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• Master’s vs PhD | A Complete Guide to the Differences

Master's vs PhD | A Complete Guide to the Differences

Published on November 27, 2020 by Lauren Thomas . Revised on May 10, 2024.

The two most common types of graduate degrees are master’s and doctoral degrees:

• A master’s is a 1–2 year degree that can prepare you for a multitude of careers.
• A PhD, or doctoral degree, takes 3–7 years to complete (depending on the country) and prepares you for a career in academic research.

A master’s is also the necessary first step to a PhD. In the US, the master’s is built into PhD programs, while in most other countries, a separate master’s degree is required before applying for PhDs.

Master’s are far more common than PhDs. In the US, 24 million people have master’s or professional degrees, whereas only 4.5 million have doctorates.

Table of contents

Master’s vs phd at a glance, which is right for you, length of time required, career prospects, costs and salaries, application process, other interesting articles, frequently asked questions about master's and phd degrees.

The table below shows the key differences between the two.

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A PhD is right for you if:

• Your goal is to become a professor at a university or some other type of professional researcher.
• You love research and are passionate about discovering the answer to a particular question.
• You are willing to spend years pursuing your research even if you have to put up with a lot of dead ends and roadblocks.

A master’s degree is the better choice if any of the following apply:

• You want to continue studies in your field, but you’re not committed to a career as a professional researcher.
• You want to develop professional skills for a specific career.
• You are willing to pay a higher upfront cost if it means finishing with your degree (and thus being able to work) much faster.
• You want the option to study part-time while working.

The length of time required to complete a PhD or master’s degree varies. Unsurprisingly, PhDs take much longer, usually between 3–7 years. Master’s degrees are usually only 1–2 years.

Length of a master’s

Master’s degrees are usually 2 years, although 1-year master’s degrees also exist, mainly in the UK.

Most of the degree consists of classes and coursework, although many master’s programs include an intensive, semester-long master’s thesis or capstone project in which students bring together all they’ve learned to produce an original piece of work.

Length of a PhD

In the US, a PhD usually takes between 5 and 7 years to complete. The first 2 years are spent on coursework. Students, even those who choose to leave without finishing the program, usually receive a master’s degree at this point.

The next 3–5 years are spent preparing a dissertation —a lengthy piece of writing based on independent research, which aims to make a significant original contribution to one’s field.

Master’s degrees tend to prepare you for a career outside of academia, while PhDs are designed to lead to a career in research.

Careers for master’s graduates

There are two types of master’s degrees: terminal and research-intensive. The career prospects are different for each.

Terminal master’s degrees are intended to prepare students for careers outside of academia. Some degrees, known as professional degrees, specifically prepare students for particular professions; these include the Master of Public Policy (MPP), Master of Business Administration (MBA), Doctor of Physical Therapy (DPT), Master of Fine Arts (MFA), and Master of Public Health (MPH) degrees.

Other master’s degrees, usually Master of Arts (MA) or Master of Sciences (MS or MSc) degrees, do not necessarily lead to a specific career, but are intended to be a final degree. Examples include an MS in Communications or MS in Data Analytics.

In research-intensive master’s programs, students take coursework intended to prepare them for writing an original piece of research known as the master’s thesis . Such programs are usually intended to prepare for further study in a doctoral program.

Careers for PhD graduates

As research degrees, PhDs are usually intended to lead to an academic career. A PhD can be thought of like an apprenticeship, where students learn from professional researchers (academics) how to produce their own research.

Most students aspire to become a university professor upon the completion of their degree. However, careers in academia are highly competitive, and the skills learned in a doctoral program often lend themselves well to other types of careers.

Some graduates who find they prefer teaching to producing research go on to be teachers at liberal arts colleges or even secondary schools. Others work in research-intensive careers in the government, private sector, or at think tanks.

Below are a few examples of specific fields and non-academic careers that are common destinations of graduates of those fields.

• Computer Science
• Lab Sciences

Many government jobs, including economists at a country’s central bank, are research-intensive and require a PhD. Think tanks also hire economists to carry out independent research.

In the private sector, economic consulting and technology firms frequently hire PhDs to solve real-world problems that require complex mathematical modeling.

Graduate students from the humanities are sometimes hired by museums, who can make use of their research and writing skills to curate exhibits and run public outreach.

Humanities PhDs are often well-suited to research and grant-writing roles at nonprofits. Since so much of research is funded by grants, PhD students often gain a lot of experience applying for them, which is a useful skill in the nonprofit sector.

There are a wide range of non-academic research jobs for lab scientists with doctorates in subjects like chemistry, biology, ecology and physics.

Many PhD graduates are hired by pharmaceutical companies that need to perform research to create and test their products. Government agencies, such as the Environmental Protection Agency (EPA), also hire lab scientists to work on research projects.

Job prospects after graduation vary widely based on the field. In fields like management, computer science, statistics, and economics, there’s little underemployment—even graduates from less well-known programs can easily find jobs that pay well and use the skills they’ve gained from the PhD.

However, in other fields, particularly in the humanities, many PhD graduates have difficulty in the job market. Unfortunately, there are far more PhD graduates than assistant professor roles, so many instead take on part-time and low-paid roles as adjunct instructors. Even non-academic careers can sometimes be difficult for PhDs to move into, as they may be seen as “overqualified”  or as lacking in relevant professional experience.

Because career options post-PhD vary so much, you should take the time to figure out what the career prospects are in your field. Doctoral programs often have detailed “placement” records online in which they list the career outcomes of their graduates immediately upon leaving the program. If you can’t find these records, contact the program and ask for them—placement information should play an important role in your choice of PhD program.

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Although PhDs take far longer to complete, students often receive a living stipend in exchange for being a teaching or research assistant. Master’s degrees are shorter but less likely to be funded.

Both master’s degrees and PhDs lead to increased salaries upon graduation. While PhDs usually earn a bit more than those with a master’s degree, in some fields, the wages are identical, meaning that no financial benefit is gained from going on to a PhD.

Cost of a master’s

The upfront cost of a master’s degree is usually higher than a doctoral degree due to the lower amount of financial aid available. However, increased salaries also arrive faster than with a doctoral degree, because people graduate much earlier from a master’s program.

Some master’s students do receive stipends for their degrees, usually as compensation for being a teaching or research assistant. In addition, many people complete master’s degrees part time while working full-time, which allows them to fund their living costs as well as tuition.

The cost varies significantly by school and program. Public schools are usually cheaper than private ones. Some master’s degrees, such as MBAs, are notoriously expensive, but also result in much higher wages afterwards that make up for the high cost.

The master’s wage premium , or the extra amount that someone with a master’s degree makes than someone with just a high school diploma, is 23% on average. Many universities provide detailed statistics on the career and salary outcomes of their students. If they do not have this online, you should feel free to contact an administrator of the program and ask.

Cost of a PhD

PhDs, particularly outside the humanities, are usually (though not always) funded, meaning that tuition fees are fully waived and students receive a small living stipend. During the last 3–5 years of a PhD, after finishing their coursework (and sometimes before), students are usually expected to work as graduate instructors or research assistants in exchange for the stipend.

Sometimes students can apply for a fellowship (such as the National Science Foundation Graduate Research Program in the United States) that relieves them of any obligations to be a teaching or research assistant. Doctoral programs in the US tend to be better funded than in the rest of the world.

Sometimes, PhD degrees can be completed part-time, but this is rare. Students are usually expected to devote at least 40 hours a week to their research and work as teaching or research assistants.

The main cost of doctoral programs comes in the form of opportunity cost—all the years that students could be working a regular, full-time job, which usually pays much better than a graduate school stipend.

The average wage premium for PhDs is 26%, which is not much higher than the master’s degree premium.

In the US, the application process is similar for master’s and PhD programs. Both will generally ask for:

• At least one application essay, often called a personal statement or statement of purpose .
• Letters of recommendation .
• A resume or CV .
• Transcripts.
• Writing samples.

Applications for both types of programs also often require a standardized test. PhDs usually require the Graduate Record Examination (GRE), which tries to measure verbal reasoning, quantitative, critical thinking , and analytical writing skills. Many master’s programs require this test as well.

Applying for a master’s

Master’s degrees programs will often ask you to respond to specific essay prompts that may ask you to reflect upon not just your academic background, but also your personal character and future career ambitions.

Northwestern University’s Kellogg Business School requires Master’s of Business Administration (MBA) applicants write two essays, one about a recent time they demonstrated leadership and the second about their personal values.

Who you should ask for your letters of recommendation varies by program. If you are applying to a research-intensive master’s program, then you should choose former professors or research supervisors. For other programs, particularly business school, current work supervisors may be a better choice.

Some professional master’s programs require a specific test. For example, to apply to law school, you must take the Law School Admissions Test, or LSAT. For business school, you must take either the GRE or the Graduate Management Admissions Test (GMAT).

Applying for a PhD

When applying for a PhD, your resume should focus more on your research background—you should especially emphasize any publications you’ve authored or presentations that you’ve given.

Similarly, your statement of purpose should discuss research that you’ve participated in, whether as an assistant or the lead author. You should detail what exactly you did in projects you’ve contributed to, whether that’s conducting a literature review, coding regressions, or writing an entire article.

Your letters of recommendations should be from former professors or supervisors who can speak to your abilities and potential as a researcher. A good rule of thumb is to avoid asking for recommendations from anyone who does not themselves have a PhD.

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A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

This depends on the country. In the United States, you can generally go directly to a PhD  with only a bachelor’s degree, as a master’s program is included as part of the doctoral program.

Elsewhere, you generally need to graduate from a research-intensive master’s degree before continuing to the PhD.

This varies by country. In the United States, PhDs usually take between 5–7 years: 2 years of coursework followed by 3–5 years of independent research work to produce a dissertation.

In the rest of the world, students normally have a master’s degree before beginning the PhD, so they proceed directly to the research stage and complete a PhD in 3–5 years.

A master’s degree usually has a higher upfront cost, but it also allows you to start earning a higher salary more quickly. The exact cost depends on the country and the school: private universities usually cost more than public ones, and European degrees usually cost less than North American ones. There are limited possibilities for financial aid.

PhDs often waive tuition fees and offer a living stipend in exchange for a teaching or research assistantship. However, they take many years to complete, during which time you earn very little.

In the US, the graduate school application process is similar whether you’re applying for a master’s or a PhD . Both require letters of recommendation , a statement of purpose or personal statement , a resume or CV , and transcripts. Programs in the US and Canada usually also require a certain type of standardized test—often the GRE.

Outside the US, PhD programs usually also require applicants to write a research proposal , because students are expected to begin dissertation research in the first year of their PhD.

