.

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What Are the Different Levels of College Degrees?

Most careers require only an associate or bachelor’s degree. However, some positions, such as doctors, lawyers and engineers, require you to earn higher levels of degrees before serving in those roles.

It’s important to map out your goals if you are interested in exploring one of these career paths. Though you can change your major as often as you’d like, some careers have specific educational tracks you must follow to enter the industry.

As you continue your education to higher levels of degrees , additional time and tuition are required. However, as you earn higher degrees, your starting income potential increases, and unemployment decreases because of the narrower scope of specialized knowledge you’ve gained through education.

The levels of college degrees, in order, are:

• Associate degree
• Bachelor’s degree
• Master’s degree
• Doctoral degree

For a complete breakdown of each level of college degree , keep reading.

Exploring the levels of college degrees

Pre-professional programs, certificates, and minors, what degrees can you get at furman university, associate degrees (undergraduate).

An associate degree is an education level beyond a high school diploma but not yet to the level of a bachelor’s degree. Typically, associate degrees are two-year programs (or 60 course hours) offered in community colleges and technical colleges. They prepare you to go directly into the workforce, though some associate degree graduates will go on to earn their bachelor’s degree as some course credits may transfer to four-year colleges.

There are three types of associate degrees: Associate of Arts (A.A.), Associate of Science (A.S.) and Associate of Applied Science (A.A.S.). An A.A.S. in Nursing is a specific degree program that transfers into a specific vocation, whereas an A.A. in Liberal Arts is a generalized program of study.

Popular associate degree careers include:

• Dental hygienist
• Web developer
• Veterinary technician

Bachelor’s degrees (undergraduate)

A bachelor’s degree is a four-year program (or 120 course hours) offered by colleges and universities. Bachelor’s degrees require you to take general education courses (such as math, English and science) and specialized courses related to your chosen major.

Bachelor’s degrees offer a broad variety of subjects – more than any of the other levels of college degrees . You may choose from arts and sciences, business, psychology, and studio art, to name a few. Each of these programs of study will come with a different designation, such as the two most popular levels of bachelor’s degrees – B.A. (Bachelor of Arts) or B.S. (Bachelor of Science).

A Bachelor of Arts (B.A) degree covers all arts studies, including anthropology, communications, French, music and politics (to name a few). In contrast, a Bachelor of Science (B.S.) includes studies of sciences, including engineering, mathematics, neuroscience and public \health.

Popular careers that require a bachelor’s degree include:

• Software developer
• Microbiologist
• Registered nurse
• High School teacher
• Graphic designer

Master’s degrees (graduate)

A master’s degree is an advanced degree obtained after a bachelor’s, typically requiring 1-2 years of additional study (or 30 course hours). Master’s degrees allow students to specialize in a particular area of interest, such as business, health and sciences or art, to become more employable or knowledgeable in an area of study. 

Some master’s programs offer accelerated timelines, online-only programs or even nighttime courses for professionals in full-time careers. In 2021 , 52.8 million people held a bachelor’s degree, while 24.1 million held a bachelor’s degree and a master’s degree.

A Master of Arts (M.A.) and Master of Science (M.S.) are the most popular master’s degree programs. However, Master of Fine Arts (M.F.A.), Master of Business Administration (M.B.A.) and Master of Social Work (MSW) are also popular programs.

Popular careers that typically require a master’s degree include:

• Physician assistant
• Political scientist
• Occupational therapist
• Social worker

Doctoral degrees (graduate)

A doctoral degree (Ph.D.) is the highest level of degree , often requiring several years of research and study beyond a master’s degree. The length of time and course hours needed vary depending on the focus of the study. 

Doctoral degrees emphasize research; therefore, Ph.D. students often find careers in academia or highly specialized fields, such as medical, political or legal. A doctoral program requires students to participate in advanced courses, graduate-level seminars, and research labs and defend a dissertation to a committee.

A Doctor of Philosophy (Ph.D.) is the most commonly known doctoral degree, but these degree programs are not reserved for philosophy students. You can earn a Ph.D. in many other subjects, such as health and sciences or the arts. Other popular doctoral degrees include the Doctor of Education (Ed.D.) and Juris Doctor (J.D.), which includes lawyers.

Popular professions that require a doctoral degree include:

• Physician or surgeon
• Postsecondary teacher or professor

Pre-professional programs, certificates and minors are also available to add to your college diploma. These programs allow you to further your education with knowledge that complements your overall degree program or further your studies in an area of personal interest or development.

Pre-professional programs

A pre-professional program prepares students for specific professional degrees in areas such as law or medicine. These programs provide the foundational knowledge necessary for success in professional schools, such as medical school. Popular pre-professional programs include pre-med or pre-law .

Certificate programs

Certificate programs are short-term courses (or collections of courses) designed to strengthen specific career skills. They develop practical skills often valued in the job market and look attractive on job applications and resumes. Certificate programs are often related to newer subjects within a degree of study. For example, social media studies are more recent programs designed to educate students on rising social media trends in the marketing and advertising industries. 

Minors are additional areas of study outside a student’s major. Minors don’t typically contribute to the varying levels of college degrees , though they can complement chosen majors. Minors are not required to graduate, but they do allow students to explore diverse interests to enhance their professional skills and career marketability. Popular minor programs include foreign languages, journalism and data analytics . 

No matter what career path you’re interested in, there’s a level of college degree to help get you there. While some careers require more extensive studies (like surgeon or lawyer), others require a shorter education, like veterinary technician. There is flexibility and variety available in all degree programs!

When you’re considering your path through college and the career world, exploration is encouraged. It’s wise to research all levels of degree programs related to your interests and desired career. You may even find a program that allows you to reach career certification while studying a personal interest!

Understanding the varying levels of degrees and available certificate and minor programs will allow you to make informed decisions about your higher education journey, ultimately saving you time (and tuition!) as you reach your dream career.

Furman offers more than 70 majors, minors and programs , each designed to prepare you for a successful career. Whether you choose a bachelor’s degree program now, enroll in one of Furman’s graduate programs after graduation or plan to continue to a doctoral degree, our advisors can help you with the tools you need to continue achieving your goals.

The perspectives and thoughts shared in the Furman Blog belong solely to the author and may not align with the official stance or policies of Furman University. All referenced sources were accurate as of the date of publication.

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What qualification levels mean

Most qualifications have a difficulty level. The higher the level, the more difficult the qualification is.

If you need to know the level of a qualification, you can:

• see a list of qualification levels in England, Wales and Northern Ireland
• use the Register of Regulated Qualifications - if you know the name of the qualification and the exam board that runs it
• compare qualification levels from other countries

Qualifications at the same level sometimes cover different amounts of the same subject.

AS levels and A levels are both level 3, but you study AS levels over 1 year and A levels over 2 years. So you learn more about the subject at A level.

Contact the National Careers Service for advice about qualification levels if you’re in England.

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Courses Numbering System in US :100—900 Level? BS or MS Class?

One of the things that you hear often from students studying in US schools when the talk about their courses is mention a number about their class level.  For instance, they would say statements like : “I had to take that stupid 101 class in Music”, “It is a 4000 level class and I think it will be hard”, “Oh gosh, I have taken this 800 level class and it is killing me…” . For someone who have not studied in US or not familiar with the concept of a level of class, it may be hard to understand. Let me share few thoughts on this.

What is the concept behind Course Numbers in USA ? Do they signify anything ? In most of the US schools, every course number starts with a digit ranging from 1 to 9. The first number in the entire course number has significance and it tells the complexity or the level of the course. It can also tell that if it is an Undergrad level class or Graduate level class. As the numbers say, the lower the number the basic the course it is. For instance, if it like 102 Mathematics, then it will be very basic Math and does not require any complex skills. On the other hand, if it is like 302 Mathematics, then it is assumed that you have the expertise of 102 Mathematics and even may be 202 Mathematics or similar. They would mention in advanced course, the pre-requisites for taking a class.  Also, the course numbers may have a 3 or more prefix Alphabets like BUS ( Business), PSY (Psychology), MATH ( Mathematics) , BUS MGMT (Business Management), etc. This prefix signifies the major(specialization) classification of the course .  Few examples of course numbers : BUS 640 Accounting, BUS ADM 710 Finance , MATH 234 Algebra, CSC 678 Computer Networks, etc.

What are the 100—600 or 1000—6000 level classes? 700 – 900 level classes?

There is no universal rule here that every school should adopt this pattern, for most part most of the schools adopt this format (all the four US schools I studied had this pattern). They may have either three digits or four digit classification like 100 or 1000 depending on the school.

• 100- 600 or 1000 -6000 level : Typically, this slab of 100 to 600 corresponds to Undergrad level classes. Typically, all the courses that are on the 100 and 200 level are very basic, they are either freshman(first year) or Sophomore(second year) level classes. Most of these classes are foundations for bachelors and everyone would have to take these. All the classes from 300 to 4000 are advanced level classes and are taken by Juniors (3 rd year) or Seniors(fourth year) students. They are more focused. Some schools have more advanced classes that are around 500 and 600 level, they are also Undergrad level classes but more advanced.
• 700—900 or 7000—9000 level : This classes with this numbering correspond to Graduate level classes for MS, MBA or PhD. Masters classes are ideally in the range of 700 to 800. 900 level classes correspond to PhD and Thesis or research level classes and much advanced.

Does the US school you study have different numbering system ? What has been your experience taking those classes ?

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How to Understand and Define Education Levels

So, you were asked about your education level and you need to know all about it?

Don’t worry, we got you!

Whether you’re a student planning on your academic life, or you’re just after crafting a resume, our guide is for you!

We’ll tell you all about education levels, their importance, and their examples! 

Want to know more?

Keep scrolling down!

Table of Contents

Exploring the Meaning of Education Levels

When we talk about education levels, what are we really talking about?

Education levels actually help us define and understand a person’s educational background, qualifications, and abilities.

These levels are important when it comes to decision-making about your employment, further studies, and even other aspects of your life. They’re stepping stones to personal and professional growth, and they can also show your societal status.

Examples of Education Levels

The level of education is not the same in all the world, but there are similarities. Let’s take a closer look at specific examples of education levels. 

Primary Education

So, you start your schooling journey right here! This stage covers the early years of our education and tries to grow our first skills such as reading and writing. 

In most countries, primary education is a building block on which all the higher levels of learning are built!

During this stage, students also develop social and emotional competencies. The primary goal of primary education is to ensure that every child has a strong educational foundation for advancement in higher education.

Secondary Education

High school is the next step in the learning journey. This usually includes the middle and high school years. The curriculum varies around the world.

In high school, students can choose courses that match their interests and career goals. This part of education is very important because it prepares us for higher education or the workforce.

Higher Education (Bachelor’s Degree)

The next step is to graduate from a university or college. Higher education programs and duration vary depending on the university, country, and even field of study.

This program aims to teach students everything about their chosen major and to give them proficiency in it. That is why all practical applications of theory are included.

Graduates are awarded a bachelor’s degree upon successful completion, and this credential is highly regarded in the industry.

Master’s Degree

If you’d like to deepen your knowledge, you should go for graduate school or a Master’s degree. 

This advanced degree focuses on specific fields of study with greater intensity and specialization.

Master’s programs often require students to engage in more research and coursework and it aims to provide them with the skills they need in their chosen professions. 

People with a master’s degree are more likely to land a job they like! So, if you’re thinking of continuing your education or going to the job market straight from higher education, we suggest you go with the graduate school choice!

Doctor of Philosophy (Ph.D.)

The most advanced level of education is called a Ph.D. or Doctor of Philosophy for most majors. If you’d like to stay in academia after graduation, want to become a professor, or if you’re just interested in research, you can apply for a Ph.D. position!

At this level, you’ll be studying serious and complicated topics and most of your studies are based on research. It’s hard, so only enter it if you think you’re able to contribute original knowledge to your field. 

Identifying the Highest Education Level

So, how should we know someone’s highest education level? Let’s see!

Review Academic Credentials

Start by asking for their academic credentials. Look for degrees or diplomas earned from institutions. These credentials often show the highest level of education achieved.

Check for Specialized Degrees

Do they have a specialized degree? These degrees include master’s degrees or Ph.D. They show advanced education and expertise in specific fields.

Consider Professional Certifications

In some cases, individuals may have professional certifications that hold significant weight in certain industries. These certifications may represent the highest level of education required for specific roles. 

So, if you’re a hiring manager, check each certification they listed as well.

The Role of Education Levels in Your Resume

You may be a job candidate, searching to know more about the level of your education and how it can affect your hiring process. 

Well, your education levels play an important role in shaping your resume and influencing your potential employers. Let’s find out more about this link!

Why Your Education Levels Matter on Your Resume

Your education level is one of the most important criteria in your resume as it can represent you in many different aspects, and some of the most crucial ones are as follows:

Credential Verification

Employers often use your educational background to verify the qualifications you’ve listed on your resume. For example, if they need an English teacher, people who have a degree in English teaching, translation, or literature are preferred!

Skill and Knowledge Showcase

Education levels reflect the skills and knowledge you’ve learned through formal learning. This information helps employers assess your suitability for a particular role. This is why you should describe what skills you learned in university and how each topic influenced you.

Filtering Mechanism

Some positions require specific educational qualifications to apply. Employers may use education levels as a filtering mechanism to narrow down candidates.

So, if there’s a job description that says the candidate must at least have a master’s degree, then you’ll be automatically filtered from the final list of candidates with a bachelor’s.