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Should I Pursue A Master’s or A Ph.D.?

The first step in deciding on the right graduate program for you is to figure out which degree will best serve you—a master’s or a doctor of philosophy (Ph.D.). Here are a few factors to consider.

What are your career goals?

• Professional master’s: A good choice if you want to develop a particular skill set in order to practice a particular profession. This type of degree provides coursework focused on learning and practicing skills.
• Research master’s: A good fit if you want to gain expertise in a discipline and know how to teach it. A research master’s typically includes a research project or thesis and comprehensive exams in addition to coursework and provides experience in research and scholarship.
• Ph.D. (doctor of philosophy): Consider this option if your goal is to ground yourself in a body of research and develop the ability to add to that body of knowledge. Ph.D. study includes a major research project in addition to coursework, and a Ph.D. is the highest scholastic degree awarded by American universities. Contrary to common perception, career paths for Ph.D. graduates are quite varied, not just limited to academia. Ph.D. training helps you hones skills such as writing, research, teaching, data analysis, communicating complex topics—all of which can translate into many sectors, including industry, government, nonprofit, and entrepreneurship.

See career data for Duke graduate programs' alumni

How much time do you have to pursue a graduate degree?

Master’s degrees typically take two years to complete, while Ph.D. programs generally take five to seven years ( see Duke programs' time-to-degree ). That is a significant difference in commitment and opportunity costs. It might also play a key role in deciding which factors take higher priority as you evaluate a program. How does the length of the program fit with your career and family plans? How important is the surrounding community if you are going to be there for seven years instead of two? How long are you able or willing to go on a limited income while in graduate school?

How much can you afford to pay for a graduate degree?

Consider your personal financial situation (e.g., how much savings and student loans do you have), as well as how much financial aid you can get. Master’s and Ph.D. programs differ greatly in the amount of financial aid available. Ph.D. programs tend to offer significantly more financial support than master’s programs (but often will have research or teaching requirements). 

A typical Ph.D. financial aid package usually includes coverage of tuition and fees, a living stipend, and some level of support for health insurance for a set number of years. For instance, Duke’s standard Ph.D. package covers tuition, mandatory fees, and a stipend for five years, as well as health insurance premiums for six years. 

Within an institution, the level of financial support often differs across programs, so be sure to ask your specific program about the financial aid it offers. There are also many national organizations that provide competitive fellowships and scholarships for graduate students.

Know which degree you want to pursue? Here are some key things to look for in a program .

• The Difference Between Masters and PhD Study

Written by Sarah Hastings-Woodhouse

The main difference between a Masters and a PhD is the purpose of each degree. A Masters degree involves expanding your understanding of existing scholarship in a particular subject area. The purpose of PhD study, on the other hand, is to make an original contribution to your field.

So, the biggest adjustment to expect as you progress from Masters to PhD study is a higher degree of independence (and responsibility). Beyond widening your expertise and improving your research skills, you’ll be expected to break new academic ground.

But exactly how will your academic life change as you make the leap from Masters student to PhD candidate? In this guide, we’ll provide a quick overview of how PhD and Masters study compare, including applications, course structure, assessment and more.

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Applications

If you’ve already completed an undergraduate and a Masters degree, you might consider yourself something of a university applications veteran. How different can applying for a PhD really be?

There are quite a few similarities between the Masters and the PhD application process. Both will tend to require:

• A personal statement
• Your academic transcript
• Details of at least two referees

As at Masters level, you’ll submit each application directly to your chosen institution, usually through the university’s own applications portal.

The process of applying for a predesigned PhD will more closely resemble that of applying for a Masters. But if you’re planning on designing a self-proposed project , you’ll be in slightly more unfamiliar territory. Rather than responding to an advertised PhD project in your application, you’ll essentially be writing that project specification yourself in the form of your research proposal .

An academic CV is only occasionally required for a Masters application, but almost always required for a PhD application. Its purpose is to summarise your professional and academic experience, in order to demonstrate that you’re well-qualified to complete the project.

It’s useful to think of applying for a PhD as similar to applying for a job. While an application for a taught programme (such as a Masters) involves communicating why you want to study the course and how you feel it will aid your academic and professional development, the focus of a PhD application should be what you can do for the institution. Remember that, if successful, you’ll become a valued member of an academic department, and that those reviewing your application are your prospective colleagues!

Applying for a PhD also requires an extra step that you won’t have encountered at Master’s level – contacting prospective supervisors . It’s often preferable to complete this stage before you submit your final application (though this can vary from institution to institution). Reaching out to supervisors can be an intimidating and confusing process, especially since you won’t have had to do anything similar for previous applications. Our handy list of dos and don’ts will help ensure you’re familiar with all the relevant etiquette before you click send!

Applying for a PhD

Want to know how to apply for a PhD in more detail? Have a read of our step-by-step doctoral application guide.

The MPhil to PhD upgrade

As we’ve said, the main difference between a Masters and a PhD is that the latter requires you to contribute original material to your field. This might be a daunting prospect, but luckily the first phase of a PhD usually acts as something of a ‘transitional’ period which should help you adapt to the demands of doctoral study.

In the UK, most PhD students are initially registered for a Master of Philosophy (MPhil) degree, before being ' upgraded ’ to the status of full PhD candidate (this will occur after 9-18 months for full time students, or after 15-24 months for part-time students).

This first stage of your PhD will largely be spent writing up your upgrade report . The largest component of this will usually be a literature review . You’ll likely have written a literature review as part of your Masters dissertation , so this part shouldn’t be too unfamiliar. You’ll need to demonstrate a comprehensive and critical understanding of existing scholarship in your field and situate your own research within this wider academic context.

This time round, however, you’ll need to illustrate how your research will contribute something new to the field. Don’t panic, though – now isn’t the time to present any original findings in detail (save that for your final thesis). You just need to identify a gap in the academic market and indicate how you plan to fill it.

The rest of the upgrade report should illustrate how you plan to progress with your project. You will be required to include a research question, planned methodology and a rough timetable of future work. Sometimes, you’ll also submit a sample of work you’ve already done towards your thesis.

You’ll then complete an oral presentation known as the PhD upgrade viva . It’s uncommon to ‘fail’ a PhD upgrade, though you may be asked to repeat the process if there is any concern about your progress. The important thing to remember is that you won’t progress to the status of full PhD candidate until the department is satisfied that you’re ready to (and you’ll often be given a couple of shots at demonstrating this).

Course structure

The most obvious difference between a Masters and a PhD in terms of overarching course structure is length. Whereas a Masters is completed in 1-2 years, a PhD will usually take 3-4 years (if studied full-time) or 5-6 years (if studied part-time).

3-4 years may sound like a long time, but by the end of a PhD you’ll not only researched, written and defended your thesis but also amassed significant additional experience. This might include:

• Publishing papers
• Presenting at academic conferences
• Administration within your department

Despite having longer to complete it, you can expect to work at a similar level of intensity for your PhD as you did for you Masters – and to undertake a much wider variety of activities in the process.

At undergraduate and Masters level, you’ll have grown used to each year of study being structured similarly. While the complexity of material will increase as the course progresses, each academic year will have followed a similar format (a series of taught modules culminating in assessment through examination or coursework).

A PhD, by contrast, moves through a series of phases. In your first year, you’ll usually write up a comprehensive overview of existing scholarship in your field in the form of a literature review and draw up a plan for the completion of your project. Your second year will typically be dedicated to completing the bulk of your research , before you write up your final dissertation over your third and fourth years. You can find out more about each stage in our guide to the PhD journey .

PhD candidates aren’t assessed in the same way as Masters and undergraduate students – so yes, you can wave goodbye to regular coursework and exams! You’ll only be formally ‘examined’ at two points during your programme – your PhD upgrade viva (as explained above), and your final viva voce , in which you’ll defend your final thesis in an oral examination.

This doesn’t mean it will be a complete free-for-all between these two milestones, however. Most universities will monitor your progress to make sure that you are continuing to meet the standards of the department year-on-year.

It’s common for PhD candidates to be monitored through progression reviews (which are generally annual for full-time students). You may have to submit a report outlining how your thesis has progressed to date and what your plan is for the following year, as well as any training or other university work (such as teaching) you have undertaken. If the department feels that you haven’t made sufficient progress, you may be required to register for a lower award, or to leave the university altogether.

At Masters level, you’ll have been given a grade out of 100 for each examination or piece of coursework (if in the UK) and graduated with a degree classification ranging from a Distinction to a Fail. At PhD level you won’t be ‘graded’ as such – it’s better to think of your viva examinations and progression reviews as a series of checkpoints that you’ll need to pass in order to earn your doctorate.

Ultimately, the outcome of your final viva will either be that you are awarded a PhD or that you are not (or that you might be after you’ve made some tweaks – see our full guide to viva voce results ). There’s no such thing as a ‘good’ or ‘bad’ PhD in the same way that you can receive different classifications of Masters degree.

Hopefully this guide has given you some idea of how PhD and Masters study compare, and helped you feel a little less apprehensive about making the leap!

To find out more about PhD study, have a browse of the many detailed guides in our advice section .

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What happens during a typical PhD, and when? We've summarised the main milestones of a doctoral research journey.

The PhD thesis is the most important part of a doctoral degree. This page will introduce you to what you need to know about the PhD dissertation.

This page will give you an idea of what to expect from your routine as a PhD student, explaining how your daily life will look at you progress through a doctoral degree.

Our guide tells you everything about the application process for studying a PhD in the USA.

Is your supervisor moving universities? Or have you discovered another doctoral programme that better suits your goals? In this guide we take a look at how you can transfer a PhD to another university.

Ever wondered how hard is a PhD? Our guide can help you learn the level of a PhD compared to Masters study, what hurdles make a PhD hard, and why they occur.

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• Masters vs PhD – Differences Explained
• Types of Doctorates

The decision of whether or not to pursue a Masters or PhD (or both) after you complete your undergraduate studies is not necessarily a straightforward one. Both are postgraduate degrees but are different in terms of the academic experience and the career paths taken afterwards.

In short, a Masters degree involves a year of study, primarily through taught lectures and a final dissertation research project, whilst a PhD (also referred to as a doctorate degree) is a three-year commitment of independent research on a specific subject.

There’s more to it than that, however – read on for more information.

What Is a Masters Degree?

A Masters degree is the next level of education after the completion of an undergraduate degree, commonly known as a Bachelors.

These degree levels are often referred to in terms of cycles so that a Bachelor’s is a first-cycle degree, a Masters is a second-cycle and finally, a PhD is the third-cycle of higher education (and the highest).