How to Showcase Your Education Levels on Your Resume

Here are some tips on how to professionally showcase your educational background!

Include a Dedicated Education Section

Create a dedicated section near the top of your resume specifically for your education. Include the following details:

– Degree or certification earned (e.g., Bachelor of Science, MBA)

– Name of the institution (e.g., Harvard University)

– Graduation date (e.g., May 2020)

– Honors or awards (if applicable)

– Achievements

– On-campus or volunteer jobs related to your major

List in Reverse Chronological Order

Begin with your most recent or highest level of education and write them backward. This allows employers to see your latest educational level first.

Provide Relevant Details

If you have completed coursework or projects relevant to the job you’re applying for, consider including them in your education section. This shows the potential employer that you have the practical skills and knowledge they require. 

Tailor to the Job

You can always customize your education section for each job application! It’s a smart strategy!

Emphasize relevant degrees or certifications that fit the specific requirements of the position.

Frequently Asked Questions About Education Levels

What are the primary education levels.

Primary education levels typically include early years of formal learning, including kindergarten and elementary school. They focus on foundational skills like reading, writing, and basic mathematics. They also try to make the child interested in education so they may include art and sports as well.

What’s the difference between secondary and higher education?

Secondary education follows primary education and includes middle and high school years. You’ll get a diploma after finishing this level. Higher education refers to education beyond high school and includes colleges, universities, and even vocational schools.

How long does it take to earn a bachelor’s degree?

The duration of a bachelor’s degree depends on the major and the country, but in most cases, it takes about four years of full-time study to complete this level.

What’s the significance of a master’s degree?

A master’s degree shows that you’ve got advanced knowledge and expertise in a specific field. It shows that you know how to research topics related to your major and you’ve been through its in-depth learning. It can open up career opportunities and often leads to higher earnings.

What is a Ph.D., and why pursue one?

A Ph.D. is the highest academic degree and involves original research in a field. People pursue Ph.D. programs to contribute to knowledge and expertise in their area of interest. Most people who study Ph.D. are either interested in working in academia as a professor or becoming a researcher in the field.

Is including education levels on my resume essential?

Sure! It’s very important to dedicate a part of your resume to your educational background. You should also write them in reverse chronological order and include details such as honors and achievements. It helps employers assess your suitability for the role.

Are there career options for individuals without advanced degrees?

Yes, you can also find career options for individuals without advanced degrees. Many fields believe practical experience and skills have the same importance as formal education. However, having certifications from institutes that have a weight in your area of expertise can even create more career options for you.

Final Words

So, wish to continue your education or you’re going for the job market?

Anything you choose, you should know that the level of your education matters in it! Whether you’re applying for the job of your dreams or emailing a professor for a Ph.D. position, it matters what you’ve studied and what’s your current level of education!

The first section that most employers check when they have your resume, is the box dedicated to your education. So, make sure to use all the tips and tricks we taught you about showcasing your educational level on your resume! 

However, remember that learning is a lifelong journey, and it can bring you opportunities that change your life forever! 

Hope you can make the best choice after reading this guide, remember, your growth as a person is not determined by your level of education, but your professional path depends on it very much! 

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What is Level of Education – Meaning and Examples

Wondering what the level of education meaning is? Well, the level of education of someone refers to the highest educational degree they’ve obtained. It could be Ph.D., Master’s, college, or even a lower degree.

In the United States, you’ll hear people talk about Kindergarten, Elementary School, Middle School, High School, and College. When other countries implement the “6 years of Primary School” system, this sometimes means ages 5-11.

What is the Meaning of Level of Education?

One of the oldest questions you will probably get most time during an interview is, “What level of education do you have?” The correct answer to this question will reflect the level of knowledge you might have acquired over the years of your education in your chosen course/career.

The question is the same as your highest level of education or current level of education which simply means the current or highest degree you’ve obtained so far in your education journey.

One thing you must understand is, that the level of education is completely dependent on the person in question. While some have only managed to finish high school, some other people have gone passed college and presently pursuing a Master’s degree.

What are the Examples of Education Levels?

1. primary education.

In other countries, primary education is included in compulsory schooling laws without an explicit differentiation between primary and secondary levels; for example, it may be called “elementary education” or “grade school”.

2. Secondary education

In many parts of the world, secondary schools are the same as high schools or grammar schools because they are typically next to higher-level schools such as colleges and universities, where the final year of high school often overlaps with the first year of university studies.

3. Higher education (Bachelor’s degree)

This type of education level is typically under the supervision of faculties and departments. It involves teaching, research, and community service and the school can confer bachelor’s degrees in various disciplines.

4. Master’s degree

While master’s programs vary greatly depending on the field, they typically focus on developing more in-depth knowledge within a chosen subject area as well as practical skills related to work or research requirements for the position being sought by students.

5. Doctor of Philosophy (Ph.D.)

The Ph.D.’s main purpose is to provide highly qualified specialists with the training necessary for them to conduct research and contribute to the progress of their chosen field(s).

Some people think that the Ph.D.’s main purpose is simply to provide more information or insight into a subject, but this isn’t true — although this may happen as part of your research work on your dissertation (final project).

What is the Highest Level of Education?

The term “Ph.D.” comes from the Latin phrase Philosophiae doctor, which translates to “doctor of philosophy.”

The Ph.D. is not a professional degree, but it does signify that the person has achieved an advanced level of knowledge in his or her field of study and has been vetted by an academic committee as worthy of being awarded a doctorate degree in his or her field.

Is it Important to Include Your Level of Education in Your Resume?

It demonstrates to the employer that you are motivated and have achieved some level of success in school. It also helps them to determine if they are capable of completing the task at hand.

This will set you aside from other applicants who did not attend college or graduate school.

Level of Education Meaning: FAQs

What are the objectives of education at different levels.

Generally, For a student, education is acquiring knowledge while for a teacher is imparting knowledge regardless of the level.

What does education level mean?

What does the level of education on a resume mean.

This is the information about the schools you attended, the degrees you are awarded, your GPA (not necessary), and any special awards and honors you earned.

How many years does it take to complete higher education?

Higher education (bachelor’s degree) typically takes four (4) years to complete. However, it might take you more or less in some countries.

Level of Education Meaning: Conclusion

But there’s more to education than formal schooling. Entrepreneurship classes, online courses and workshops , book clubs, and singing lessons are just some other forms of education to really give you an edge in the competitive world.

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Qualifications: what the different levels mean

A qualification shows employers, teachers and learners what you have learnt and what you can do as a result of that learning. There is a large variety of qualifications available so they are grouped together into levels to show how they compare and what other qualifications they can lead to.

Qualification frameworks 

In the UK, most qualifications taken through work, school, college or university, fit into one of nine levels (12 in Scotland). The higher the level, the harder the qualification. The levels are based on the standards of knowledge, skill and competence needed for each qualification. Qualifications at the same level can be very different in terms of content and the length of time they take to complete. 

Knowing about the different levels means that you can compare qualifications and identify what you need for your chosen career.

Four qualifications frameworks are in use within the UK:

• Regulated Qualifications Framework (RQF) for England and Northern Ireland
• Credit and Qualifications Framework for Wales (CQFW)
• Scottish Credit and Qualifications Framework (SCQF)
• Framework for Higher Education Qualifications for England, Wales and Northern Ireland (FHEQ)

Qualification levels

The table below shows some examples of qualifications at each level under the various frameworks. The list is not exhaustive.

More information on the frameworks and associated levels, including comparisons with other countries can be found on the Council for Curriculum, Examinations and Assessments (CCEA) website .

Checking if your country's qualifications are recognised in the UK

If you are resident in Northern Ireland and need to check your qualifications against UK equivalents, you can access a free Qualification Equivalence Service by contacting your nearest  Careers Office .

Your qualifications will be checked against the UK National Recognition Information Centre (NARIC) database which will provide you with comparison information and advice on your specific qualifications.

Your country of origin needs to be listed on the NARIC databases to avail of this service and you will need to have a copy of your qualification certificates or details.

Free movement of professionals across the EU

If you are a non-UK National from a member state within the EU, EEA or Switzerland with professional qualifications and wish to work in Northern Ireland you may be eligible, under the EU Directive on the Mutual Recognition of Professional Qualifications for automatic or general recognition of your qualifications depending on your profession.

The UK Centre for Professional Qualifications (UK CPQ) is the National Contact Point (NCP) for Professional Qualifications in the United Kingdom. It is responsible for guiding professionals through the process of obtaining recognition for their professional qualifications in the UK and has a dedicated website which provides comprehensive advice and guidance for both individuals and employers.

More information can be found at the UK CPQ website:

Comparing qualification levels from outside Northern Ireland

There are 12 qualification levels in Scotland. These are set out in the  Scottish Credit and Qualifications Framework

Irish qualifications are set out in the  Irish National Framework of Qualifications 

You can compare European qualification levels and also get information on specific qualifications that occupy those levels in national frameworks.

You can also contact the UK National Recognition Information Centre   to compare a UK qualification with any non-UK qualification. There may be a fee for this.   

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How does the college course 101 numbering system work?

I'm not an American, but I know that the number 101, often used postpositively, is used to mean fundamentals/rudiments of a particular scholarly subject. I know (partially as a hunch but I also looked it up) this is because introductory courses in American, or maybe North American college are given the number 101.

But now I want to know a bit more about this numbering system, because I was watching a video called: Chemistry 107. Inorganic Chemistry, and I wondered exactly how far along or advanced this is? Is it guaranteed that there are 5 other courses between 101 and 107 that are intermediate between these?

The only information I got from Wikipedia was that:

This common numbering system was designed to make transfer between colleges easier.

So if anyone has gone through an education of this numbering system, could you explain roughly how this is arranged? Is Chemistry 107 really far ahead, and does it mean that there are 5 previous courses before it?

And here is the video in case it helps in answering my question.

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• 2 I'm not from the US, but from what I understand, the first number is basically the year and the rest is the number of the course. 101 is the most basic course in the first year, 102 would be in the first year but for someone who's already taken the subject in high school, etc. 107 wouldn't be that advanced as it's still a first-level course. –  user9646 Commented Apr 27, 2018 at 10:16
• 1 In my dept., 100-level courses were introductory, 200s were for non-majors, there were no 300s, and the 400s were all the major courses. It's pretty variable –  Azor Ahai -him- Commented Apr 27, 2018 at 17:53
• A remark that doesn't warrant a full answer: some schools, such as community colleges in Texas, use a four-digit system, i.e., MATH XXXX, where the first digit is used to indicate the level akin to 100, 200, etc. and the second describes the course's worth in credits. As an example, MATH 3325 is a junior level, three-credit course. –  Sean Roberson Commented Apr 27, 2018 at 19:24
• When I was at Univ. of North Carolina in the late 1970s, precalculus was Math 30, Calculus I-IV was Math 31-34, etc. Graduates only courses (actually means you have to get permission if you're an undergraduate) started at 200. However, I just looked and they don't use the same numbering system now. But Harvard still has a similar numbering system in place. For example, Math 55 at Harvard would probably not be considered an introductory course! Also Stanford University -- see their Math 61CM, 62CM, 63CM courses. –  Dave L Renfro Commented Apr 27, 2018 at 20:43
• My school uses 100 for absolutely introductory courses, 101 /102 if it splits the 100 course into two and expands the content (101 then becoming the introduction). (I've also seen it turn ECON 101 & 102 into ECON 100 + 201 + 202, so there are some permutations.) Higher 10x courses would be for slightly more advanced content or slight variations, e.g. we use MATH 103 for an introductory calculus course specifically aimed at business and social science students, but MATH 101/102 for the math major stream. –  Jim MacKenzie Commented Apr 27, 2018 at 20:48

6 Answers 6

A common system works roughly as Najib Idrissi describes: courses numbered 100-199 are first-year courses, which either have no prerequisites or only high school-level prerequisites. Courses numbered 200-299 are second-year courses, which have 100-level prerequisites, and so on.

But this system is by no means universal in the US, nor does the rough description above capture all aspects of it accurately. The "and so on" above would lead you to guess that 400-499 are the most advanced undergraduate courses, and 500+ are graduate courses. And that's the case at some universities. But at my current institution, 300-399 designate the most advanced courses intended primarily for undergraduates (including those in their fourth year), and courses starting at 400 are graduate classes. At another institution I've been at, "lower-level" undergraduate courses are 1-99, "upper-level" graduate courses are 100-199, "lower-level" graduate courses are 200-299, and "upper-level" graduate courses are 300-399. And in any of those systems, you can't always guess from the number alone the relationship between Basket Weaving 125 and Basket Weaving 147.

To address your question about the online chemistry course, you can't even assume that Chemistry 101-106 even exist at the institution in question; if they do, they may or may not have any clear relation with 107. When I was an undergraduate, there were two distinct introductory chemistry sequences for different audiences: 105-106 and 107-108. So there was no 101, and 106 was a more advanced course than 107.

So if you want to know the place of a specific course in the curriculum, you have to consult the course offerings of the specific institution.

tl;dr (summarizing this and other answers, and many more details in comments): There is no one system for course numbers, even at a given institution. At best you can make a rough guess about a course number's meaning. If you really want to know, you need to find information from the specific department.