Masters degrees demand an intense period of study, usually centred around a core series of lectures and taught modules, coupled with coursework assignments and exams, followed by the completion of a contained research project usually taking students 3-4 months to complete.

These types of degrees are attractive to recent graduates who want to delve deeper into their specific field of study, gaining some research experience and more specialised knowledge beyond what an undergraduate degree can offer.

Equally, some pursue a Masters degree program in a subject that is only tangentially related to their Bachelors degree, helping them gain a broader depth of knowledge.

These degrees also serve as a significant stepping stone for those already in employment who want to progress their current career development and earn a higher salary. They can also be an excellent method for helping in changing careers completely by learning new skills and subject knowledge.

What Is a PhD Degree?

A Doctor of Philosophy (PhD) is the highest academic degree that can be awarded and is the third and final cycle in the progression of higher education.

A doctoral degree is earned on the basis of producing a significant, independent and novel body of work (a Thesis) that contributes new knowledge to a particular research topic.

These are research degrees that are a significant investment of a candidate’s time, resources and energy and are all but a pre-requisite for anyone considering a career in academia, such as eventually becoming a professor.

There are some exceptions to this, such as those with a medical background who may earn an MD (Doctor of Medicine), which is the equivalent of a PhD.

Doctoral degrees can also have a significant positive impact on career development outside of academia, especially in fields such as engineering, business and finance that have a high demand for highly qualified and capable people.

A graduate student engaged in PhD study is commonly known as a PhD student, PhD candidate or doctoral student.

What are the Benefits of a Masters Degree?

There are several reasons one might consider doing a Masters degree rather than a PhD in their graduate education. These include:

• It takes approximately a third of the time to do compared to a doctorate degree and costs less too.
• It’s a good way to differentiate yourself from those that hold only an undergraduate degree without having to commit to a substantial research degree.
• The end goal is more career-focused as opposed to research-focused. For example, it is practically an ‘easier’ route to changing or progressing your career if that aligns with your professional goals.

What are the Benefits of Doing a PhD?

You may continue on into a doctoral program after a Masters or you may even dive straight in after completing your undergraduate studies. So, what are the advantages of completing this third-cycle?

• You’ll have developed a wealth of transferable skills at graduate school, such as effective communication of complex concepts, multi-tasking time-management and the ability to adapt to and solve unexpected problems.
• A doctorate helps to establish you as an expert within your chosen subject area; your work will hopefully have furthered the knowledge in this.
• It will open up career paths and teaching positions within academia that may otherwise be very difficult to get a hold in (although these career paths will still be very competitive).
• You can add the title ‘Dr’ in front of your name!

Which Degree Is More Impactful: A Masters or a PhD?

On paper, the answer should be clear: A doctorate degree is the highest degree you can earn, so has more impact than a Masters, which in turn has more impact than a Bachelors.

The reality is that the size of the impact (if any) really depends on the subject area and the career path you choose (if the measure of impact is how it positively improves your career prospects, that is).

For someone with aspirations of becoming a professor, a PhD will be of greater value than a Masters alone.

Equally, it’s also possible that someone with a PhD entering a different field or one that doesn’t require a PhD may find that their degree has no bearing on their career or in some cases may even be seen as a ‘negative’ with a concern of the person being ‘over-qualified’ for a position. There are many scenarios in which professional experience would be more valuable to an employer than a doctorate degree.

Check out the links below to our interviews with Prof. Debby Cotton and Dr Nikolay Nikolov to read their experiences of when a going through a PhD program has had a clear benefit (Prof. Cotton) and when it hasn’t been helpful (Dr Nikolov).

Do You Need to Have a Masters to do a PhD?

This really depends on the university, department and sometimes even the project and supervisor.

From a purely application process perspective, some institutions may formally require you to hold a Masters degree relevant to the subject of the PhD project before you can enter their doctoral program.

In another scenario, most universities are unlikely to accept candidates that were awarded below a 2:1 (in the UK) in their undergraduate degree but may consider someone who has ‘made up’ for this with a high-grade Masters.

Lastly, some universities now offer PhD programmes that incorporate an additional year of study in which you would complete a Masters degree before carrying directly on into a PhD project. As you’d expect, even if a university doesn’t formally require you to hold one, a Masters degree can help separate you from other applicants in being accepted on the project.

Check out our detailed guide to doing a PhD without a Master’s .

Why Do a Masters before Your PhD?

Even if you don’t need to have one, it could still be beneficial to begin your postgraduate study by doing a Masters first before you embark on your doctorate journey.

As mentioned previously it’ll help you stand out from applicants that don’t have one, but beyond that, it’ll give you a taster of what research life could be like, especially if you stay at the same university and department for your PhD.

The one-year commitment (in the UK at least) of carrying out a Masters first, and in particular your research project, will help you better understand if this is truly something you want to commit the next three or more years to.

You’ll learn some of the skills of independent research, from performing detailed literature searches to more complex, analytical writing.

At the end of it, you should be in a stronger position to consider your options and decide about whether to continue into a PhD at graduate school.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

How Long Does It Take to Get a Masters Degree?

In the UK, a full-time Masters degrees take students one calendar year to complete: The programme of study usually starts in September, the final research project the following April and final project viva around August. Part-time degrees are usually double the time.

How Long Does It Take to Get a PhD?

In the UK, most PhD projects take 3-4 years to complete , as reflected by the majority of funded projects offering stipends to cover living expenses of about 3.5 years.

For many reasons, projects may end up taking longer to complete, however. This might be because of difficulties in collecting enough data, or if the project is being done part-time.

Which One is More Expensive to Do?

As you’d expect, as a PhD takes three times as long to complete as a Masters degree, it will cost you more to do as far as university fees are concerned.

Another thing to consider is that many PhD projects come with some level of funding equivalent to a low salary, which may cover the cost of tuition fees and living expenses, whilst it is usually more difficult to obtain funding for Masters study.

Conversely, a Masters graduate may progress into a higher (versus PhD funding) salary sooner whilst a PhD student will endure three years of a comparatively low income.

A Masters vs a PhD: Conclusion

If you’re considering continue further graduate study after your undergraduate degree, the question of doing a Masters vs a PhD is likely to come up. They are both considered an advanced degree, each with their own advantages.

There are benefits to doing either of these graduate programs or even both of them; your decision here can be easier if you have an idea of the career you want to follow or if you know you have a love for research!

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Demystifying Graduate Degrees: Comparing Master’s vs. Doctorate

You want a graduate degree — to continue exploring your passions, make discoveries or advance your career — but how do you turn that decision into a plan?

It starts with understanding the difference between a master’s and a PhD in your field. They differ in length, intensity, curriculum and career paths, so you’ll also need a clear idea of why you want to pursue a graduate degree to determine which one you should get.

What Is a Master’s Degree?

If you’ve completed your undergraduate degree, it might be time to ask, “What’s next?”

That’s where Master’s degrees can come in.

Whether you want to specialize in a particular area or get advanced skills in your profession, a master’s degree can help you get there in 1-2 years.

The most common types of master's degrees include:

• Master of Arts (MA),
• Master of Science (MS),
• Master of Business Administration (MBA),
• Master of Education (MEd),
• and Master of Fine Arts (MFA). 

What do you learn in a master’s program?

The short answer? A lot.

Master’s degree programs are designed to build on the foundational knowledge gained during your undergraduate studies, and the curriculum focuses on advanced knowledge and skills in a particular field.

Here’s what you can expect to encounter in a master’s program:

Advanced coursework:  Master's programs provide advanced courses that build upon the foundational knowledge gained during your undergraduate studies. These courses delve deeper into specific topics within your field and often explore the latest research and developments. 

Specialization:  One of the primary goals of a master's program is to allow you to specialize in a particular area. Whether pursuing a Master of Arts, Master of Science, or a professional degree like an MBA, you can focus your studies on a specific subfield or concentration within your discipline. 

Research and analysis:   Many master's programs require you to engage in research projects and analytical work. This could involve conducting independent research under the guidance of a faculty advisor or participating in group research projects with fellow students. Through these research experiences, you’ll develop critical thinking and analytical skills, learn how to gather and evaluate relevant data and draw meaningful conclusions.

Practical applications and internships:  Some master's programs incorporate practical training opportunities like internships, practicums, or field experiences; hands-on experiences allow you to apply the knowledge and skills gained in the classroom to real-world settings.

Collaboration and networking:  A Master's program is a rich collaboration and networking environment. Collaborative projects, group discussions, and professional events allow you to exchange ideas and build connections within your field, often leading to long-lasting professional relationships and potential career opportunities.

Thesis project:   Outside of building skills like project management, problem-solving, project management, and effective communication, thesis projects in master's degree programs serve as a cornerstone for building advanced skills, expanding professional networks, and contributing to the body of knowledge in your respective field. 

Why get a master’s degree?

Career advancement: One primary advantage of getting a master’s degree is an edge in the job market. Employers value the specialized knowledge and advanced skills that come with a master’s degree, opening up new and exciting career opportunities.  The cherry on top? Individuals with a master’s degree often earn more than those without an advanced degree — you can take that to the bank, especially if you set yourself up for financial success during your studies. Flexibility: Another aspect to consider is the flexibility that a master’s degree offers. Many programs offer part-time or online options, allowing you to balance your studies with work or other commitments.  This flexibility can be particularly helpful if you’re already established in your career but want to gain additional qualifications.  Growth opportunities: Depending on your field, a master’s degree can be a stepping stone toward a PhD or other doctoral programs. It gives you a solid foundation in research methods and academic rigor — a boon if you want to pursue a career in academia or conduct advanced research.

What is a Doctoral Degree or PhD?

A doctoral degree is a terminal degree — it represents the pinnacle of academic achievement and is the most advanced degree you can attain. Doctoral students want to become authorities in their chosen fields and develop the skills to conduct independent and original research. 

Doctoral programs usually span 3-6 years of full-time study, during which students complete advanced coursework, pass comprehensive examinations, engage in extensive research and ultimately produce a dissertation that contributes new knowledge to the field. 

There are several types of doctoral degrees based on different academic and professional aspirations, including:

• Doctor of Philosophy (PhD),
• Doctor of Education (EdD),
• And Doctor of Psychology (PsyD), among others. 

What do you learn in a doctoral program?

When you successfully defend your dissertation and complete your degree, you also become an expert in your field — but it doesn’t happen overnight. Here's what you can expect to encounter in a doctoral program:

Advanced research: If you’re looking for a hard emphasis on research, a doctoral program is the place to be. Over several years, PhD students engage in extensive research activities — including conducting independent research, producing scholarly publications, and contributing to the knowledge base of their field through original research contributions.