• 2 Sometimes, "100" is a course intended for non-specialists of the subject. So "Psychology 100" may be for Arts students (Literature, History) who need a 1st-year Science credit. For students planning to proceed in Psych, there would be a 101 or others. At one large University, as I recall, Physics 100 was a science credit for Arts students, and there were other 10x courses specifically intended for majors in Engineering, Medicine, Pharmacy, and others--each separate, I think, so as to be scheduled compatibly with the courses of those specialties. Actual Physics majors took Physics 130. –  CCTO Commented Apr 27, 2018 at 18:02
• 1 And at the low end of things, 0-level courses are typically remedial, non-credit courses covering things the student didn't learn in high school but should have, eg. "Math 050: Trigonometry". –  Mark Commented Apr 27, 2018 at 20:57
• @Mark That is not a "typical" system. Some schools use numbers below 100 that way, but many don't. Again, while the first digit often has significance, which numbers mean what varies a lot. –  Henry Commented Apr 27, 2018 at 21:12
• 1 Sometimes, 101 existed in the past, but got split or combined with another course, or various other things, and the number never got reused. –  Riking Commented Apr 27, 2018 at 22:17
• @CCTO And for another example, mine was the opposite - CS 100 was the overview course for CS majors. CS 105/106 were the intro-to-programming courses for non-majors, and CS 115/116 were the same intro courses but geared towards majors. (And to this answer's point about gaps, there were no other 100-level CS courses) –  Izkata Commented Apr 28, 2018 at 4:14

The numbering system isn't nearly that consistent across American universities. "Subject 101" isn't really the introductory course in Subject at most schools.

Based on my experiences on a few schools, here are the consistent patterns I'm aware of:

• Course numbers are typically three digit numbers
• The first digit does typically indicate the level of the course, with 1XX courses being lower level than 2XX courses and so on, but the significance of the first digit can vary wildly (4XX courses could be undergrad courses or upper level grad courses at different schools, for instance).

It's impossible to guess at the significance of the last two digits of a course number without knowing the specific courses involved. Some of the principles that lead to choosing specific numbers are:

• Sometimes consecutive courses do get numbered consecutively, so 130 and 131 might form a related sequence. Conversely, my experience is that when courses don't form a natural sequence, they rarely (but not never) get consecutive numbers, to avoid confusion: there are always many gaps in the numbering system.
• Sometimes the second digit has significance - it might be that courses whose second number is a 4, regardless of level, are all inorganic chemisty, so 141 is the first inorganic chemistry course while 440 is the number of a graduate seminar in inorganic chemistry.
• Often when a course is removed or dramatically changed, its number will be retired for a time: it would be confusing if 107 meant very different things for people graduating from the same school in the same year because they took the course in two different years.

• 1 Another principle that is sometimes used: odd numbers for the fall semester courses, even numbers for the spring semester courses. –  Michael Seifert Commented Apr 27, 2018 at 16:14
• 1 Re 4XX courses, what I've seen is that the same course will be open to grad or undergrads. Undergrads sign up for 4XX, grads for 6XX - same course, same instructor, perhaps a few extra assignments required of 6XX. Then 7XX courses are generally grad-level only. –  jamesqf Commented Apr 27, 2018 at 17:35
• @MichaelSeifert Or vice versa. I've seen the evens for sone semester and odds for another pretty frequently, but I haven't seen one be more common than the other. –  RothX Commented Apr 27, 2018 at 17:52
• 1 @jamesqf The pattern of which initial number corresponds to which level varies a lot by institution. I've never been at a school which routinely used 7XX numbers, but I can certainly believe they exist. –  Henry Commented Apr 27, 2018 at 18:59
• My school's grad courses are 8XX, so I think this is very school-dependent. –  Jim MacKenzie Commented Apr 27, 2018 at 20:49

When people in the U.S. talk about a generic introductory course, say "Underwater Basket Weaving 101", we often give it the number 101 .

This is just a linguistic shorthand; introductory courses are labeled 101 at relatively few colleges and universities. The actual numbers depend on the university, and the systems vary wildly, and can even vary somewhat between different departments at the same colleges.

For example, the introductory courses in mathematics at various universities (calculus or precalculus) are labeled:

M.I.T.: 18.01 (18 is the math department number). Princeton: MAT 100, followed by MAT 103. Harvard: Math 1a. Williams College: Mathematics 130, Purdue University: MA 16500 or MA 18100 (the second is honors calculus). Mount Holyoke College: Math 101.

• 1 It's worth adding that there are often multiple introductory courses for a subject like mathematics, usually intended for different students with different needs. There might be an intro course for students who intend to become math majors, one for students who will be studying engineering, one for students studying economics/social sciences/life sciences, etc... Each course will have different numbers. That system will also vary wildly depending on the department. –  Zach Lipton Commented Apr 27, 2018 at 19:55
• 6 This nicely summarizes what I began to read from the other answers: "101" is mostly used only in this proverbial sense. In which case it need not even apply to actual courses, but any profession ("we found the suspect, that was just police work 101") or other activity ("How can you wear socks and sandals? That's fashion 101"). E.g., a possibly good and idiomatic translation into German might be "Das kleine Einmaleins des Unterwasser-Korbflechtens" (literally, "the rules of multiplying single-digit numbers in underwater basket weaving") –  Hagen von Eitzen Commented Apr 28, 2018 at 8:47

As others have said, there's a lot of variation in how courses are numbered at different universities. One example that's somewhat different from those that have already been mentioned is the University of Texas at Austin.

UT Austin uses the first digit to indicate the number of credit hours that are awarded for the class (which is usually roughly equal to the number of class hours per week.) The remaining two digits indicate the relative level of the class: lower division (freshman/sophomore), upper division (junior/senior), or graduate.

For example: The first class taken as part of a bachelor's degree in physics is PHY 301 (Mechanics), which is also open to other majors. It requires prior or simultaneous enrollment in PHY 101L, which is a laboratory course. There's also PHY 104 (Introductory Physics Seminar) which is a high-level overview of the field, and is roughly equivalent to what one might expect from a "101" class.

Short version:

• Only the first number matters in course descriptions.
• 101 courses are special in that they are designed for anyone at the university to take them, and have no prerequisites.

100-level courses (sometimes called 1000-level courses) are designed for all students, regardless of major or college*.

• So Econ 201, Econ 220, and Econ 2051 are meant for Econ majors only. These courses presume familiarity with the department's field. In other words you'll be at a serious disadvantage if you haven't taken a few 100-level courses.

200-level courses (sometimes called 2000-level courses) are designed explicitly for majors.

So Econ 202 and Econ 240 are designed for econ majors. Thus most students will be econ majors, and the course will assume you have some general background knowledge of economics. Ideally from taking 100/1000 level courses.

In most cases 200-level and up courses are not going to be designed (or fair) for cross-school (cross-college) students. In other words, the pre-reqs for 200-level and up courses are "you need to have had at least a year of education in this school in order to know what's going on in class".

300-level and up (or 3000-level and up) courses and up vary widely by school and department/major.

• Where I went to undergrad , 300-level sometimes meant you had to have taken at least 3 200-level courses in the department.
• Sometimes 400-level means seminar, or masters students only. Sometimes 300-level means double-length courses.
• If your school has 500-level courses, these are normally grad student-only courses, though.

* if your university has multiple colleges. For example, Cornell has an engineering college, a fine arts college, a liberal arts college, an industrial and labor relations college , a hotel management college, an undergrad business school , and more. Here's a better explanation of this.

• 8 I don't think the practices described here are remotely universal. For instance, some schools may use the distinction between 100 level and 200 level to distinguish between non-major and major courses, but many other schools do not. Nor is it consistently true that 500 level courses are grad student-only. –  Henry Commented Apr 27, 2018 at 19:02

A university can use any system they want. Especially older and prestigious universities will have weird systems, since they are less concerned about being accepted as "legitimate" (their legitimacy is already beyond question).

The "100-system" is pretty common. Usually the first number is the year in which students are expected to take it, and the second number is the semester. But this system often creates problems:

• Sometimes, Math 101 is taken in year 1 by some majors but year 2 by others.
• Sometimes students from a major can choose from, eg, organic or inorganic chemistry for their third semester. So which one gets to be called Chem 201? Regardless, the other one will be called something else.
• Sometimes a class can be taken at any time as an elective, so has no "default" time it is supposed to be taken.
• Sometimes there will be multiple versions of a class, but later on the 101 course will be discontinued, while the other remains.

The only real rule is that if a course has a certain number, no other course will have that number.

However, "Something 101" has been used for a time in colloquial English to mean "the basics of", "an introduction to" or "a crash course in" something. Funnily enough, this has resulted in me taking some courses which claimed to be the "101" of something, but were advanced, graduate-level classes (the ones I took did not actually have a course code of 101, though).

So the answer is, there isn't really a system, and when people refer to "101", they probably mean it as a figurative expression, and not an actual system.

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Your chance of acceptance, your chancing factors, extracurriculars, 100 vs 200 vs 300 level courses.

Hey everyone! I'm trying to figure out the difference between 100, 200, and 300 level courses. How do they differ in terms of difficulty and depth of material? Can freshmen take higher level courses as long as they meet the prerequisites?

Hi there! The difference between 100, 200, and 300 level courses primarily lies in difficulty, depth of material, and the target audience of students. Here's a general breakdown:

- 100 level courses: These are typically introductory courses designed for freshmen or students new to a subject area. They provide a foundation in the subject and often have few or no prerequisites. The course material tends to be broader, and the difficulty level is generally lower compared to higher level courses.

- 200 level courses: These courses are designed for students who have completed the introductory level courses or have a basic understanding of the subject. They start delving deeper into specific topics, with a moderate level of difficulty. Some prerequisites might be necessary, including 100 level courses or certain skills/knowledge.

- 300 level courses: These are advanced courses that cater to upper-level students, typically juniors and seniors. They assume a solid understanding of the subject and therefore dive into specialized topics or more complex concepts. The difficulty level is usually higher, and they generally have more stringent prerequisites.

As a freshman, you can indeed take higher level courses as long as you meet the prerequisites and feel confident in your ability to handle the material. Sometimes, prior experience, advanced knowledge, or strong scores on an AP or IB exam in the subject may allow you to start at a higher level. However, make sure to consult with your academic advisor to determine if you're ready for a higher level course, and remember that each college may have its own policies regarding freshmen enrolling in upper-level courses.

Good luck with your course selection!

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What are A-levels?

A-levels are the traditional qualifications that are offered by schools and colleges for students aged between 16 and 19.

Short for Advanced Level, A-levels come after GCSEs. They usually focus on academic subjects, compared to  vocational qualifications  like BTECs and NVQs, which are more practical. There are more than 40 different A-level subjects on offer – some will be subjects that you studied at GCSE and others may be new.

A-levels are highly valued by employers and universities so they can open up lots of doors to further study and careers.

'A-levels are academic qualifications which open the door to study and careers' Tweet this to your followers

How do A-levels work?

You usually study three or more A-levels over two years, then sit exams

Students choose which A-level subjects they want to study when they are doing their GCSEs, and admission is usually dependent on your GCSE grades.

You generally need at least five GCSEs at grades 4-9 to be able to take A-level subjects. Sometimes you also need a 5 or above at GCSE in the subject you want to take at A-level. But this varies depending on the school or college you’re going to so make sure you check this.

You usually study three or more A-levels over two years and they are assessed by a series of exams. You may also study AS-levels or vocational qualifications at the same time.

Where can I study A-level subjects?

You can study A-levels at school, sixth form or college. You don’t need to stay at the school where you did your GCSEs. For more information have a look at our advice about options after GCSEs .

Most people study A-levels full-time but you can also study them part-time at some colleges.

What is the difference between an AS and A2?

AS levels are basically half an A-level – they give a broad understanding of a subject but not in as much detail. Your AS year usually corresponds to Year 12 and often you will do four subjects. You'll often drop one of these subjects the following year (your A2 year), typically completing three A-levels. This means the qualifications you'll end with are three full A-levels and one AS.

What does linear and modular course mean?

In the old days, the A-level used to be modular. This meant you were assessed on individual modules. Some years ago, this changed and the course became linear, which means the exams you do at the end of your A-level courses are what counts towards your A-level grade.

There may be a bit of coursework but the majority of assessment will be through the exams at the very end of your course. If the idea of exams makes you nervous, we've got you covered! Read our A-level revision guide for tips on preparing for your exams.

Are A-levels right for me?

If you enjoy academic learning and want to study a broad range of subjects, they could be the perfect option for you.

A-levels help you keep your options open are are worth thinking about if you know you want to go to university

If you're sure that you  want to go to university then they are worth considering. They are valued by universities, and also employers. Some universities require A-levels for certain courses and they won’t accept vocational qualifications .

They are good if you don’t know what you want to study at university, or haven’t pinned down your ideal career yet, because they keep a lot of options open.

A-level subjects are just one of many post-16 options and they are not for everyone.

If you already know exactly what career or trade you want to work in, you might find that a vocational qualification or apprenticeship is a better fit.

We know it's not easy to figure this out, so to help - we'll now take a look at the careers that you will need A-level subjects for. 

Which careers require A-levels?

Some careers require you to have a degree, and you generally need to have certain A-levels to get a place on that degree. However, alternative qualifications are often acceptable.

As a rule of thumb, the careers which require A-levels include the following:

• Veterinary science – biology and one or two subjects from chemistry, maths or physics.
• Medicine – chemistry, biology and either maths or physics.
• English – English literature.  
• Computer science – maths.
• Dentistry – chemistry, biology and either maths or physics.

Things are changing. More and more apprenticeships are becoming available for careers which used to require a traditional university degree. In fact, by doing a degree apprenticeship , you can gain a degree as part of your programme. Higher apprenticeships also lead to highly skilled career paths – they do not lead to degrees but can include qualifications at the same level as a degree. You'll typically need A-levels or equivalent qualifications to get onto a higher or degree apprenticeship programme. Our Jobs A-Z section is a good place to explore the different pathways into your dream job.