Theoretical and conceptual frameworks:  PhDs are an incredible opportunity to deepen your understanding of theoretical and conceptual frameworks in your field of study. You'll critically analyze existing theories, evaluate their applicability, and develop your theoretical frameworks to advance knowledge and understanding in your chosen area of research.

Advanced methodological training:  Because a dissertation is an original research project, you’ll gain advanced training in research methodologies and data analysis techniques, like designing robust research studies, collecting and analyzing data, and drawing valid and reliable conclusions from your research findings.

Critical thinking and intellectual independence: Both academia and industry employers highly value independent thinkers and workers. Doctoral programs foster critical thinking and intellectual independence by challenging you to evaluate existing research, identify gaps in knowledge, and propose innovative research ideas. Teaching and Mentoring Experience: Being a teacher or mentor is a great opportunity to share your hard-earned knowledge, and universities agree. Doctoral programs often provide opportunities to teach and mentor undergraduate students, develop effective pedagogical skills, and contribute to the academic community.

Dissertation project:  Your dissertation is the culmination of years of hard work within your field. By enrolling in a doctoral program, you’re also given the chance to participate in a significant and original research endeavor that demonstrates the expertise you’ve worked so hard to cultivate.

Why Get a Doctorate?

Having a doctorate doesn’t just open doors; it can kick them down. A doctorate might be right for you if you’re looking for a door to these things:

Expertise and specialization:  Doctoral degrees can be a labor of love. They help you delve deeper into a specific subject area, gaining expertise and specialization.

Research opportunities:  Extensive research training, opportunities for conducting original research, and contributing new knowledge to the academic community — these three things make a doctorate coveted by students, universities, and employers.

Salary potential and career advancement: In some fields, having a doctorate can lead to higher earning potential and increased salary opportunities. According to the U.S. Bureau of Labor Statistics , doctoral degree holders made an average of $1,885 per week in 2020, while master’s degree holders made an average of $1,545 per week.

Contribution to society:  Doctoral research often addresses pressing societal issues, contributing to advancements in technology, healthcare, education, and other areas for the benefit of society — for many students, contributing to the greater good is just as rewarding as career advancement or personal development.

What’s the difference between a dissertation and a thesis?

You might have heard “thesis” and “dissertation” used interchangeably, but they’re not quite the same. Here are the general distinctions to consider:

• A thesis is usually associated with a master's degree program. Students undertake a research project in the final stage of their degree.
• It typically involves conducting original research or analyzing existing research to answer a specific research question.
• The length of a thesis varies based on the field and program requirements, but it’s usually shorter than a dissertation.

Dissertation:

• A dissertation is typically associated with a doctoral degree program. It is an extensive, in-depth research project that marks the culmination of a doctoral program.
• in-depth exploration of a research topic
• comprehensive literature review
• methodology section
• data collection and analysis
• substantive discussion of findings and conclusions.
• Dissertations are usually longer than theses and may take several years to complete.
• Once you’ve completed your dissertation, you participate in a formal defense of the research, where you’ll present your findings to a committee of experts in the field.

Key Differences: Master's vs. PhD

Deciding Between Master's vs. PhD Programs

“Should I get a master’s degree or a PhD?”

Answering that question can be exciting — and a bit intimidating. You must consider long-term career objectives, personal interests, and the time you can commit. Plus, the level of specialization you wish to achieve based on your career path is also a factor. Typically, a PhD is a prerequisite for those aspiring to research careers in academia, while professional roles in various industries may require only a master's degree. 

It’s still worth noting that students have the option of completing a master's degree first and then, based on their experiences and career aspirations, deciding whether to pursue a PhD.

Find the right graduate degree at SMU 

A graduate degree is a big investment, so investing in the right program is important.

SMU offers a diverse array of master's and PhD programs tailored to align with your unique interests and career goals, and personalized support, from the applicant to the graduate, is always available. 

Whether you're interested in pursuing a PhD in Chemistry or are almost finished with your MBA, we can help you find the right advanced degree.

This could just be the beginning of your journey. Get a closer look at applying to graduate programs of your choice with our guide, How to Get a PhD: A Guide to Choosing and Applying to PhD Programs .

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Doctoral degrees at SMU, and how you can choose the right program and thrive in it, in our Guide to Getting a PhD.

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Second Master’s or PhD? – A Comparison

Published 16 October, 2023

There are many reasons to pursue a second master’s degree or PhD, and the decision ultimately depends on your goals and interests. If you’re looking to further your academic career and research opportunities, a PhD may be the best option. However, if you want to gain additional skills and knowledge in a specific field, another master’s degree may be more beneficial.

Introduction

When it comes to choosing between a second master’s degree or PhD, there are many factors to consider. Your career goals and interests will play a large role in determining which path is right for you.

The end of a degree’s body is often filled with stress and uncertainty. Some students may take time off to explore other options, such as starting their career or continuing Education; but for those who want more structure in the final months before graduating – there’s no need to worry! There are plenty of options available.

The decision to do an additional degree often comes down between a second master’s and PhD. There are many factors that should be considered when making this choice, such as cost and duration for each type of program available in your country or whether you’re looking into getting specific career opportunities upon graduation from either one.

This article will provide a brief overview of each type of degree, its benefits and drawbacks, as well as some common questions that students ask about these programs.

What Is Second Master’s?

A second master’s degree is an academic degree earned after the completion of a bachelor’s degree and first master’s degree. Students who pursue a second master’s degree often do so to gain additional skills and knowledge in a specific field or to change careers.

Like the first, a second master’s degree generally takes two years of full-time study to complete. However, some programs may allow students to complete their degree in a shorter amount of time by enrolling in accelerated courses or by transferring credits from their first master’s degree.

Students who pursue a second master’s degree will typically take a mix of core and elective courses. Core courses generally focus on advanced topics in the field, while elective courses allow students to explore other areas of interest.

What Is a PhD?

A PhD, or Doctor of Philosophy, is the highest level of academic degree earned after completing a bachelor’s and master’s degree. Students who pursue a PhD do so with the goal of furthering their academic career or research opportunities.

A PhD generally takes 5-7 years of full-time study to complete. Students must also complete a dissertation, which is a research project that demonstrates their knowledge and expertise in the field.

Major Difference Between Second Master’s & PhD

 level of specialisation, second masters.

Second Master’s degrees are great if you want to learn more about a specific subject or expand your knowledge of different topics. For example, an MSc allows the student to specialise in their desired field while still learning various subjects that will be beneficial for them down the road and can assist with any future careers they may have considered trying out! PhDs offer unlimited opportunity due its breadth across all disciplines; however this does come at higher tuition fees than other types of Masters Programmes do which some people might not afford, or feel comfortable with taking on.

A PhD is the highest level of academic degree you can earn. It requires a lot of hard work and dedication, but it also gives you the chance to specialize in your field of interest. You’ll be able to conduct research and contribute new knowledge to the field. Unlike Second Master’s degrees, PhDs offer the chance to teach at the collegiate level and beyond.

2. Duration of Program

The duration of a Second Master’s degree program can vary depending on the country you study in and the type of institution. In the United States, for example, most programs take two years of full-time study to complete.

The duration of a PhD program can also vary depending on the country you study in and the type of institution. In the United States, for example, most programs take five to seven years of full-time study to complete.

3. Curriculum

The curriculum for a Second Master’s degree can vary depending on the country you study in and the type of institution. In the United States, for example, most programs require coursework in research methods, statistics, and writing. Students also complete a thesis or capstone project.

The curriculum for a PhD can vary depending on the country you study in and the type of institution. In the United States, for example, most programs require coursework in research methods, statistics, and writing. Students also complete a dissertation, which is a research project that contributes new knowledge to the field.

4. Cost of Degree

The cost of a Second Master’s degree can vary depending on the country you study in and the type of institution. The average annual cost for the Second master’s is £8,860 (Home/EU), and £17,493 (International).

Similarly, the cost of a PhD can vary depending on the country you study in and the type of institution. On average, the annual cost for PhD is £4,407 (Home/EU), £19,600 (International) and full programme average cost is £17,628 (Home/EU), £78,400 (International).

5. Job Opportunities

Second Master’s degrees can lead to a variety of different job opportunities. Many students use their degrees to change careers or advance in their current field. Others use their degree to enter into a new field or start their own business.

A PhD can open up many doors, both in terms of job opportunities and research opportunities. Graduates can pursue careers in academia, government, or industry. They can also use their degree to further their education and career goals.

Advantages and Disadvantages: Second Master’s & PhD

So, these are some of the advantages and disadvantages of a Second Master’s degree and a PhD. Deciding whether or not to pursue one of these degrees depends on your specific goals and circumstances. If you’re considering either degree, be sure to weigh the pros and cons carefully to make the best decision for you.

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What's the Best Next Step for Your Career: A Second Master's Degree or a PhD?

Although both Masters and PhDs are considered graduate studies, there are significant differences between the two degree levels.

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1. Research vs. skill acquisition

Master’s programmes are inherently interdisciplinary, mixing curriculum and teaching styles from different disciplines in order to ensure students acquire specific skills and tools for a wide palette of future careers.

PhDs, however, are designed to be independent research endeavours, with limited guidance from professors and departments, aiming to verify the answer to a specific question.

So, you should choose a second Master’s if you want to know a bit of everything, and a PhD if you want to be an expert in your field.

2. Differences in degree duration

While a Master’s programme usually has 4 semesters, with some Master’s degrees offering the possibility of condensing the studies in one year or 18 months, PhDs frequently take well beyond three years to complete, depending on the subject and the graduate school.

This should influence your decision, given the varying time it takes before the diploma becomes a career asset.

3. You also choose your career path

Master’s degrees are intended to transmit general skills, ideal if you want to keep your career options open, while aiming at a wide array of jobs. For example, a Master’s in Communication Sciences can enable you to work in areas from journalism to PR and sales.

In the case of a PhD, your specialisation gets even narrower, while the depth of expertise advances greatly. This is the desired path if your professional destination is very precise, at the top of a hierarchy or if you intend to freelance/become an entrepreneur.

4. Degree availability and funding opportunities

Master’s degrees are the fastest growing type of study programme available worldwide, with more and more alternative interdisciplinary combinations being approved each year, in an attempt to adapt to the job market.

PhD programmes are generally more resilient to change, as well as more focused on long-term institutional research goals, involving many departments and candidates, over several years.

Their purpose is also less susceptible to market fluctuations, depending mostly on the research needs of society, as well as the demands of financing institutions such as ministries, museums, central governments, think tanks and local authorities.

5. Flexibility and time commitment

Another difference of pace between Masters and PhDs is the possibility to work throughout the study years. While there are part-time masters and degrees which offer courses concentrated in the late evening in order to allow attendance from employed students, PhD’s are seen more like full-time occupations, being funded in a way to compensate the impossibility of balancing a job with the research.

Not to mention that a PhD involves constant research and other academic responsibilities such as teaching, conferences, reference papers, publishing and help with departmental organizing.

6. Changing your specialisation

If you plan on moving towards a new specialisation, either to diversify your skills or to requalify, a Master’s degree is far more accessible and easier to start from scratch. A PhD in a completely different discipline is very hard to achieve, mainly because graduate schools demand “affinity with the subject” when applying.

Not to mention that a successful PhD proposal is much more difficult to achieve in a completely new topic and domain. This does not mean that applying for a different Master’s degree is not without effort or challenges, but it is far more likely given the abundance of master’s programmes available worldwide, compared to doctorates.

As a general perception, universities perceive successive Masters in similar or related fields as a sign of indecisiveness and shallowness. On the other hand, holding two or more degrees in significantly different disciplines (like Economics and Arts or Engineering and Languages ) can be a major CV booster.

Probably one choice is not in itself better than the other . It's just a question if you want to be better in your work, or if your dream is to become more of a scholar and dedicate yourself to research.

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Masters vs PhD: Which is Right For You?

PhD or Masters? It’s a tricky choice to make! There’s no one simple answer as both can be great choices and there are several angles to consider. In this post we’ll look at the differences between the two and compare various factors to consider when deciding between a Masters vs PhD.

Note – This post was a reader request. If you’d like me to cover any particular topics let me know here .

Key Differences Between a Masters and a PhD

Before we delve into the details of what factors to consider in your decision, here is a brief summary of the main differences between Masters and PhD programmes:

• Typically 1 year long (in the UK)
• You’re part of a cohort with course mates studying the same things as you
• There are different types of Masters: MRes, MSc, MEng etc. Sometimes they’re fully “taught” (i.e. all lectures and exams). Other times they’re “research” (lectures and a research project) or a mixture of both. Look at the syllabus of Masters courses you’re considering for details
• They cost money – unless you manage to secure a scholarship
• 3-4 years long in the UK (and longer elsewhere)
• Always involve a significant research component: that’s all they are!
• Typically you’re not part of a cohort, the exception are CDTs (details here )
• Although PhDs cost money, it is not normal for STEM PhD students to personally pay for a PhD. Usually you’ll get funding which covers the fees plus pays a nice tax-free stipend. See my whole analysis of how PhD stipends compare to grad salaries

Factors to consider when deciding between a Masters and a PhD

Now let’s dive into some specific comparisons of a Masters vs PhD:

• Financial cost
• Potential salary boost
• Opportunity gain
• Opportunity cost

Masters vs PhD Cost

How much does a masters degree cost in the uk.

For Masters courses in the UK there are typically both tuition fees and bench fees. Bench fees are for covering costs involved with practicals and research experiments, including consumables and training.

In the UK, if you’re a home student you’ll often pay upwards of £11,500 for tuition fees. Overseas students may get charged £21,800 or higher. Bench fees can vary a lot, typically they may be around £5000.

The course page will usually list the cost of the Masters pretty clearly, see this example from Bristol:

In addition you will have living costs on top of these fees. You’ll therefore have to budget for all of this ahead of starting the Masters unless you’re planning to work while studying. If so, here are some ideas I put together for ways to make money as a student .

There are sometimes bursaries and scholarships available for Masters students so do look at your options. The university website should list the main funding options available to you. However in my experience the majority of Masters students tend to self-fund or take out a loan.

How much does a PhD cost in the UK

In theory a PhD would incur bench fees like a Masters. Yet unlike with Masters degrees, it is pretty rare to self-fund a PhD, at least in the sciences. Instead it is normal for prospective PhD students to try and secure funding.

Usually PhD students will only embark upon a project once funding has been secured for the duration of the project: often 3.5 years.

Typically a PhD student will secure funding both to pay for the university fees, plus a stipend to cover their living expenses. For the 2021/2022 academic year a typical annual PhD stipend is £15,609 per year outside of London, or £17,609 per year in London. To be clear: this is money you get paid for doing the PhD, not that you have to pay! On top of the stipend all other costs relating to the PhD also get covered by the funding body.

If you want to find out more about PhD funding, see my separate relevant posts here:

• How to Find PhD Funding in the UK
• PhD Student Salary in the UK: Comparing a PhD Stipend to a Grad Salary

I lived pretty comfortably on this kind of amount of money in London, so it’s certainly possible!

Masters vs PhD Potential Salary Gain

If you’re considering a Masters or PhD to help you climb the career ladder more quickly, you may be wondering how much they could each boost your salary.

Whether or not a Masters or PhD is worth it for the potential salary gain really depends on what job you’re looking to go into. Generally, yes, the more highly qualified you are the more money you may be able to earn:

If you’re looking to boost your earning potential, from these US figures someone with a Masters could expect to earn approximately 18% more than someone with just a Bachelors degree. Furthermore, someone with a PhD may be able to earn 43% more than just a Bachelors. Therefore, on average PhDs earn 21% more than people with a Masters. There are loads of caveats though and this figure isn’t really comparing a like-for-like situation.

As a rule of thumb: if you’re going into a technical job, especially one requiring specialist knowledge you pick up from your studies, then you’re more likely get rewarded for your extra degree(s). Also notice how in the above figure across all workers the unemployment rate is lowest for those with PhDs. The unemployment for those with a Masters vs a PhD is 73% higher.

For certain companies and roles the more highly qualified you are the more they’ll reward you with a higher salary. Other companies, especially ones which wouldn’t utilise the skills from your degree, won’t pay you any higher than someone with a Bachelors degree.

There may be certain professions where getting a Masters or PhD are really beneficial for boosting your salary but I’d urge caution if this is your primary motivation for earning one of these degrees. This is especially true if you consider that instead of earning an extra degree you could spend your time gaining work experience on the job.

Consider looking up different potential employers you may be interested in working for to get a sense of whether your extra qualifications could secure you a higher salary. If the company is transparent with sharing salaries for different pay grades then you may be able to find details on their website. If not I suggest looking on glassdoor .

Masters vs PhD Opportunity Gain

What opportunities open up to you by doing a Masters vs a PhD? How beneficial could either be for your career? We’ll consider categories:

Technical knowledge

• Lab experience

Independent thinking & problem solving

Student life.

The obvious benefit to doing either degree is that you’ll gain expertise and knowledge in a certain technical topic. Not only may this be interesting to you in its own right but the degree can be used to demonstrate your technical know-how for your upcoming career. Either degree could help with your career prospects and enable you to potentially expand your horizons and go and work abroad. Though this depends a lot on your field and specific situation!

There is a quite obvious tradeoff between breadth and depth of technical knowledge between a Masters vs PhD.

A Masters degree is considerably shorter than a PhD, therefore your opportunity to pick up deep technical skills across the period of the programme is likely to be lower.

However, it is worth noting that Masters courses involve lectures, whereas in the UK PhDs don’t. Therefore it may actually be the case that with the Masters you’re picking up knowledge more quickly than the PhD. This does of course depend a lot on the skills you want to learn and how you work. Plus, you can sometimes go to lectures if you want as a PhD student. I’d say this one is a draw.

Practical lab experience

If you do a Masters involving a research project you’ll likely spend at most 4-6 months of the year in the lab. With a PhD you’ll spend considerably longer!

In the first year of a PhD you can try out different things and with the following years of a PhD you’re learning things at a much deeper level than a Masters. Though again, this depends quite a bit on what you’re trying to learn and why. For a lot of purposes you may gain enough practical experience in just a Masters project.

With either degree I think you’ll have ample opportunities to pick up new skills and challenge yourself to think independently.

A Masters is usually a little more like a Bachelors degree. By this I mean, besides your research project, the course leaders will be setting pretty well defined questions which often come with relatively well defined answers. When it comes to conducting research (for either degree) you’ll of course be answering questions for the first time and usually this will require some problem solving.

Compared to a PhD project a Masters research project is much smaller in scope and well defined. Plus, you’ll typically be paired with a more senior lab member (PhD student or postdoc) which doesn’t often happen for PhD students. There are also sometimes group projects for Masters degrees which adds another useful skill to the mix.

A PhD is the ultimate test of independence and problem solving. A lot of us see this as a fun challenge but bear in mind the importance of having a supporting supervisor. I wrote a separate post about choosing a PhD project and supervisor .

Masters Networking Opportunities

One perk of a Masters degree compared to a PhD is that you’ll always have a group of course mates with you. Not only can this be reassuring and give you social opportunities, it also means that you can network with like-minded individuals who are interested in the same topic as you. It is very easy to see how this could lead to starting a company with a course mate or business relationships later in your career.

PhD Networking Opportunities

PhDs on the other hand may be more solitary. It really depends on the group and department you join. If you join a small group with very few other PhD students it could be a much less exciting, and potentially more difficult, environment to be doing research in. Plus less people to bounce ideas off of and network with.

Some departments are very good at putting on social and networking events for their PhD students. Others less so. My PhD involved working in two different departments and each took very different approaches. One department had an annual research day and several parties throughout the year specifically for their PhD students. On top of that were lecture series’ plus Christmas and Summer parties for the whole department. The other department organised practically nothing.

PhDs do afford you more time to build connections with other researchers in the department and collaborations with other universities and institutions. In my PhD I spent time working with two other research groups in London (at UCL and the Royal Veterinary College) as well as the Natural History Museum. I doubt I’d have formed these connections through doing a Masters.

Whether it be a Masters or PhD, remember that you’ll be a student again. Therefore for either degree you can attend all student events on campus, join clubs and societies at the students’ union which could bring with it many opportunities to enrich your life. Of course a PhD gives you more time to enjoy these benefits!

Whichever degree you decide to go for, see my post about making the most of opportunities !

Also if you’re interested, I wrote: Do PhD Students Have a Social Life? Sharing My Experiences Making Friends and Avoiding PhD Loneliness

Masters vs PhD Opportunity Cost

The main opportunity cost I can think of for either is the length of time that they take. If you’re trying to decide between a Masters or PhD, or perhaps even aren’t sure about doing either, I suggest thinking about what you’d otherwise be doing and what you’d like to do afterwards.