If you have a certain degree or career path in mind, it’s really important that you have a look at the entry requirements to those courses when choosing your A-level subjects so you don’t find yourself in a dilemma when applying.

If you have no idea what you want to do next, then you’re better off choosing a more general subject – read the next section to find out why.

Which A-levels give you the most options?

There are some A-levels that help you to keep your options open. These are known as facilitating subjects . They are:

A-levels subjects include facilitating subjects which can help you gain a uni place

• English literature  
• History 
• Modern languages  
• Classical languages  
• Maths and further maths 

The more of these you choose, the more university courses you will find are open to you when you start applying. So if you're not set on a particular degree or career, it's worth looking at these facilitating A-level subjects.

Some universities have a list of A-level subjects they prefer (to see an example, have a look at the University of Sheffield’s ). Some even actively discourage students from taking certain subjects.

How are A-levels different from GCSEs?

There’s quite a big leap in difficulty level between GCSE and A-level. A subject that you thought you’d got your head around will suddenly become a lot more complex! 

You’ll be studying things in more detail and you’ll probably find that your teacher or tutor expects a lot more independent study and engagement from you than they did at GCSE level. 

A-levels are just one option. Check out our article on post-16 options  to find out what you can do after your GCSEs.

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A Guide to Vocational Courses 2024: Meaning & List of Courses after 12th

• Last Updated On April 30, 2024
• Published In Courses 📖 , General

Are you considering a career change or looking for something to enhance your skills? Well, vocational courses could be the perfect getaway for you. Unlike other academic courses, vocational courses are designed to provide practical skills and hands-on training for specific industries. 

Table of Content

Vocational training is an educational programme designed to provide individuals with practical skills and knowledge directly related to specific trades, crafts or professions, as well as vocational education and training. These courses prepare individuals for specific roles in the labour market, emphasising hands-on learning and real-world applications.

In this blog on guide to vocational courses, you will explore the benefits of pursuing vocational education and discuss some of the most popular types of vocational courses available. 

Whether you’re interested in healthcare, technology, or skilled trades, a vocational course can help you achieve your career goals. 

At a glance:

Why choose vocational courses?

Vocational courses are a great option for those who want to gain practical skills and knowledge directly related to a specific industry or profession. These courses can help you succeed in your chosen field. 

Vocational courses are more affordable and shorter in duration than other academic courses, making them a great option for those looking to enhance their skills without spending a lot of time or money. 

> Career options:  Vocational degrees cover various fields, including health care and technology, occupational trades and art. This will allow you to choose a programme that corresponds with your interests and passions, making you feel fulfilled in your chosen career.

> Practical skills: Hands-on learning is prioritised in vocational degrees, allowing students to acquire practical skills immediately applicable to the job. This real-world focus enhances their readiness to deal with the challenges of certain professions.

> Flexible learning:  Vocational training recognises people’s different learning styles. These programs often offer flexible schedules, part-time options, or online training for people with different lifestyles and commitments.

Choosing a vocational qualification is a strategic step towards a career-oriented education that emphasises practical skills and immediate employability in the workforce. A vocational degree offers a targeted and efficient way to achieve your professional objectives, whether you are a recent high school graduate, a career changer, or someone seeking specialised skills.

Top 10 Universities Across the Globe Offering Vocational Courses 

A vocational qualification is a strategic step towards a career-oriented education emphasising practical skills and immediate employability in the workforce. If you’re ready to take the next step in your career, below are the top 10 vocational courses. 

Here is a list of the top 10 vocational courses, along with the universities across the globe 

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Digital Marketing

Digital marketing has become an essential aspect of modern marketing strategies. It encompasses various tactics and techniques utilising digital channels and technologies to connect with target audiences. 

From search engine optimisation (SEO), content marketing, social media marketing, and email marketing to pay-per-click (PPC) advertising, digital marketing aims to promote brands, products, or services through online platforms and engage with customers meaningfully. With the increasing use of the internet and mobile devices, digital marketing has become a critical tool for businesses to reach their target audience and stay ahead of the competition.

Information Technology

Information Technology (IT) uses computers, software, networks, and other technologies to manage and process data. It involves acquiring, processing, storing, and disseminating digital information using various technological tools and techniques. 

IT encompasses various activities, including developing and managing computer software, hardware, and networks and designing and implementing systems for processing and analysing data. The field of IT is constantly evolving, and new technologies and innovations are regularly introduced, making it an exciting and dynamic field to work in.

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Graphic design.

Graphic design is the art and practice of creating visual content to communicate information or messages to a specific audience. It uses various design elements, such as typography, images, and colours, to represent ideas and concepts visually. 

Graphic designers work with clients to create designs for various mediums, including print, web, and social media. They may create logos, brochures, websites, advertisements, packaging, and other visual materials. Graphic design aims to create visually appealing and effective designs that effectively communicate a message or idea to the intended audience.

Animation is the process of creating the illusion of motion through a sequence of static images. It involves bringing static images to life by adding movement and sound to create the illusion of motion. Animators use various techniques to create animations, including hand-drawn animation, computer animation, stop-motion animation, and more. 

The process of creating an animation involves planning, drawing, painting, and adding sound effects and music. Animators work in various industries, including film, television, advertising, and video game development. Animations can be used for entertainment, education, advertising, and other purposes and have become an increasingly popular and effective way to engage audiences and communicate complex ideas.

HR Management

HR Management, also known as Human Resource Management, is the process of managing human resources in an organisation. It involves planning, organising, recruiting, training, and developing employees to help them achieve their full potential and contribute to the organisation’s success. 

HR managers are responsible for creating and implementing policies and procedures related to employee relations, compensation and benefits, performance management, and more. They also work to maintain a positive work environment and ensure compliance with laws and regulations related to employment. HR management is a critical function in any organisation, as it helps to ensure that employees are properly trained, motivated, and supported to achieve their goals and contribute to the organisation’s success.

Eligibility Requirements

Depending on the type of course, training institution and country, eligibility requirements for vocational courses may differ. At the same time, there are a few common criteria and considerations. 

• Educational Qualifications:  A basic level of education is required for most vocational courses. This could be a high school diploma or equivalent to an entry-level course, the specific qualifications or certificates of more advanced courses.
• Age Requirements: Minimum age requirements for enrolment may apply to certain vocational courses. These requirements vary according to the course and institution but must be set to ensure that students are mature and capable of participating in the programme.
• Language Proficiency: In particular, for courses taught in a different language than the student’s native tongue, it may be necessary to demonstrate proficiency in that language of instruction. Standard language tests or other assessments may be used to demonstrate proficiency.
• Skills: Specific skills or knowledge requirements related to the field of study may exist in some vocational courses. Such a requirement could include proficiency in some software applications, previous experience of related subjects or specific technical knowledge relevant to the course.
• Work Experience: Vocational courses designed for those already working in a specific industry may have prerequisites related to work experience. Prospective students may need to demonstrate a specific level of experience in that particular area to be eligible for admission. This is because vocational courses are designed to provide practical, hands-on training that builds upon existing knowledge and skills.

Top 5 Countries Offering Vocational Courses

Vocational training is a leading way to prepare people with practical skills and hands-on experience in line with industry needs. We’re going to explore the top five countries in terms of exceptional vocational education, and we’ll start by identifying nations that have not only recognised the value of skill-focused training but are also building solid systems for a seamless transition from school into work. 

Other countries that offer vocational courses are Canada and the UK .

Here are the top 5 countries that are best to pursue a vocational courses

Germany 

Germany’s vocational training system is recognised for its high quality. Germany’s dual education system, combining classroom learning with job training through apprenticeships, is a unique and effective approach. This enables students to gain practical skills and knowledge while having good prospects for employment in their chosen field. It’s great to see how this system can equip students with the necessary skills for career success.

Switzerland

Switzerland has an excellent vocational education system integrating classroom teaching with hands-on training. Apprenticeships are a great way to ensure students gain practical experience in their field of choice. It’s great that students in Switzerland can pursue vocational training in various areas, including technology, healthcare, and hospitality. This approach can help students acquire the skills and knowledge they need to succeed in their chosen careers.

Apprenticeships are highly valued, and students can pursue vocational training in various areas, including technology, healthcare and hospitality.

Australia’s TAFE system is well-known for offering diverse vocational education and training (VET) courses. These courses are designed to equip students with practical skills and knowledge essential for working in various industries, such as trade, healthcare, business, and information technology. The hands-on training TAFE institutions provide allows students to gain real-world experience and develop the skills required for their chosen career path. 

Singapore 

Singapore has a highly-regarded vocational education system that strongly focuses on skills development through institutions such as the Institute of Technical Education (ITE) and polytechnics. Students in Singapore can pursue vocational training in various fields, including engineering, healthcare, and business. The country is also committed to promoting lifelong learning and skills upgrading, ensuring its workforce remains competitive and adaptable to changing industry trends.

The United States makes vocational education accessible through community colleges and technical schools. These institutions offer various vocational programs in fields like healthcare, information technology, culinary arts, and automotive technology, among others. This diverse range of programs ensures that students can find a program that aligns with their interests and career goals. It’s a great way to equip students with practical skills and knowledge to help them succeed in their chosen field.

Types of Qualifications Awarded in Vocational Courses 

Vocational training provides a range of qualifications designed to assess the skills and knowledge acquired by individuals in particular sectors. The qualifications acquired in training courses may differ depending on factors such as the level of study, duration and specific educational systems or countries. 

Here are a few common types of qualifications granted in vocational courses

Consider pursuing a diploma if you want to enhance your skills and knowledge in a particular subject. Diplomas are more comprehensive than certificates and offer a deeper understanding of a specific subject. You’ll gain more expertise in your chosen field with a longer study duration. Don’t settle for just a basic understanding of your subject; choose a diploma to achieve a more in-depth understanding and take your career to the next level.

Advanced Diploma

An advanced diploma is generally considered equivalent to two A-levels, while an extended diploma is equivalent to three A-levels. To be eligible for these courses, you would typically need four or five GCSEs (or equivalent) in grades A* to C.

Advanced diplomas are an excellent option if you want to acquire specialised knowledge and skills in your field of interest. These diplomas offer a more advanced and in-depth curriculum than regular diplomas, allowing you to gain a competitive edge in the job market.

National Vocational Qualifications (NVQs)

National Vocational Qualification is a widely recognised qualification highly valued by employers worldwide. NVQ courses provide students with various practical skills and knowledge to prepare for a specific career. These courses can be taken in schools, colleges, universities, or the workplace. 

During the course, students will be expected to create a portfolio of their work, which will be assessed along with observational assessments. These assessments involve a tutor grading the students based on their performance in practical situations. This assessment method ensures that students are ready to apply their skills in a real-world setting, making them more employable and valuable to potential employers.

Different levels of NVQs are available to cater to individuals with varying knowledge and qualifications. Starting from entry-level, these NVQs can take up to a year to complete, with level five being the highest level of expertise. It’s also good to know that individuals can study an NVQ while working full-time or part-time to gain new skills or enter a new industry.

Vocational qualifications like BTECs are designed to prepare students for work and use coursework and practical assessments instead of exams. It’s also helpful to know that if someone with a BTEC qualification wants to apply for an undergraduate degree, they should check with the university or college to see if A-levels are preferred, but this may not always be the case.

BTEC qualifications are recognised worldwide, which is a fantastic advantage if you consider applying for a course in another country. However, it’s always essential to check the specific entry requirements of the university and course you’re interested in applying to, as these can vary significantly between institutions. Doing so will help you ensure that you meet the necessary criteria and increase your chances of being accepted.

Certificates

Entry-level vocational courses usually lead to certificates that provide foundational knowledge and skills in a specific area. These courses are often shorter in duration than other academic courses and are designed to provide practical skills and hands-on training for specific industries.

Scope After Completing Vocational Courses

Completing a vocational degree offers individuals various career opportunities in various industries. As vocational courses are designed to provide practical skills and hands-on training for specific trades, crafts, or professions, graduates are often well-prepared for the workforce and find immediate employment in their chosen field. 

Depending on the specific vocational course completed, graduates may find work in healthcare, technology, skilled trades, hospitality, and more industries. They may also pursue entrepreneurship or freelancing opportunities, leveraging their skills and knowledge to start their own business or work as a consultant. 

As vocational courses are often more affordable and shorter in duration, some may choose to continue their education and pursue further qualifications, expanding their career opportunities even further.

Job Opportunities After Vocational Courses

As vocational training provides individuals with practical skills and knowledge directly applicable to specific sectors, employment opportunities are diverse and varied. A wide range of occupations, including health care, information technology, construction, culinary arts, automotive engineering, cosmetology and more, can be pursued according to the study area.

Here are some of the job opportunities after a vocational courses in particular fields

Vocational training is a dynamic and practical way to gain the skills and knowledge needed for specific industries. In this blog, we’ve explored the wide range of vocational courses available, their practical applications in various sectors, and the invaluable opportunities they provide for career advancement. 

Vocational education caters to diverse career aspirations, whether your interests lie in healthcare, technology, creative arts, or skilled trades. By pursuing vocational education, you can gain the practical skills and knowledge needed to excel in your chosen field and unlock endless career growth and success opportunities.

For more information on which country to choose or which course to choose, contact our LeapScholar team.

Frequently Asked Questions (FAQs)

Q. what is the best vocational course.

Ans.  Choosing the best vocational course depends on your interests, career aspirations, and the job market demand in your area. Some popular and in-demand vocational courses include healthcare, information technology, culinary arts, automotive engineering, and graphic design. Researching and evaluating the courses’ practical applications and career opportunities is essential before selecting the best one for you.

Q. Which vocational course is in demand in the USA?

Ans.  Several vocational courses are in demand in the USA. Some popular vocational courses include healthcare, information technology, skilled trades, business and hospitality. However, the demand for a particular vocational course may vary by state and region.

Q. What types of career can I pursue with a vocational course?

Ans.  Vocational courses prepare you for a specific industry or field. Some potential careers include automotive mechanic, electrician, plumber, medical/dental assistant, HVAC technician, web developer, and graphic designer. The specific options depend on the course you take.

Q. What is the duration of the vocational courses?

Ans.  The duration of vocational courses varies depending on the program and level of certification. Some courses can be completed in weeks or months, while others may take a year or more. Associate degree programs take two years to complete. Check the program’s duration and scheduling options before enrolling.

Q. What is the main purpose of vocational education?

Ans.  The main purpose of vocational education is to provide individuals with the necessary skills and knowledge to pursue a specific career or trade. This type of education focuses on hands-on training and practical experience instead of theoretical knowledge. The goal is to prepare individuals for the workforce and to help them develop the skills that are in demand by employers in various industries.

Q. Is there a specific age limit for enrolling in vocational courses?

Ans.  There is no specific age limit for enrolling in vocational courses. These courses can be taken by individuals of any age who are interested in pursuing a particular career or trade. However, the eligibility requirements for vocational courses may vary depending on the course and its institution. Some courses may require individuals to have completed a certain level of education or to have prior work experience, while others may not have any specific requirements.

Q. Are there mentorship programs available?

Ans.  Vocational education provides individuals with skills and knowledge for specific careers. Enrollment in these courses has no age limit, but eligibility requirements may vary. Mentorship programs are often available from experienced professionals and can provide guidance and support.

Q. What is the benefit of vocational education?

Ans.  The benefit of vocational education is that it provides individuals with the skills and knowledge needed to pursue a specific career or trade. This type of education is focused on hands-on training and practical experience, which can help individuals develop the skills that are in demand by employers in various industries. Vocational education can also be more affordable and accessible than regular courses, as takes less time to complete and may not require a degree.

Q. Which country is best for vocational courses?

Ans.  The best country for vocational courses depends on factors such as your career goals, budget, and personal preferences. Some countries well-known for offering high-quality vocational courses include Germany, Switzerland, Canada, Australia, and Singapore. These countries strongly focus on practical learning, industry-oriented curricula, and state-of-the-art facilities, making them an attractive option for vocational education.

Q. What is the difference between vocational courses and regular courses?

Ans.  Vocational courses are designed to provide practical, hands-on training in a specific trade or industry. They are offered by vocational schools, community colleges, and trade schools, leading to a certificate or diploma. On the other hand, regular courses are more theoretical and academic, typically offered by universities and colleges and lead to a degree.

Q. Can vocational courses lead to entrepreneurship opportunities?

Ans. Yes, vocational courses can lead to entrepreneurship opportunities. Vocational education provides individuals with specific skills and knowledge needed for a particular trade or industry, which can be useful when starting a business. For instance, if you take a vocational course in culinary arts, you can use the skills you learn to start your own restaurant or catering business.

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What Does Course Optimization Mean in the Context of Higher Education?  

Course optimization involves faculty functioning as learning scientists who use learning analytics data to identify areas within a course that need to be revised or improved. By analyzing student performance, engagement, and progress data, faculty can evaluate the effectiveness of different teaching and learning strategies and identify areas for improvement. This information can help faculty refine their instructional design and delivery to improve student outcomes. Learning analytics provides valuable data to inform decision-making on curriculum development, instructional design, and student support, enabling data-informed design for course improvement.  

What are the four types of data analytics and how do they help with course optimization?  

The four types of data analytics that faculty can leverage to help with course optimization are descriptive analytics, diagnostic analytics, predictive analytics, and prescriptive analytics.  

• Descriptive Analytics: This type of analytics helps in understanding what has happened in the past. In the context of course optimization, it can be used to track student engagement, completion rates, and overall performance, providing insights into the current state of the course. 
• Diagnostic Analytics: Diagnostic analytics is used to determine why something has happened. In the context of course optimization, it can help identify the reasons behind student success or failure, such as pinpointing specific challenges or learning gaps within the course. 
• Predictive Analytics: Predictive analytics forecasts what is likely to happen in the future. In the context of course optimization, it can be used to anticipate student performance and identify at-risk students, allowing for early intervention and targeted support. 
• Prescriptive Analytics: This type of analytics provides recommendations on what actions to take. In the context of course optimization, it can suggest specific interventions or changes to the course design based on the insights from descriptive, diagnostic, and predictive analytics, ultimately guiding the optimization process.  

When should I reflect on learning analytics and work to optimize my course?  

What are some examples of learning analytics that can help decide whether to revise a course?  

• Student Engagement Data: Analyzing data on how students interact with course materials and activities can help identify areas where student engagement is high or low, informing revisions to improve engagement. 
• Assessment and Performance Data: Examining student performance data from assessments, quizzes, and assignments can highlight areas where students are struggling, guiding revisions to course content, assessments, or teaching methods. 
• Learner Progress Data: Tracking students' progress through the course can reveal potential roadblocks or areas where students are progressing well, allowing for targeted revisions to improve the learning experience. 
• Feedback and Interaction Data: Analyzing data on student-instructor and student-student interactions, as well as feedback, can provide insights into the effectiveness of communication and support mechanisms within the course, guiding revisions to enhance these aspects.  

What dashboards in the uHoo Analytics platform at KSU can help identify student performance, content, or alignment challenges?  

The uHoo analytics platform at Kennesaw State University offers several dashboards that can help identify student performance, content, or alignment challenges, including:  

• Student Analysis Dashboard: This dashboard provides a closer look at data for individual students, allowing educators to track and analyze the performance of each student. 
• Course Analysis Dashboard: This dashboard offers an overview of the course in general, enabling educators to assess the overall student performance and identify areas for improvement at the course level. 
• Assignment and Quiz Analysis Dashboard: This dashboard offers insights into the overall class performance in assignments and quizzes, as well as the performance of individual students. It provides data on the quality of assignments and assessments, helping instructors to identify areas for improvement and support student success.  

Which uHoo Analytics data points can help identify student performance, content, or alignment challenges?  

• Student Challenge – grades, attendance, course logins 
• Content Challenge – grades, submodule and topic visits 
• Alignment Challenge – grades, assignment analysis, quiz analysis  

How can learning analytics be used to personalize course content in an online course?  

• Identifying Learning Gaps: By analyzing individual student data, educators can identify learning gaps and customize course content to address specific areas where students may be struggling. 
• Individualized Feedback: Learning analytics can provide specific, timely, and actionable feedback based on factors such as learner performance, behavior, and feedback, supporting students in their learning process and helping them overcome obstacles. 
• Tracking Progress and Performance: Faculty can use learning analytics to track students' progress and performance, identify their strengths and weaknesses, and adjust course content and activities to suit their individual needs and preferences.  

References 

Communications, N. W. (n.d.). Learning Analytics Case Studies. Www.nyu.edu. https://www.nyu.edu/life/information-technology/teaching-and-learning-services/instructional-data/learning-analytics/learning-analytics-case-studies.html 

  Descriptive, Predictive, Prescriptive, and Diagnostic Analytics: A Quick Guide | Sigma Computing | Sigma Computing. (n.d.). Www.sigmacomputing.com. https://www.sigmacomputing.com/blog/descriptive-predictive-prescriptive-and-diagnostic-analytics-a-quick-guide  

‌Documenting Student Success with uHoo. (n.d.). Genially. Retrieved December 18, 2023, from https://view.genial.ly/65285484bba50d001002dc0e/presentation-documenting-student-success-with-uhoo  

Evanick, J. (2023, May 22). Transforming Education with Learning Analytics. https://evolllution.com/programming/teaching-and-learning/transforming-education-with-learning-analytics   

How can you personalize the learning experience for each student with learning analytics? (n.d.). Www.linkedin.com. Retrieved December 18, 2023, from https://www.linkedin.com/advice/0/how-can-you-personalize-learning-experience-each-student  

Kachchi, V., & Kothiya, Y. (2021, August 2). 4 Type of Data Analytics Every Analyst Should Know-Descriptive, Diagnostic, Predictive…. Medium. https://medium.com/co-learning-lounge/types-of-data-analytics-descriptive-diagnostic-predictive-prescriptive-922654ce8f8f   

Martin, F., & Ndoye, A. (2016). Using Learning Analytics to Assess Student Learning in Online Courses. Journal of University Teaching & Learning Practice, 13(3). https://files.eric.ed.gov/fulltext/EJ1110545.pdf  

Neelakandan, N. (2023, August 25). The Importance Of Learning Analytics To Improve The Quality Of eLearning. ELearning Industry. https://elearningindustry.com/importance-of-learning-analytics-in-elearning   

‌Perplexity AI. (n.d.). www.perplexity.ai . http://perplexity.ai  

Phillips, T., Lachheb, A., Sankaranarayanan, R., & Abramenka-Lachheb, V. (2021). Learning Analytics as a Tool for Improvement and Reflection on Instructional Design Practices. A Practitioner’s Guide to Instructional Design in Higher Education. https://edtechbooks.org/id_highered/learning_analytics_aG  

‌uHoo Analytics at KSU. (n.d.). Cia.kennesaw.edu. https://cia.kennesaw.edu/uhoo/index.php   Yan, H., Lin, F., & Kinshuk. (2020). Including Learning Analytics in the Loop of Self-Paced Online Course Learning Design. International Journal of Artificial Intelligence in Education, 31(4), 878–895. https://doi.org/10.1007/s40593-020-00225-z   

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Occupational Therapy OT

| 7 August 2024

Promoting Mental Health Awareness: OTD Students Create Education Course for Pate Rehabilitation

In an inspiring demonstration of community engagement and professional development, five Doctor of Occupational Therapy (OTD) students from the University of St. Augustine for Health Sciences (USAHS) Dallas campus—Carrington Brown, Kennedy Brumbelow, Kendall Keeton, Samantha Paniccia and Bailey Williams—designed an educational course on mental health. They delivered the course to about 30 patients and staff at Pate Rehabilitation .

This program, held on March 27, was an enriching experiential learning opportunity that merged academic skills with real-world application.

Applying Classroom Knowledge to Community Service

The idea for the mental health education course was born out of a neuroscience class, where the students were encouraged by their instructor to volunteer for a project that would allow them to apply their skills in a practical setting. The students set up a time to work with Pate’s patients who had experienced traumatic brain injuries (TBIs).

“This learning process challenged us to use our knowledge and skills from class with a population we have been studying,” Brown asserts.

Neuroscience coursework at USAHS played a significant role in preparing the students for this challenge. “Learning about TBIs helped us to prepare, although we didn’t fully know what we were walking into,” Keeton says. She explains that the group needed to keep things simple and leverage their abilities to present the information clearly and understandably to a diverse audience.

Raising awareness about mental health among individuals with TBIs can have a profound influence on their overall well-being and recovery. “Symptoms of TBIs can result in different behaviors and attitudes,” Brown explains.

“Our knowledge of their experience led us to focus on mental health, a topic not discussed as much but crucial as they transition back into the community.”

Delivering a Comprehensive Educational Program

Building a course for individuals with TBIs came with unique opportunities.

“We weren’t entirely sure what level of functioning everyone would have,” Williams notes. “So, we had to make it simple and straightforward to address everyone in the room.” Keeton adds, “As OT students, we’re familiar with neurological terms, but we had to ensure our presentation was understandable yet engaging.”

The group carefully tailored their content and activities to meet patient needs. The course included education, active engagement in breathing, modified yoga and a discussion of resources.

The students facilitated an activity involving chair yoga, accessible to all with different abilities. “We only had 30 minutes, so we provided resources on YouTube for follow-up so they could implement it into their daily lives,” Brumbelow explains.

Williams adds, “Each of us had a role. Some assisted in the audience while others presented, ensuring a smooth and inclusive session.” She emphasizes the importance of coping mechanisms:

“Therapy can be difficult, and life in general is challenging. Incorporating time and skills to cope with everyday stresses is essential.”

Breathing exercises were a key component of the course. The students taught a breathing technique that could positively affect a patient’s quality of life. “When feeling overwhelmed, taking deep breaths can help you recenter,” Williams says.

The educational sections of the course aimed to be informative and intriguing. The group shared mental health and self-care techniques. “Feedback from patients and staff indicated that they needed a minute to process what we were talking about, so we had to slow it down and ensure our presentation was simple, concise and to the point,” Brown recounts.

Keeton highlights the importance of resource provision: “We made sure to share the 988 Suicide and Crisis Lifeline number and resources from the National Alliance on Mental Illness (NAMI) for future use.”

Reflecting on the experience, Brown shares, “It was cool to see the patients participating and being receptive to the presentation. It felt like we accomplished something meaningful.” Keeton adds, “Volunteering at Pate taught me that empowerment comes from understanding and supporting others during hardship. Discussing mental health is vital in all clinical settings.”

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Continuous commitment to mental health advocacy.