There is no getting around the fact that a PhD takes longer to complete than a Masters. Maybe that extra time spent deep in research is well spent, or maybe you’d be better off just doing a one year Masters degree and using that remaining time to progress a career in industry, start a business or make the most of some other opportunities.

It will come down to why you’re interested in doing either degree in the first place and what you’re hoping to do with your life afterwards.

If you enjoy research but are worried that a PhD would take too long, I don’t think you should worry too much. Firstly, I think enjoying research is reason enough to do a PhD. Secondly, in comparison to your whole career a PhD doesn’t really take up much time.

I don’t think that the time you’ll have spent doing a PhD would ever meaningfully take away from other things you could do with your life:

See my whole post about how long a PhD takes .

Masters vs PhD Difficulty

How hard is a masters.

I can’t speak for all Masters courses! How difficult you’ll find a Masters will depend a lot on the specific course and how different the topic is to your undergraduate degree. Of course if you’re jumping to a different field than your undergraduate degree you’d expect to find the Masters challenging!

What I can say is that there can be a lot of content to try and cram in during a one year Masters. The pace can be fast and there isn’t much time for you to digest the content before getting assessed on it. You have to be able to learn quickly and juggle lots of things going on at once, with regular assessments throughout the year. This is all in stark contrast to the PhD where you’ll usually have ample time to ensure you understand a concept well and there are few formal assessments to deal with.

How difficult is a PhD?

A PhD involves working independently on your own project for the whole duration of your studies. With this comes having to solve problems yourself and find the motivation to keep going with the project for several years. There is a component of luck as to how your project pans out but it is safe to say that a lot of people do go through difficult parts of their PhD related to these issues.

There are very few formal assessments throughout a PhD. Typically at around 9-12 months in, then 18-24 months in there are intermediate checkmarks and then the big one, the viva, right at the end. On the upside this means that you don’t need to worry about getting assessed on assignements or exams like with the Masters, but on the flip side it can be difficult to figure out how well you’re doing.

From what I’ve observed, some people who have difficulties during the project often face them because of a poor relationship with their PhD supervisor. I personally didn’t find my PhD hard, but that in part comes down to enjoying the content, having good supervisors and treating it like a 9-5 job. No you shouldn’t need to dedicate all your evening and weekends to it, and it doesn’t need to be a hellish experience.

Yes this is anecdotal but I also worked with many other postdocs and PhD students who shared their experiences with me. Also check out the PhD Profiles series for more insights.

See my much longer analysis about PhD difficulty here: How Hard is a PhD?

Masters vs PhD: What did I do?

My own path from undergrad to PhD was made slightly more simple because I did a combined four-year undergraduate engineering degree which took me straight to a Masters qualification (MEng). Even so, I still wasn’t exactly clear on whether I wanted to a PhD or what topic it might be in. Therefore after graduating I worked for a few years whilst also putting out applications:

This gave me an opportunity to build up my experience and work in different fields, all while getting some more research outputs which were useful for PhD applications. If you want to read more about my journey, check out my PhD profile here . While you’re there, look at other PhD students’ journeys in the other PhD Profiles too.

Whether you should do a Masters or PhD really comes down to: why are you interested in further study?

I would urge caution in getting extra degrees just to try and boost your salary. There are cases where this can pay off but consider what other work experience you could be getting outside of the university. A Masters for example will typically cost you money, whether it be eating up savings or through a loan, so do think carefully if you’re doing the degree for financial reasons.

If on the other hand you’re motivated to take on either degree because you’re interested in the topics and simply want to learn then go for it!

A Masters can be a nice introduction to a field, especially if you’re transitioning from a different Bachelor’s degree. Having lectures covering a wide variety of topics can get you up to speed and you can spend a few months on a research component if that’s what you fancy.

If you actively enjoy doing research and like the idea of spending three or four years exploring one topic then doing a PhD could be a nice option. Though I would suggest that for many people a PhD may be overkill and that for most career purposes a masters is probably enough!

If you’re wondering whether or not you need a Masters to do a PhD, see my separate post exactly about that topic here: Do You Need a Master’s To Do a PhD? TLDR: No you don’t necessarily need one in advance, and CDTs are another option to consider which combine the benefits of both . See details about CDTs here . If you are interested in research, and already know what kind of topic you’d like to spend several years studying, then I’d consider applying for a PhD without a Masters.

I know it can be difficult making these choices. Remember though that you don’t need to rush your decision. There is nothing wrong with working for a few years then coming back to do a Masters or PhD. That is what I did!

It might feel like you need a clear plan but you really don’t so please don’t let it stress you out too much! Whatever you decide I wish you all the best for your career.

I hope this post has been useful if you’re trying to decide between a Masters vs PhD! If you have any other questions, feedback or suggestions be sure to let me know and I’ll try my best to help.

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4 Comments on “Masters vs PhD: Which is Right For You?”

Great article! I completed my MEng in Mechanical from Cardiff in 2018 and am now looking for an Industrial PhD (I think it’s also known as an EngD or DEng?). As I’d like to pursue an academic role in future but after a PhD I’d like to go into industry to really test the knowledge I gain (or maybe start a company).

I’d like to learn more and become a specialist who really understands and grasps all aspects of Mechanical Engineering. Plus, I really like the calculation side of things, but have had difficulty finding jobs, so I think a PhD would be a significant benefit to me. Though, I found it interesting that you state that having a PhD doesn’t increase salary expectations necessarily; I thought salary rise would be a bonus (from other articles) but I guess this depends on the companies that appreciate PhDs and whether you apply to the right ones.

Do you have an article showing how to make your PhD applications stand out?

Keep it up!

Kind regards, Y

PS Just a minor detail the last section on which is right for you (first line) has a typo: Masters of PhD… should be Masters or PhD.

Thanks very much for your comment and for pointing out a typo! Hey, mech eng MEng and Cardiff, nice! Yep I’ve known people doing EngDs and they look like a nice option.

As per the bar chart in the article, on average a PhD leads to higher salaries but in the article I wanted to temper salary expectations and make it clear that it is not necessarily a great idea to do a PhD if earning more money were the main motivation: not only may a PhD prove frustrating if someone doesn’t actually enjoy the research but it’s also pretty inefficient since in a lot of cases simply spending those 3-4 years gaining experience in a job could likely lead to equivilant or larger promotions over that period. Yeah it really depends on the company and industry. As per the article you could have a look at the companies advertising positions in a subfield of mech eng you’re interested in and check the candidate requirements and associated compensation to get a sense of what a PhD could add.

An article I’m actually currently drafting for June is about how I managed to get a PhD scholarship which includes lots about making your application stand out, so I suggest check back later in the month!

Best wishes and good luck,

By the way I forgot to add that each candidate in the PhD Profiles series answers the question of what made their PhD application stand out, you can find the series here: https://www.thesavvyscientist.com/category/phd-profiles/

Thanks Jeff, I think I’ve got a lot of research to do as I’m quite open as to what I want to apply to. After reading your profile I think I have a similar interest in the medical field as I did a placement at Olympus medical and really enjoyed it. Plus working with professional engineers to a specific deadline is quite fun. I might choose to go a similar route to you by emailing the scientists/engineers who are running the PhD(s) I’m interested in and getting work experience until I’m certain of the topic I want to explore. There’s just so many options! Thanks for writing these blogs! Kind regards Yusuf

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Master's vs Doctorate: Which Degree is Right for You?

Graduate degrees are becoming increasingly popular. 

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Whether you pursue a master’s degree or doctorate degree program, it’s a significant commitment of time, energy and finances. Before you choose, you should understand the requirements for not only getting into a program, but also completing your master’s or doctorate degree.

Now that you have an understanding of what committing to a master’s degree or doctorate degree entails, compare the focus of the program and coursework. 

Master's vs Doctorate: What’s the difference in content and coursework?

The focus of master’s degrees and doctorate degrees is different. 

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We know that cost is a top concern for individuals deciding what degree to pursue. Unfortunately, it’s also one of the most difficult questions to answer. Cost estimates for a master’s degree can be anywhere from $30,000 to $120,000—and costs for doctorates can range just as widely. 

If you’re trying to evaluate the cost of a master’s vs doctorate degree you need to look at important factors like:

• Type of institution: Whether you choose a public, private nonprofit or for-profit school will impact how much you pay in tuition. The reputation and rankings of a university also affect the cost of tuition. 
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Remember: To complete a doctorate degree you must first complete a master’s degree. So if cost is a top concern, evaluate which institution and program will give you the best value. In some cases, you may even be able to complete both a master’s degree and doctorate degree at a lower cost than a master’s degree at a school with high tuition. 

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Master’s vs PhD/Doctorate Degrees – Key Differences

So, you are done with your bachelor’s degree but not with studying–according to the U.S. Bureau of Labor Statistics , this seems like a good idea. In its projections for the years 2019–2029, it lists 36 occupations that typically require a master’s degree and 63 requiring a doctoral or professional degree. The Bureau of Labor Statistics data also shows that the wages for these occupations are higher than the median for all occupations. 

Now you might wonder: What is the difference between master’s and PhD degrees and which one should I get? Read on for all the information you need to make this important decision!

Difference Between Masters and PhD: An Overview

A master’s degree is designed to teach you the knowledge and skills that you will need in your future profession. A PhD or doctorate degree, on the other hand, is designed to develop your critical thinking as well as your analytical and writing skills and is usually a years-long commitment to independent research on a specific subject. The purpose of a PhD is to prepare you for a career in academic research—although it can also help you get into a variety of other professions, and at a higher entry/salary level. In the US, a master’s degree is integrated into a PhD program, as a necessary preparation period involving mostly coursework, while in most other countries, a separate master’s degree is required to enter a PhD program.

If you want to stand out, you should definitely opt for a PhD degree: According to the United States Census Bureau , 24 million people in the US had master’s or professional degrees in 2019, whereas only 4.5 million had PhDs/doctorates. But is it worth the extra effort? And what exactly would the extra effort be? Have a look at the table below to get an idea about the key differences between master’s and PhDs.

Master’s vs PhD

Master’s or Doctorate: Which Should You Choose?

How Long Does a Master’s vs Doctorate Take to Complete?

While the length of time it will take you to complete a PhD or master’s degree varies significantly between institutions and countries, we will focus on the US system here. Obviously, PhDs take much longer, because they are in fact a combination of both degrees and involve a long period of independent research that can get even longer than expected, depending on your topic, the available equipment or support, and a lot of other factors.

How long to complete a master’s degree

In the US, a full-time master’s degree takes students generally 2 years to complete, while part-time degrees are usually double the time.