Expected to graduate in Spring 2026, the OTD students plan to continue to advocate for mental health in their practice as occupational therapists. Brown has a placement at Pate and is interested in neurorehabilitation. “My capstone project focuses on individuals with TBIs, a population I love working with,” she says.

Williams echoes this sentiment: “We can all implement these exercises with any population.”

“I am grateful that I had the opportunity to spark the conversation at Pate to promote healing,” Keeton concludes.

These students have significantly impacted their community and represent the power of education and community engagement to promote well-being.

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https://educationhub.blog.gov.uk/2024/08/06/when-is-results-day-2024-gcses-a-levels-t-levels-and-vtqs/

When is results day 2024? GCSEs, A levels, T Levels and VTQs

In August, pupils in England will find out their results for GCSEs, A levels, T Levels and VTQ (vocational technical qualifications) exams.  

Ahead of results day, schools, colleges and assessment centres should contact pupils directly to tell them how and when to collect them. They’ll also be able to answer any questions you have ahead of the day.  

Here’s what you need to know about exam results this year.

When is GCSE and Level 1/2 VTQ results day 2024?  

GCSE  results day is on Thursday 22 August.  

Results for Level 1, Level 1/2 and Level 2  VTQs  will also be available on or before this date.  

Normally, pupils will be able to go to their school or college and collect their results in person where they can get advice from their teachers.  

Alternatively, schools will send results to pupils in the post or by email.  

When is A level, T Level and Level 3 VTQs results days 2024?  

AS level, A level and  T Level  results day is on Thursday 15 August.  

Results for VTQs at Level 3 taken alongside or instead of A levels, such as BTECs, will be released to pupils on or before Thursday 15 August.  

Results can be emailed or sent in the post, but it’s a good idea to go into school or college to receive your results so you can get support from teachers and career advisers to discuss your options, especially if your results might affect your plans for September.  

If you’re applying to university via UCAS, you can track your  application online .  

How have exams been graded since the pandemic?  

Between 2019 and 2022, we saw a significant increase in the number of entries receiving top grades, due to disruption caused by the pandemic.  

Last year saw a return to pre-pandemic grading arrangements, and overall national results were similar to those of 2019. Ofqual have confirmed that they are continuing with normal grading this year.  

This is key to making sure exam qualifications are trusted – it means that universities and employers understand the performance of candidates, have confidence in their qualifications, and can use them to help them progress into the right opportunities.   

What should I do if I’m disappointed with my results?  

Your school or college and your teachers will support you if don’t get the results you hoped for or if your plans change based on the results you get.  

Remember, there are many different exciting options to take after school and college.  

If don’t get the GCSE results you were expecting, you can find out more about your options here .  

And if you’re worried about not getting the results you need for your university course, you can find out more about your options here .  

If you need help or advice around your exam results or next steps, you can call  the National Careers Service  helpline to chat to a careers adviser on 0800 100 900.  

If you’re feeling stressed or anxious about exams and you’re aged 18 or younger, you can also call Childline for free on 0800 1111 or  chat online  to get support.  

Ofqual has also created this practical guide for students on coping with exam pressure which offers advice and support on coping with exam anxiety and stress.

You may also be interested in:

• GCSE results day: What to do if you didn’t get the grades you were expecting
• A Level and T Level results day: What to do if you don’t get the grades you need for your university course
• Exam results: 5 tips for parents and carers on supporting your child with results day

Tags: A level results , A Level results day , A levels , GCSE results , GCSE results day , gcses , results day , T Level results day , VTQs , when is results day

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Management training programs in healthcare: effectiveness factors, challenges and outcomes

• Lucia Giovanelli 1 ,
• Federico Rotondo 2 &
• Nicoletta Fadda 1  

BMC Health Services Research volume  24 , Article number:  904 ( 2024 ) Cite this article

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Different professionals working in healthcare organizations (e.g., physicians, veterinarians, pharmacists, biologists, engineers, etc.) must be able to properly manage scarce resources to meet increasingly complex needs and demands. Due to the lack of specific courses in curricular university education, particularly in the field of medicine, management training programs have become an essential element in preparing health professionals to cope with global challenges. This study aims to examine factors influencing the effectiveness of management training programs and their outcomes in healthcare settings, at middle-management level, in general and by different groups of participants: physicians and non-physicians, participants with or without management positions.

A survey was used for gathering information from a purposive sample of professionals in the healthcare field attending management training programs in Italy. Factor analysis, a set of ordinal logistic regressions and an unpaired two-sample t-test were used for data elaboration.

The findings show the importance of diversity of pedagogical approaches and tools and debate, and class homogeneity, as effectiveness factors. Lower competencies held before the training programs and problems of dialogue and discussion during the course are conducive to innovative practice introduction. Interpersonal and career outcomes are greater for those holding management positions.

Conclusions

The study reveals four profiles of participants with different gaps and needs. Training programs should be tailored based on participants’ profiles, in terms of pedagogical approaches and tools, and preserve class homogeneity in terms of professional backgrounds and management levels to facilitate constructive dialogue and solution finding approach.

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Several healthcare systems worldwide have identified management training as a precondition for developing appropriate strategies to address global challenges such as, on one hand, poor health service outcomes in front of increased health expenditure, particularly for pharmaceuticals, personnel shortages and low productivity, and on the other hand in terms of unbalanced quality and equal access to healthcare across the population [ 1 ]. The sustainability of health systems itself seems to be associated with the presence of leaders, at all levels of health organizations, who are able to correctly manage scarce resources to meet increasingly complex health needs and demands, at the same time motivating health personnel under an increasing amount of stress and steering their behaviors towards the system’s goals, in order to drive the transition towards more decentralized, interorganizational and patient-centered care models [ 2 ].

Recently, professional training as an activity aimed at increasing learning of new capabilities (reskilling) and improving existing ones (upskilling) during the lifetime of individuals (lifelong learning) has been identified by the European Commission as one of the seven flagship programs to be developed in the National Recovery and Resilience Plans (NRRP) to support the achievement of European Union’s goals, such as green and digital transitions, innovation, economic and social inclusion and occupation [ 3 ]. As a consequence, many member states have implemented training programs to face current and future challenges in health, which often represents a core mission in their NRRPs.

The increased importance of developing management training programs is also related to the rigidity and focalization of university degree courses in medicine, which do not provide physicians with the basic tools for fulfilling managerial roles [ 4 ]. Furthermore, taking on these roles does not automatically mean filling existing gaps in management capabilities and skills [ 5 ]. Several studies have demonstrated that, in the health setting, management competencies are influenced by positions and management levels as well as by organization and system’s features [ 6 , 7 ]. Hence, training programs aimed at increasing management competencies cannot be developed without considering these differences.

To date, few studies have focused on investigating management training programs in healthcare [ 8 ]. In particular, much more investigation is required on methods, contents, processes and challenges determining the effectiveness of training programs addressed to health managers by taking into account different environments, positions and management levels [ 1 ]. A gap also exists in the assessment of management training programs’ outcomes [ 9 ]. This study aims to examine factors influencing the effectiveness and outcomes of management training, at the middle-management level, in healthcare. It intends to answer the following research questions: which factors influence the management training process? Which relationships exist between management competencies held before the program, factors of effectiveness, critical issues encountered, and results achieved or prefigured at the end of the program? Are there differences, in terms of factors of effectiveness, challenges and outcomes, between the following groups of management training programs’ participants: physicians and non-physicians, participants with or without management positions?

Management training in healthcare

Currently, there is a wide debate about the added value of management to health organizations [ 10 ] and thus about the importance of spreading management competencies within health organizations to improve their performance. Through a systematic review, Lega et al. [ 11 ] highlighted four approaches to examine the impact of management on healthcare performance, focusing on management practices, managers’ characteristics, engagement of professionals in performance management and organizational features and management styles.

Although findings have not always been univocal, several studies suggest a positive relationship between management competencies and practices and outcomes in healthcare organizations, both from a clinical and financial point of view [ 12 ]. Among others, Vainieri et al. [ 13 ] found, in the Italian setting, a positive association between top management’s competencies and organizational performance, assessed through a multidimensional perspective. This study also reveals the mediating effect of information sharing, in terms of strategy, results and organization structure, in the relationship between managerial competencies and performance.

The key role of management competencies clearly emerges for health executives, who have to turn system policies into a vision, and then articulate it into effective strategies and actions within their organizations to steer and engage professionals [ 14 , 15 , 16 , 17 , 18 , 19 ]. However, health systems are increasingly complex and continually changing across contexts and health service levels. This means the role of health executives is evolving as well and identifying the capacities they need to address current and emerging issues becomes more difficult. For instance, a literature review conducted by Figueroa et al. [ 20 ] sheds light on priorities and challenges for health leadership at three structural levels: macro context (international and national), meso context (organizations) and micro context (individual healthcare managers).

Doctor-managers are requested to carry both clinical tasks and tasks related to budgeting, goal setting and performance evaluation. As a consequence, a growing stream of research has speculated whether managers with a clinical background actually affect healthcare performance outcomes, but studies have produced inconclusive findings. In relation to this topic, Sarto and Veronesi [ 21 ] carried out a literature review showing a generally positive impact of clinical leadership on different types of outcome measures, with only a few studies reporting negative impacts on financial and social performance. Morandi et al. [ 22 ] focused on doctor-managers who have become middle managers and investigated the potential bias in performance appraisal due to the mismatch between self-reported and official performance data. At the individual level, the role played by managerial behavior, training, engagement, and perceived organizational support was analyzed. Among others indications they suggested that training programs should be revised to reduce bias in performance appraisal. Tasi et al. [ 23 ] conducted a cross-sectional analysis of the 115 largest U.S. hospitals, divided into physician-led and non-physician-led, which revealed that physician-led hospital systems have higher quality ratings across all specialities and more inpatient days per hospital bed than non-physician-led hospitals. No differences between the groups were found in total revenue and profit margins. The main implication of their study is that hospital systems may benefit from the presence of physician leadership to improve the quality and efficiency of care delivered to patients as long as education and training are able to adequately prepare them. The main issue, as also observed by others [ 4 , 24 ], is that university education in medicine still includes little focus on aspects such as collaborative management, communication and coordination, and leadership skills. Such a circumstance motivates the call for further training. Regarding the implementation of training programs, Liang et al. [ 1 ] have recently shown how it is hindered, among others, by a lack of sufficient knowledge about needed competencies and existing gaps. Their analysis, which focuses on senior managers from three categories in Chinese hospitals, shows that before commencing the programs senior managers had not acquired adequate management competencies either through formal or informal training. It is worth noticing that significant differences exist between hospital categories and management levels. For this reason, they recommend using a systemic approach to design training programs, which considers different hospital types, management levels and positions. Yarbrough et al. [ 6 ] examined how competence training worked in healthcare organizations and the competencies needed for leaders at different points of their careers at various organizational levels. They carried out a cross-sectional survey of 492 US hospital executives, whose most significant result was that competence training is effective in healthcare organizations.

Walston and Khaliq [ 25 ], from a survey of 2,001 hospital CEOs across the US concluded that the greatest contribution of continuing education is to keep CEOs updated on technological and market changes that impact their current job responsibilities. Conversely, it does not seem to be valued for career or succession planning. About the methods of continuing education, an increasing use of some internet-based tools was found. Walston et al. [ 26 ] identified the factors affecting continuing education, finding, among others, that CEOs from for-profit and larger hospitals tend to take less continuing education, whereas senior managers' commitment to continuing education is influenced by region, gender, the CEO's personal continuing education hours and the focus on change.

Furthermore, the principles that inspire modern healthcare models, such as dehospitalization, horizontal coordination and patient-centeredness, imply the increased importance of middle managers, within single structures but also along clinical pathways and projects, to create and sustain high performances [ 27 , 28 , 29 ].

Whaley and Gillis [ 8 ] investigated the development of training programs aimed at increasing managerial competencies and leadership of middle managers, both from clinical and nonclinical backgrounds, in the US context. By adopting the top managers’ perspective, they found a widespread difficulty in aligning training needs and program contents. A 360° assessment of the competencies of Australian middle-level health service managers from two public hospitals was then conducted by Liang et al. [ 7 ] to identify managerial competence levels and training and development needs. The assessment found competence gaps and confirmed that managerial strengths and weaknesses varied across management groups from different organizations. In general, several studies have shown that leading at various organizational levels, in healthcare, does not necessarily require the same levels and types of competencies.

Liang et al. [ 30 ] explored the core competencies required for middle to senior-level managers in Victorian public hospitals. By adopting mixed methods, they confirmed six core competencies and provided guidance to the development of the competence-based educational approach for training the current and future management workforce. Liang et al. [ 31 ] then focused on the poorly investigated area of community health services, which are one of the main solutions to reducing the increasing demand for hospital care in general, and, in particular, in the reforms of the Australian health system. Their study advanced the understanding of the key competencies required by senior and mid-level managers for effective and efficient community health service delivery. A following cross-sectional study by AbuDagga et al. [ 32 ] highlighted that some community health services, such as home healthcare and hospice agencies, also need specific cultural competence training to be effective, in terms of reducing health disparities.

Using both qualitative and quantitative methods, Liang et al. [ 33 ] developed a management competence framework. Such a framework was then validated on a sample of 117 senior and middle managers working in two public hospitals and five community services in Victoria, Australia [ 34 ]. Fanelli et al. [ 35 ] used mixed methods to identify the following specific managerial competencies, which healthcare professionals perceive as crucial to improve their performance: quality evaluation based on outcomes, enhancement of professional competencies, programming based on process management, project cost assessment, informal communication style and participatory leadership.

Loh [ 5 ], through a qualitative analysis conducted in Australian hospitals, examined the motivation behind the choice of medically trained managers to undertake postgraduate management training. Interesting results stemming from the analysis include the fact that doctors often move into management positions without first undertaking training, but also that clinical experience alone does not lead to required management competencies. It is also interesting to remark that effective postgraduate management training for doctors requires a combination of theory and practice, and that doctors choose to undertake training mostly to gain credibility.

Ravaghi et al. [ 36 ] conducted a literature review to assess the evidence on the effectiveness of different types of training and educational programs delivered to hospital managers. The analysis identifies a set of aspects that are impacted by training programs. Training programs focus on technical, interpersonal and conceptual skills, and positive effects are mainly reported for technical skills. Numerous challenges are involved in designing and delivering training programs, including lack of time, difficulty in employing competencies in the workplace, also due to position instability, continuous changes in the health system environment, and lack of support by policymakers. One of the more common flaws concerns the fact that managers are mainly trained as individuals, but they work in teams. The implications of the study are that increased investments and large-scale planning are required to develop the knowledge and competencies of hospital managers. Another shortage concerns the outcome measurement of training programs, which is a usually neglected issue in the literature [ 9 ]. It also emerges that the training programs performing best are specific, structured and comprehensive.

Kakemam and Liang [ 2 ] conducted a literature review to shed light on the methods used to assess management competencies, and, thus, professional development needs in healthcare. Their analysis confirms that most studies focus on middle and senior managers and demonstrate great variability in methods and processes of assessment. As a consequence, they elaborate a framework to guide the design and implementation of management competence studies in different contexts and countries.

In the end, the literature has long pointed out that developing and strengthening the competencies and skills of health managers represent a core goal for increasing the efficiency and effectiveness of health systems, and management training is crucial for achieving such a goal [ 37 ]. The reasons can be summarized as follows: university education has scarcely been able to provide physicians and, in general, health operators, with adequate, or at least basic, managerial competencies and skills; over time, professionals have been involved in increasingly complex and rapidly changing working environments, requiring increased management responsibilities as well as new competencies and skills; in many settings, for instance in Italy, delays in the enforcement of law requiring the attendance of specific management training courses to take up a leadership position, hindered the acquisition of new competencies and the improvement of existing ones by those already managing health organizations, structures and services.

For the purposes of this study, management competencies refer to the possession and ability to use skills and tools for service organization and service planning, control and evaluation, evidence-informed decision-making and human resource management in the healthcare field.

Management training in the Italian National Health System

The reform of the Italian National Health System (INHS), implemented by Legislative Decree No. 502/1992 and inspired by neo-managerial theories, introduced the role of the general manager and assigned new responsibilities to managers.

However, the inadequate performance achieved in the first years of the application of the reform highlighted the cultural gap that made the normative adoption of managerial approach and tools unproductive on the operational level. Legislation evolved accordingly, and in order to hold management positions, management training became mandatory. Decree-Law No. 583/1996 (converted into Law No. 4/1997) provided that the requirements and criteria for access to the top management level were to be determined. Therefore, Presidential Decree No. 484/1997 determined these requirements and also the requirements and criteria to access the middle-management level of INHS’ healthcare authorities. This regulation also imposed the acquisition of a specific management training certificate, dictated rules concerning the duration, contents, and teaching methods of management training courses issuing this certificate, and indicated the requirements for attendance. Immediately afterwards, Legislative Decree No. 229/1999 amended the discipline of medical management and health professions and promoted continuous training in healthcare. It also regulated management training, which became an essential requirement for the appointments of health directors and directors of complex structures in the healthcare authorities, for the categories of physicians, dentists, veterinarians, pharmacists, biologists, chemists, physicists and psychologists.

The second pillar of the INHS reform was the regionalization of the INHS. Therefore, the Regions had to organize the courses to achieve management training certificates on the basis of specific agreements with the State, which regulated the contents, the methodology, the duration and the procedures for obtaining certification. The State-Regions Conference approved the first interregional agreement on management training in July 2003, whereas the State-Regions Agreement of 16 May 2019 regulated the training courses. The mandatory contents of the management training outlined the skills and behaviors expected from general managers and other top management key players (Health Director, Administrative Director and Social and Health Director), but also for all middle managers.

A survey was used to gather information from a purposive sample of professionals in the healthcare field taking part in management training programs. In particular, a structured questionnaire was submitted to 140 participants enrolled in two management programs organized by an Italian university: a second-level specializing master course and a training program carried out in collaboration with the Region. The programs awarded participants the title needed to be appointed as a director of a ward or administrative unit in a public healthcare organization, and share the same scientific committee, teaching staff, administrative staff and venue. The respondents’ profile is shown in Table  1 .

It is worth pointing out that the teaching staff is characterized by diversity: teachers have different educational and professional backgrounds, are practitioners or academics, and come from different Italian regions.

The questionnaire was submitted and completed in presence and online between November 2022 and February 2023. All participants decided to take part in the analysis spontaneously and gave their consent, being granted total anonymity.

The questionnaire, which was developed for this study and based on the literature, consisted of 64 questions shared in the following five sections: participant profile (10 items), management competencies held by participants before the training program (4 items), effectiveness factors of the training program (23 items), challenges to effectiveness (10 items), and outcomes of the training program (17 items) (an English language version of the questionnaire is attached to this paper as a supplementary file). In particular, the second section aimed to shed light on the participants’ situation regarding management competencies held before the start of the training program and how they were acquired; the third section aimed to collect participants’ opinions regarding how the program was conducted and the factors influencing its effectiveness; the fourth section aimed to collect participants’ opinions regarding the main obstacles encountered during the program; and the fifth section aimed to reveal the main outcomes of the program in terms of knowledge, skills, practices and career.

Except for those of the first section, which collected personal information, all the items of the next four categories – management competencies, effectiveness factors, challenges and outcome — were measured through a 5-point Likert scale. To ensure that the content of the questionnaire was appropriate, clear and relevant, a pre-testing was conducted in October 2022 by asking four academics and four practitioners, both physicians and not, with and without management positions, to fill it out. The aim was to understand whether the questionnaire really addressed the information needs behind the study and was easily and correctly understood by respondents. Therefore, the four individuals involved in the pre-testing were asked to fill it out simultaneously but independently, and at the end of the compilation, a focus group that included them and the three authors was used to collect their opinions and suggestions. After this phase, the following changes were made: in the ‘Participant profile’ section, ‘Veterinary medicine’ was added to the fields accounting for the ‘Educational background’ (item 3); in Sect. 2, it was decided to modify the explanation given to ‘basic management competencies’ and align it to what required by Presidential Decree No. 484/1997; in Sect. 3, item 25 was added to catch a missing aspect that respondents considered important, and brackets were added to the description of items 15, 16 and 29 to clarify the concepts of mixed and homogenous class and pedagogical approaches and tools; in Sect. 4, in the description of item 40, the words ‘find the energy required’ were added to avoid confusion with items 38 and 39, whereas brackets were added to items 41 and 45 to provide more explanation; in Sect. 5, brackets were added to the description of item 51 to increase clarity, and the last item was divided into two (now items 63 and 64) to distinguish the training program’s impact on career at different times.

With reference to the methods, first, a factor analysis based on the principal component method was conducted within each section of the questionnaire (except for the first again), in order to reduce the number of variables and shed light on the factors influencing the management training process. Bartlett's sphericity test and the Kaiser–Meyer–Olkin (KMO) value were performed to assess sampling adequacy, whereas factors were extracted following the Kaiser criterion, i.e., eigenvalues greater than unity, and total variance explained. The rotation method used was the Varimax method with Kaiser normalization, except for the second section (i.e., management competencies held by participants before the training program) that), which did not require rotation since a single factor emerged from the analysis. Bartlett's sphericity test was statistically significant ( p  < 0.001) in all sections, KMO values were all greater than 0.65 (average value 0.765), and the total variances explained were all greater than 65% (average value of approximately 70.89%), which are acceptable values for such analysis.

Second, a set of ordinal logistic regressions were performed to assess the relationships existing between management competencies held before the start of the course, effectiveness factors, challenges, and outcomes of the training program.

The factors that emerged from the factor analysis were used as independent variables, whereas some significant outcome items accounting for different performance aspects were selected as dependent variables: improved management competencies, innovation practices, professional relationships, and career prospects. Ordered logit regressions were used because the dependent variables (outcomes) were measured on ordinal scales. Some control variables for the respondent profiles were included in the regression models: age, gender, educational background, management position, and working in the healthcare field.

With the aim of understanding which explanatory variables could exert an influence, a backward elimination method was used, adopting a threshold level of significance values below 0.20 ( p  < 0.20). Table 4 shows the results of regressions with independent variables obtained following the criterion mentioned above. All four models respected the null hypothesis, which means that the proportional odds assumption behind the ordered logit regressions had not been rejected ( p  > 0.05). Third and last, an unpaired two-sample t-test was used to examine the differences between groups of participants in the management training programs selected based on two criteria: physicians and non-physicians, and participants with or without management positions.

First, descriptive statistics is useful for understanding the aspects participants considered the most and least important by category. This can be done by focusing on the items of the four sections of the questionnaire (except for the first one depicting participant profiles) that were given the highest and lowest scores at the sample level and by different groups of participants (physicians and non-physicians, participants with or without management positions). Table 2 summarizes the mean values and standard deviations by group of these higher and lower scores. Focusing on management competencies, all groups reported having mainly acquired them through professional experience, except for non-physicians who attributed major significance to postgraduate training programs, with a mean value of 3.05 out of 5. All groups agreed on the poor role of university education in providing management competencies, with mean values for the sample and all four groups below 2.5. It is worth noting that this item exhibits the lowest value for physicians (1.67) and the highest for non-physicians (2.37). In addition, physicians are the group attributing the lowest values to postgraduate education and professional experience for acquiring management competencies. In reference to factors of effectiveness, all groups also agree on the necessity of mixing theoretical and practical lessons during the training program with mean values of well above 4.5, whereas exclusive use of self-assessment is generally viewed as the most ineffective practice, except for non-physician, who attribute the lowest value to remote lessons (mean 1.82). Among the challenges, the whole sample and physicians and participants without management positions see the lack of financial support from their organization as the main problem (mean 4.10), while non-physicians and participants with management positions believe this is represented by a lack of time, with mean values, respectively, of 3.75 and 4. All agree that dialogue and discussion during the course have been the least relevant of the problems, with mean values below 1.5. Outcomes show generally high values, as revealed by the fact that the lowest values exhibit mean values around 3.5. It is worth noting that an increased understanding of the healthcare systems has been the main benefit gained from the program, with mean values equal to or higher than 4.50. The lowest positive impact is attributed by all attendees to improved relationships with superiors and top management, with mean values between 3.44 and 3.74, with the exception of participants without management positions who mention improved career prospects.

To shed light on the factors influencing the management training process, the findings of the factor analyses conducted by category are reported. Starting from the management competencies held before the training program, the following single factor was extracted from the four items, named and interpreted as follows:

Basic management competencies, which measures the level of management competencies acquired by participants through higher education, post-graduate training and professional experience.

The effectiveness factors are then grouped into six factors, named and explained as follows:

Diversity and debate, which aggregates five items assessing the importance of diversity in participants’ and teachers’ educational and professional backgrounds and pedagogical approaches and tools, as well as level of participant engagement and discussion during lessons and in carrying out the project work required to complete the program.

Specialization, which includes three items accounting for a robust knowledge of healthcare systems by focusing on teachers’ profiles and lessons’ theoretical approaches.

Lessons in presence, which groups three items explaining that in-presence lessons increase learning outcomes and discussion among participants.

Final self-assessment, made up of three items asserting that learning outcomes should be assessed by participants themselves at the end of the course.

Written intermediate assessment, composed of two items explaining that mid-terms assessment should only be written.

Homogeneous class, which is made up of a single component accounting for participants’ similarity in terms of professional backgrounds and management levels, tasks and responsibilities.

The challenges are aggregated into the following four factors:

Lack of time, which includes three items reporting scarce time and energy for lessons and study.

Problems of dialogue and discussion, which groups three items focusing on difficulties in relating to and debating with other participants and teachers.

Low support from organization, which is made up of two items reporting poor financial support and low value given to the initiative from participants’ own organizations.

Organizational issues, which aggregates two items demonstrating scarce flexibility and collaboration by superiors and colleagues of participants’ own organizations and unfamiliarity to study.

Table 3 shows the component matrix with saturation coefficients and factors obtained for the management competencies held before the training program (unrotated), effectiveness factors (rotated), and challenges (rotated).

A set of ordinal logistic regressions was performed to examine the relationships between management competencies held before the start of the course, effectiveness factors, challenges and outcomes of the training program. The results, shown in Table  4 , are articulated into four models, one for each selected outcome. In relation to model 1, the factors ‘diversity and debate’ ( p  < 0.001), ‘written intermediate assessment’ ( p  < 0.05) and ‘homogeneous class’ ( p  < 0.001) have a significant positive impact on the improvement of management competencies, which is also increased by low values attributed to ‘problems of dialogue and discussion’ ( p  < 0.01). In model 2, the change of professional practices in light of lessons learned during the program, selected as an innovation outcome, is then positively affected by ‘diversity and debate’ ( p  < 0.001), ‘homogeneous class’ ( p  < 0.05) and ‘organizational issues’ ( p  < 0.01), while it was negatively influenced by a high value of ‘basic management competencies’ held before the course ( p  < 0.05). Regarding model 3, ‘Diversity and debate’ ( p  < 0.001) and ‘homogeneous class’ ( p  < 0.01) have a significant positive effect on the improvement of professional relationships as well, whereas the same is negatively affected by ‘lessons in presence’ ( p  < 0.05). Finally, concerning model 4, the outcome career prospects benefit from ‘diversity and debate’ ( p  < 0.05) and ‘homogeneous class’ ( p  < 0.01), since both factors exert a positive effect. ‘Low support from organization’ negatively influences career prospects ( p  < 0.001). Table 4 also shows that the LR test of proportionality of odds across the response categories cannot be rejected (all four p  > 0.05).