How long to complete a PhD/doctorate

Since US PhD programs only require a completed bachelor’s degree, they start with an integrated master’s of 2 years of coursework, followed by 3–4 years of independent research into a specific topic. That usually includes publishing results, presenting at conferences, and preparing the final dissertation. Note that stipends/funding do not always cover the entire time it can take you to complete your PhD project—make sure you are aware of alternative options and additional funding at your institution or have at least thought about a backup plan before you start.

Master’s Degree Cost vs. a PhD Cost

Most people assume that PhDs are more expensive because they take many more years to complete. However, since PhD students usually receive scholarships or stipends, sometimes just for their commitment to full-time research and sometimes in exchange for teaching, the direct costs for a dissertation can be lower than those for a master’s degree. 

Additionally, while you are very likely to earn more with both degrees, the additional years of studying for a PhD should be factored into any estimation of costs vs outcomes.

Cost of a master’s degree

Master’s degrees at US universities can cost anything from $30,000 to $120,000, with tuition depending on the type of institution (public, private nonprofit, or for-profit). University rankings and general reputation also affect tuition costs. 

Whether an expensive degree (e.g., MBAs are often notoriously expensive) is worth the money for you personally depends on what kind of salary you think you can expect after graduating from that specific school. The universities you consider applying to should be able to provide you with data on the career and salary outcomes of their students, either on their website or if you contact them and ask for these details.

You can of course try to get a stipend and/or apply for a teaching or research assistant position at your school, depending on your undergraduate degree and experience. Moreover, many institutions offer the possibility to complete a master’s degree part-time, while working, which allows students to fund themselves.

You might also be eligible to transfer credits toward your degree if you have a professional certification or have earned graduate-level course credit—which can significantly reduce your total cost for both degrees.

Cost of a PhD/dissertation

PhDs, unlike master’s degrees, are usually funded, which means that tuition fees are waived and stipends or scholarships take care of living costs. Phd students are, however, often expected to take on teaching or research responsibilities in exchange for their funding. 

There are a variety of scholarships you can apply for if you want to pursue a PhD in the US as an international student—US-based ones like the Fulbright Foreign Student Program or the HHMI International Student Research Scholarships , but there are probably also funding opportunities in your home country for students who want to embark on a PhD abroad.

Pursuing a PhD degree part-time might sometimes be possible, but since students are expected to invest a full workweek into their research and potential teaching responsibilities, this is usually not realistic.

To estimate the overall cost of a doctoral program, the extra years that you could be working a full-time job with a regular salary also need to be factored into the equation—and take into account that projects may end up taking longer than expected, due to difficulties in collecting data, supervisors dropping out or moving on, or unforeseeable crises such as the COVID-19 epidemic.

Career Prospects for a Master’s vs PhD

While both a master’s and a PhD degree will qualify you for a variety of occupations that require higher degrees, they can also get you a higher salary in a profession that is also open to employees with a lower education level. PhD holders can in theory expect the highest wages, but since the two degrees prepare you for very different careers, that alone shouldn’t be what you base your decision on.

Master’s degree jobs and positions

Master’s degrees are overall more versatile than PhDs when it comes to employment opportunities and cover a wide range of fields and professions. The most common master’s degrees are the Master’s of Arts (MA) and the Master’s of Science (MS). 

Master’s programs can generally be divided into three different types:

Research master’s degrees, such as an MA in Comparative Literature or an MS in Biology, prepare students for academic and non-academic research disciplines and usually end with a thesis based on an original piece of research. In some fields, however, you are expected to enter a Ph.D. program after completing your master’s to be competitive when it comes to finding a job later.

Professional master’s degrees teach you practical skills and in-demand competencies that qualify you for a specific field and enable you to understand issues that are relevant in a certain profession. Examples include the Master of Public Health (MPH), the  Master of Business Administration (MBA), or the MA in Teaching (MAT). 

Terminal master’s degrees are the highest academic degree in fields where doctorates are not offered, and prepare students for careers outside of academia. The Master’s of Fine Arts in Creative Writing, for example, or the MS in Library Science are as high as you can go in those fields.

To give you an idea, below, we listed the 10 occupations at the master’s level that are projected to have the most openings annually from 2019 to 2029, according to the U.S. Bureau of Labor Statistics, and the highest-paying occupations for master’s degree holders without required work experience, based on projections from 2016 to 2026.

Master’s degrees, apart from helping you develop professional skills tailored to the requirements of the profession you intend to enter, can also serve as a stepping stone if you are already in employment and want to progress your career development, earn a higher salary, or change careers by learning new skills and subject knowledge.

PhD/doctorate jobs and positions

PhDs are usually intended to lead to an academic career, and many students aim to eventually become university professors. However, careers in academia are highly competitive, and there are not nearly as many professor positions as there are PhD holders. The good news is that the skills you learn during your doctoral program are often “transferable” and can be applied to other types of careers. 

Some PhD graduates end up (and enjoy) being colleague teachers, while others embark on non-academic research careers, for example at pharmaceutical companies, government agencies, consulting and technology firms, or think tanks. Job prospects vary widely across fields, with some—computer science, engineering, or economics—having very low unemployment rates, and others, for example the humanities, offering fewer and less desirable employment opportunities. Keep in mind, however, that someone with a PhD entering a different field or one that does not necessarily require a PhD may find that their degree sometimes does not help them or that they are even considered to be “overqualified” or as lacking practical skills and relevant professional experience.

Since there is no clear career path for PhD graduates, you should really take your time figuring out what field you want to work in later, what the career prospects for that field are, and if they are worth the time and effort you will have to invest to complete a PhD program. Your university should have data on the careers and salaries of their students, and should either display these details on their website or send you the relevant information if you contact them directly.

Master’s vs PhD: Application Process

The application process for master’s and PhD programs is overall very similar. In general, you will need to provide the following:

Frequently Asked Questions about Master’s vs PhD Degrees

How long does a master’s degree take vs a phd.

Full-time master’s degrees usually take 2 years to complete. Many universities offer the option to do a master’s part-time, which takes double the time. PhD programs in the US  start with an integrated master’s of 2 years of coursework (since you enter the program directly after completing your bachelor’s degree), followed by 3–4 years of independent research. 

Is a PhD harder than a master’s degree?

A PhD takes substantially longer and requires more self-motivation, organizational skills, and the willingness to carry on even when things do not go according to plan. You might also have other responsibilities, on top of your research, such as teaching or assisting your supervisor. But whether that is “harder” for you than a master’s degree that consists of mostly coursework and does not take more than 2 years depends on your interests and general working style. 

Is a master’s or doctorate better?

Master’s and doctorate degrees prepare you for different occupations and work positions, and which one is the right for you depends on what kind of career you are planning to pursue. Generally, a master’s degree is right for you if you want to deepen your career-oriented knowledge and skills for a specific profession, while a doctorate degree prepares you for a career in research, whether that is inside or outside a university.

Preparing Your Graduate School Essays

Now that you have figured out whether a master’s or PhD degree is the right choice for you, all that is left to do is to put your application together! Make sure that you focus on your chosen degree and its aim (research or a professional career) in all required documents—for example, highlight your professional and personal development in your CV for an MBA program, but the publication you got out of your bachelor’s thesis and how passionate you are about doing more research on the same topic for your application to a PhD program. 

As always, Wordvice can help with our professional Personal Statement Editing Services or Admission Editing Services , which help ensure that your application is error-free and showcases your full potential so that you get admitted to the graduate or doctoral program of your choice. For more academic resources on writing the statement of purpose for grad school or on how to request a letter of recommendation , head over to our Admissions Resources pages.

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Masters vs PhD – What’s the best degree for me?

In the US, a Master’s degree is not required for a PhD – unlike most European countries, where it is a prerequisite. Thus, in the US, deciding between a Master’s degree and a PhD can be a challenging question. By understanding the distinction, you can determine which program aligns best with your aspirations and goals. This article will provide insights into the structure, requirements, and outcomes of both degrees, helping you make an informed decision.

MASTER’S VS PHD DEGREE – WHICH IS BETTER FOR MY CAREER?

If you’re a recent graduate student looking to further your academic career, a Master’s degree might be the first step. But for those aiming for a career as university professors or to lead their own research group, pursuing a doctoral program to get a higher degree could be the better option.

Choosing the right degree program requires understanding the main difference of Master’s vs PhD.

WHAT IS THE DIFFERENCE BETWEEN A MASTER’S AND PHD?

The most important difference between Masters and phd programs is the focus and the duration.

A Master’s degree is designed as an advanced study in a specific field following a bachelor’s degree. It typically involves structured coursework, sometimes combined with research, resulting in a thesis or project.

A PhD, commonly known as a doctorate, is a research-focused degree regarded as the highest academic degree in higher education. This doctorate degree usually requires a dissertation based on original research.

This table that summarizes the key differences when considering Master’s vs PhD degrees:

HOW LONG DOES IT TAKE TO COMPLETE A MASTER’S OR A DOCTORATE?

A Master’s program typically takes one to three years to complete, depending on the type of degree and the field of study. On the other hand,  a PhD program can take anywhere from four to eight years , with the exact duration varying based on goals of the PhD candidates, the subject, the doctoral program’s requirements, and the time taken to complete the PhD dissertation.

IS A MASTER’S DEGREE A PREREQUISITE FOR A PHD OR DOCTORAL DEGREE?

In the United States, a Master’s degree is *not* required for a PhD. In contrast, in most European countries, a Master’s degree is a requirement for a PhD.

In the US , many PhD programs accept applicants with only a Bachelor’s degree. This is because PhD programs in the US typically include a Master’s component in the first few years. Students take coursework, complete research rotations, and pass qualifying exams before advancing to the dissertation phase.

In Europe , PhD programs are typically shorter, lasting 3-4 years. As a result, students are expected to have a stronger foundation in research before starting their doctoral studies. A Master’s degree allows students to develop their research skills, learn about their field of interest, and explore different research topics.

Here is a table that summarizes the key differences between PhD requirements in the US and Europe:

However, there are some exceptions to the general rule that a Master’s degree is required for a PhD in Europe. For example, in some countries, students with a four-year Bachelor’s degree may be able to apply directly to a PhD program. Additionally, some European universities offer joint Master’s-PhD programs that allow students to earn both degrees in a shorter period. However, these are structured to streamline the educational process and are often very competitive.

IS A SEPARATE MASTER’S DEGREE WORTH THE EFFORT?

In the US, a Master’s is not a prerequisite for a PhD because PhD programs typically include a Master’s component in the first few years.  Thus, a  separate  Master’s degree is probably not necessary in the US.  Most common Master’s degrees cater to professional fields, and a typical Master’s degree program is often designed to be a terminal degree.