Finally, it is worth noting that none of the control variables reflecting the respondent profiles (age, gender, management position, working in the healthcare field, and educational background) was found to be statistically significant. These variables are not reported in Table  4 because regression models were obtained following a backward elimination method, as explained in the method section.

In the end, the t-test reveals significant differences between physicians and non-physicians, as well as between participants with or without management positions. Table 5 shows only figures of t-test statistically significant with regards to competencies held before the attendance of the course, the factors of effectiveness, challenges of the training program, and outcomes achieved. In the first comparison, non-physicians show higher management competencies at the start of the program, with a mean value of 0.31, while physicians suffer from less support from their own organization with a mean value of 0.13 compared to -0.18, the mean value of the non-physicians. Concerning the second comparison, participants with management positions have higher management competencies at the start of the program (0.19 versus -0.13) and suffer more from lack of time, with higher mean values compared to participants without managerial positions, respectively 0.23 and -0.16. For what concerns the factors related to the effectiveness of the training program, participants with management positions exhibit a lower mean value in relation to written mid-term assessments, -0.24 versus 0.17, reported by participants with management positions. Differently, the final self-assessment at the end of the program is higher for participants with management positions, 0.24 compared to -0.17, the mean value of the participants without management positions. This latter category feels more the problem of low support from their organizations, with a mean value of 0.16 compared to -0.23, and is slightly less motivated by possible career improvement, with a mean value of 3.31 compared to 3.73 reported by participants with management positions.

The results stemming from the different analyses are now considered and interpreted in the light of the extant literature. Personal characteristics such as gender and age, differently from what was found by Walston et al. [ 26 ] for executives’ continuing education, and professional characteristics such as seniority and working in public or private sectors, do not seem to affect participation in management training programs.

The findings clearly show the outstanding importance of ‘diversity and debate’ and ‘class homogeneity’ as factors of effectiveness, since they positively impact all outcomes: competencies, innovation, professional relationships and career. These factors capture two key aspects complementing each other: on the one hand, participants and teachers’ different backgrounds provide the class with a wider pool of resources and expertise, whereas the use of pedagogical tools fostering discussion enriches the educational experience and stimulates creativity. On the other hand, due to the high level of professionalism in the setting, sharing common management levels means similar tasks and responsibilities, as well as facing similar problems. Consequently, speaking the same language leads to deeper knowledge and effective technical solutions.

In relation to the improvement of management competencies, it also emerges the critical role of a good class atmosphere, that is, the absence of problems of dialogue and discussion. ‘Diversity and debate’ and ‘class homogeneity’, as explained before, seem to contribute to this, since they enhance freedom of expression and fair confrontation, leading to improved learning outcomes. It is interesting to notice that the problems of dialogue and discussion turned out to be the least relevant challenge across the sample.

Two interesting points come from the factors affecting innovation. First, it seems that lower competencies before the training programs lead to the development of more innovative practices. The reason is that holding fewer basic competencies means a greater scope for action once new capabilities are learned: the spirit of openness is conducive to breaking down routines, and innovative practices hindered by a lack of knowledge and tools can thus be introduced. The reason is that holding fewer basic competencies means greater scope for action once new capabilities are learned: the spirit of openness is conducive to breaking down routines, and innovative practices hindered by a lack of knowledge and tools can thus be introduced. This extends the findings of previous studies since the employment of competencies in the workplace is influenced by the starting competence equipment of professionals [ 36 ], and those showing gaps have more room to recover, also in terms of motivation to change, that is, understanding the importance of meeting current and future challenges [ 26 ]. Second, more innovative practices are introduced by participants perceiving more organizational issues. This may reveal, on the one side, a stronger individual motivation towards professional growth of participants who suffer from lack of flexibility and collaboration from their own superiors and colleagues. In this regard, poor tolerance, flexibility and permissions in their workplace act as a stimulus to innovation, which can be viewed as a way of challenging the status quo. On the other side, in line with the above-mentioned concept, this confirms that unfamiliarity with the study increases the innovative potential of participants. Since this study reveals that physicians are neither adequately educated from a management point of view nor incentivized to attend post-graduation training programs, it points out how important is extending continuing education to all health professional categories [ 25 , 26 ].

The topic of competencies held by different categories needs more attention. The study reveals that physicians and participants without management positions start the program with less basic competencies. At the sample level, higher education is viewed as the most ineffective tool to provide such competencies, whereas professional experience is seen as the best way to gather them. Actually, non-physicians give the highest value to postgraduate education, which suggests they are those more interested or incentivized to take part in continuing education. Although holding managerial positions does not automatically mean having higher competencies [ 5 ], it is evident that such a professional experience contributes to filling existing gaps. Physicians stand out as the category for which university education, postgraduate education and professional experience exert the lowest impact on management competence improvement. Considering the relationship between competence held before the course and innovation, as described above, engaging physicians in training programs, even more if they do not have management responsibilities, has a major impact on health organizations’ development prospects. The findings also point out that effective management training requires a combination of theory and practice for all categories of professionals, not just for physicians, as observed by Loh [ 5 ].

The main outcome, in general and for all participant categories, is an increased understanding of how healthcare systems work, which anticipates increased competencies. This confirms the importance of knowledge on the healthcare environment [ 31 ], and clarifies the order of aspects impacted by training programs as reported by Ravaghi et al. [ 36 ]: first conceptual, then technical, and finally interpersonal. However, interpersonal outcomes are by far greater for those holding management positions, which extends the findings by Liang et al. [ 31 ]. In particular, participants already managing units report the greatest impacts in terms of ability to understand colleagues’ problems, improvement of professional relationships and collaboration with colleagues from other units. Obviously, participants with management positions, more than others, feel the lack of collaborative and communication skills, which represents one of the main flaws of university education in the field of medicine [ 4 ] and is also often neglected in management training [ 36 ]. This also confirms that different management levels show specific competence requirements and education needs [ 6 , 7 ]. 

It is then important to discuss the negative effect of lessons in presence on the improvement of professional relationships. At first glance, it may sound strange, but its real meaning emerges from a comprehensive interpretation of all the findings. First, it does not mean that remote lessons are more effective, as revealed by the fact that they, as a factor of effectiveness, are attributed very low values and, for all categories of participants, lower values than those attributed to lessons in presence and hybrid lessons. Non-physicians, in particular, attribute them the lowest value at all. At most, remote lessons are viewed as convenient rather than effective. The negative influence of lessons in presence can be explained by the fact that a specific category, i.e., those with management positions, rate this aspect much more important than other participants and, as reported above, find much more benefits in terms of improved relationships from management training. Participants with management positions, due to their tasks and responsibilities, suffer more than others from lack of time to be devoted to course participation. For them, as for the category of non-physicians, lack of time represents the main challenge to effectively attending the course. In the literature, such a problem is well considered, and lack of time is also viewed as a challenge to apply the skills learned during the course [ 36 ]. Considering that class discussion and homogeneity contribute to fostering relationships, a comprehensive reading of the findings reveals that due to workload, participants with management positions see particularly convenient and still effective remote lessons. Furthermore, if the class is formed by participants sharing similar professional backgrounds and management levels, debate is not precluded and interpersonal relationships improved as a consequence. From the observation of single items, it can be concluded that participants with management positions and in general those with higher basic management competencies at the start of the program, prefer more flexible and leaner training programs: intermediate assessment through conversation, self-assessment at the end of the course, more concentrated scheduled lessons and greater use of remote lessons.

Differently from what was found by Walston and Khaliq [ 25 ], the findings highlight that participants with management positions value the impact of management training on career prospects positively. These participants are also those more supported by their own organizations. Conversely, the lack of support, especially in terms of inadequate funds devoted to these initiatives, strongly affects physicians and participants without management positions, which clarifies what this challenge is about and who is mainly affected by it [ 36 ]. Low incentives mean having attended fewer training programs in the past, which, together with less management experience, explains why they have developed less competencies. Among the outcomes of the training program, the little attention paid by organizations is also testified by the lowest values attributed by all categories, except for participants without management positions, to the improvement of relationships with superiors and top management.

In general, the study contributes to a better understanding of the outcomes of management training programs in healthcare and their determinants [ 9 ]. In particular, it sheds light on gaps and education needs [ 1 ] by category of health professionals [ 2 ]. The research findings have major implications for practice, which can be drawn after identifying the four profiles of participants revealed by the study. All profiles share common characteristics, such as value given to debate, diversity of pedagogical approaches and tools and class homogeneity, rather than the need for a deeper comprehension of healthcare systems. However, they present characteristics that determine specific issues and education gaps, which are summarized as follows:

Physicians without management positions: low competencies at the start of the program and scarce incentives for attending the course from their own organization;

Physicians with management positions: they partially compensate for competence gaps through professional experience, suffer from lack of time, and are motivated by the chance to improve their career prospects;

Non-physicians without management positions: they partially fill competence gaps through postgraduate education, suffer from lack of time, and have scarce incentives for attending the course from their own organization;

Non-physicians with management positions: they partially bridge competence gaps through postgraduate education and professional experience, are the most affected by a lack of time, and are motivated by the chance to improve their career prospects.

Recommendations are outlined for different levels of action:

For policymakers, it is suggested to strengthen the ability of higher education courses in medicine and related fields to advance the understanding of healthcare systems’ structure and operation, as well as their current and future challenges. Such a new approach in the design curricula should then have as a main goal the provision of adequate management competencies.

For healthcare organizations, it is suggested to incentivize the acquisition of management competencies by all categories of professionals through postgraduate education and training programs. This means supporting them from both financial and organizational point of view, for instance, in terms of more flexible working conditions. Special attention should be paid to physicians who, even without executive roles, manage resources and directly impact the organization's effectiveness and efficiency levels through their day-by-day activity, and are the players holding the greatest innovative potential within the organization. Concerning the executives, especially in the current changing context of healthcare systems, much higher attention should be paid to fostering interpersonal skills, in terms of communication and cooperation.

For those designing training programs, it is suggested to tailor courses on the basis of participants’ profiles, using different pedagogical approaches and tools, for instance, in terms of teacher composition, lesson delivery methods and learning assessment methods, while preserving class homogeneity in terms of professional backgrounds and management levels to facilitate constructive dialogue and solution finding approaches. Designing ad hoc training programs would give the possibility to meet the needs of participants from an organizational point of view as well as, for instance, in terms of program length and lesson concentration.

Limitations

This study has some limitations, which pave the way for future research. First, it is context-specific by country, since it is carried out within the INHS, which mandatorily requires health professionals to attend management training programs to hold certain positions. It is then context-specific by training program, since it focuses on management training programs providing participants with the title to be appointed as a director of a ward or administrative unit in a public healthcare organization. This determines the kind of management competencies included in the study, which are those mandatorily required for such a middle-management category. Therefore, there is a need to extend research and test these findings on different types of management training programs, participants and countries. Second, this study is based on a survey of participants’ perceptions, which causes two kinds of unavoidable issues: although based on the literature and pre-tested, the questionnaire could not be able to measure what it intends to or capture detailed and nuanced insights from respondents, and responses may be affected by biases due to reactive effects. Third, a backward elimination method was adopted to select variables in model building. Providing a balance between simplicity and fit of models, this variable selection technique is not consequences-free. Despite advantages such as starting the process with all variables included, removing the least important early, and leaving the most important in, it also has some disadvantages. The major is that once a variable is deleted from the model, it is not included anymore, although it may become significant later [ 38 ]. For these reasons, it is intended to reinforce research with new data sources, such as teachers’ perspectives and official assessments, and different variable selection strategies. A combination of qualitative and quantitative methods for data elaboration could then be used to deepen the analysis of the relationships between motivations, effectiveness factors and outcomes. Furthermore, since the investigation of competence development, acquisition of new competencies and the transfer of acquired competencies was beyond the purpose of this study, a longitudinal approach will be used to collect data from participants attending future training programs to track changes and identify patterns.

Availability of data and materials

An English-language version of the questionnaire used in this study is attached to this paper as a supplementary file. The raw data collected via the questionnaire are not publicly available due to privacy and other restrictions. However, datasets generated and analyzed during the current study may be available from the corresponding author upon reasonable request.

Abbreviations

Italian National Health System

Kaiser–Meyer–Olkin

National Recovery and Resilience Plan

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Although all the authors have made substantial contributions to the design and drafting of the manuscript: LG and FR conceptualized the study, FR and NF conducted the analysis and investigation and wrote the original draft; LG, FR and NF reviewed and edited the original draft, and LG supervised the whole process. All the authors read and approved the final manuscript.

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Giovanelli, L., Rotondo, F. & Fadda, N. Management training programs in healthcare: effectiveness factors, challenges and outcomes. BMC Health Serv Res 24 , 904 (2024). https://doi.org/10.1186/s12913-024-11229-z

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