In contrast, in most European countries, the discussion about a  separate  Master’s degree does not make sense because a Master’s program is required to reach the qualification for the PhD level.

WHAT’S THE FOCUS OF MASTER’S VS PHD: COURSEWORK VS RESEARCH?

A Master’s degree involves structured coursework which allows students to deepen their understanding of a particular subject . Some Master’s programs may also have a research component leading to a thesis.

In contrast, a PhD is primarily research-focused . While there might be some coursework in the initial years of study, the main focus is on independent research, leading to the creation of new knowledge.

Graduate programs in related fields like social work or clinical psychology may offer  specialized Master’s degrees , such as the Master of Social Work (MSW) or Master of Arts in Clinical Psychology, designed to build academic and professional skills.

If you’re wondering whether to take the next step towards a Master of Business Administration (MBA) or a Juris Doctor (JD), which are considered  professional degrees rather than research degrees , assess the degree level that aligns with your professional goals.

For graduate students who have set their sights on becoming doctoral students, PhD programs offer a deep dive into postgraduate study. However, degree requirements for graduate school can be pretty rigorous, especially for a specialized Ph.D. program.

The life of a PhD student is marked by hard work and a deep commitment to contributing original knowledge to their field. Typically, Ph.D. candidates spend their academic year fully immersed in research projects, including anything from scientific research in clinical psychology to molecular biology.

ADVANTAGES OF A RESEARCH MASTER’S DEGREE

Opting for a research Master’s degree, such as a Master of Science, allows for a combination of coursework and a research project, often culminating in a thesis.

This path can provide rigorous training programs in research methodology and data analysis, valuable for those considering eventual doctoral degree pursuits.

Additionally, for those questioning if a doctoral degree is a good investment of time and resources, a Master’s program may be a sensible interim step to gain further work experience and professional development.

IS A PHD THE HIGHEST ACADEMIC DEGREE?

Yes, a PhD (Doctor of Philosophy) is often regarded as the highest academic degree in many fields.

However, it is helpful to note that  a PhD is not universally the highest degree in all fields . For example, in professional fields like law and medicine, the  Juris Doctor (JD)  and the  Doctor of Medicine (MD)  are terminal degrees for professional practice but differ from a PhD.

Additionally, other degrees represent the highest level of professional achievement in their respective fields, such as the  Doctor of Education (EdD), Doctor of Business Administration (DBA),  or  Doctor of Engineering (EngD) .

In some cases, there are also specialized degrees that go beyond the PhD in certain fields. For example, the  Doctor of Science (ScD)  or  Doctor of Letters (DLitt)  may be considered higher or at least on par with the PhD, depending on the institution and country. These are often awarded for a substantial body of academic research and publication.

CAREER PROSPECTS AFTER A MASTER’S VS PHD DEGREE

It is important to consider how each degree can also shape your career in science. A Master’s degree can open up opportunities for higher salaries and specialized job roles that might require a deep understanding of a particular area. You also start earning earlier compared to a PhD candidate. For example, with a Master of Public Health, you might immediately enter the workforce in your specific domain.

A PhD prepares individuals better for a research career in academia or industry. However, many PhD graduates also pursue roles in consultancy or policy-making. Someone with a PhD entering a different field may find that their degree gives them an edge in research and analytical skills.

It is crucial to assess the career and salary outcomes of the respective degrees to determine which is the most suitable for you.

WILL A PHD HELP ME EARN A HIGHER SALARY?

Generally, individuals with a PhD tend to earn higher salaries than those with just a Master’s degree. The advanced knowledge, specialized skills, and research experience gained during a PhD program make individuals more valuable in the job market, leading to better job prospects and higher earning potential.

WHICH GRADUATE DEGREE PROGRAM IS MORE EXPENSIVE? MASTER’S VS PHD?

The cost of pursuing either a doctorate or a Masters degree is a significant factor. While a Master’s degree can also be costly, PhD programs often come with more opportunities for financial aid such as fellowships or teaching assistantships, which can significantly reduce your total cost.

Prospective students must research and compare the salary outcomes and potential debt of Master’s and doctorate degrees.

When considering graduate programs, financial aid is a significant factor. While the costs of a Master’s program can vary, many students take out student loans.

The cost of a Master’s degree can be offset by working as a research assistant, which helps financially and enhances practical skills and subject knowledge essential for a successful professional career in science. Similarly, doctoral programs often offer substantial financial support, such as stipends.

The availability and extent of financial support can greatly vary depending on the field of study, institution, and country. Not all doctoral programs offer substantial financial support, and some students may still need to rely on loans or personal funding. However, there are many  free or fully funded PhD programs .

The cost of tuition varies widely between institutions and countries. The duration of the programs can also affect the overall cost. Typically, a Master’s program is shorter in duration than a PhD, which might imply that even if the annual costs are higher for a Master’s, the total cost could be less due to the shorter time frame.

Finally, you must consider the indirect costs of graduate education, such as living expenses, which can vary widely and impact the  overall costs and duration of pursuing a graduate degree.

SCOPE AND DEPTH: MASTERS DEGREE THESIS VS PHD DISSERTATION

While both a thesis (usually associated with a Masters degree) and a dissertation (associated with a PhD) involve research, the depth and scope differ. A Master’s thesis focuses on a particular topic, offering a new perspective or a deeper understanding. In contrast, a PhD dissertation involves extensive research to create new knowledge or theory in the chosen field.

IS A CAREER IN ACADEMIA THE ONLY PATH FOR PHD GRADUATES?

No. While many with a PhD degree pursue roles in academia, others venture into the corporate world, non-profit sectors, and governmental roles. Industries that require specialized knowledge or research skills often value PhD graduates.

It’s worth noting that some sectors that do not require a PhD may find the expertise of someone with a doctorate advantageous.

FACTORS TO CONSIDER BEFORE APPLYING FOR A MASTER’S DEGREE OR A PHD

When deciding between a Master’s vs PhD, consider the following:

Your scientific career goals : Do you see yourself in academia or research?

Duration of study : Are you ready to commit several years to a doctorate?

Financial aspects : Can you support the cost of tuition or are there scholarships available?

Passion for research : A PhD will require intense, focused research. 

• Master’s degrees are typically coursework-focused with some research, while PhDs emphasize extensive research.
• PhDs generally take longer to complete than Master’s degrees.
• Career opportunities vary, with PhDs preparing individuals mainly for roles in academia and research, though other industries also value doctorate holders.
• Financial considerations are vital, with PhD programs often providing more financial support than Master’s programs.
• A passion for research and commitment to the subject are crucial for those considering a PhD.

Deciding whether to complete a PhD or Master’s degree varies greatly depending on personal career goals and academic interests. For a lot of people, graduate studies at the Master’s level provide sufficient qualifications for their intended career paths. However, if you aim to immerse yourself in academia or high-level research, a PhD is likely the better choice.

FREQUENTLY ASKED QUESTIONS (FAQ)

Which degree is right for me, a master’s or a phd.

Choosing between a Master’s degree and a PhD depends on your scientific career goals and personal aspirations. When considering an advanced degree, it’s essential to contemplate the significant differences between a Master’s degree and a PhD.

A Master’s program typically offers a structured path, often leading to a thesis-driven Master’s degree, which may be the best fit for students seeking to enhance their skills in a specialized area without the commitment to the long haul of a PhD study.

A PhD may be a better fit if you are interested in pursuing a research-oriented career or becoming a subject matter expert in a specific field. However, if you want to gain specialized knowledge and skills in a particular profession or industry, a Master’s degree could be the best choice.

WHAT ARE THE BENEFITS OF GETTING A PHD VS MASTER’S?

Earning a PhD offers several advantages. It allows you to  become an expert in a particular area of study  and opens up opportunities for advanced research and teaching positions. A PhD also enhances your critical thinking, problem-solving, and analytical skills. Additionally, individuals with a PhD generally earn higher salaries than those with a Master’s degree.

HOW LONG DOES IT TAKE TO COMPLETE A MASTER’S VS PHD?

The duration of a Master’s or PhD program varies depending on the field of study, research topic, and individual circumstances. On average, it takes around 1-3 years to complete a Master’s, while it takes around 4-7 years to complete a PhD, including the time spent on coursework, research, and dissertation writing. Several key factors  influence the duration of a doctorate .

CAN I APPLY FOR A PHD PROGRAM WITH JUST A BACHELOR’S DEGREE?

Typically, most European PhD programs require applicants to have a Master’s degree or its equivalent, while US universities accept candidates with only a bachelor’s degree because their PhD programs contain a Master’s component.

CAN I SWITCH FROM A MASTER’S PROGRAM TO A PHD PROGRAM?

Yes, it is possible to transition from a Master’s program to a PhD program. Many universities offer an option to apply for a PhD program after completing a Master’s degree. However, admission is competitive, and you will need to meet the additional requirements set by the PhD program, such as research experience and a strong academic record.

CAN I PURSUE A PHD IN A DIFFERENT FIELD THAN MY MASTER’S DEGREE?

Yes, pursuing a PhD in a different field is possible than your Master’s degree. However, switching fields may require additional coursework and research experience to bridge the knowledge gap. It’s essential to consider the specific requirements and expectations of the PhD program you are interested in.

WHAT IS THE DIFFERENCE BETWEEN MASTERS VS PHD PROJECTS?

In a Master’s program, the final project usually focuses on applying the knowledge gained during the program and demonstrating Mastery of the subject. In a PhD program, the emphasis is on conducting original research that contributes to the existing body of knowledge in the field. A PhD project typically involves a more comprehensive and in-depth study.

WHAT ARE THE CAREER OPPORTUNITIES AFTER COMPLETING A PHD?

Completing a PhD opens up a wide range of scientific career opportunities. Graduates with a PhD often pursue careers in academia as professors or researchers. The path to become a professor is long, thus, reflect carefully whether it is worth it to become a professor.

PhD graduates can also work in research and development roles in industries, government agencies, non-profit organizations, and consulting firms. Additionally, a PhD can lead to leadership positions in various sectors and provide opportunities for entrepreneurship.

ACKNOWLEDGMENTS

I have used AI systems, including Grammarly, Google Bard, and ChatGPT, to enhance the English and comprehensiveness of this article. This post may contain affiliate links, meaning I get a small commission if you decide to purchase through my link. Thus, you support smartsciencecareer at no cost to you!

RECOMMENDED READING

The following articles may also interest you:

• Free PhD programs versus fully funded PhD programs
• How long does it take to complete a doctorate?
• Does medical school ranking matter?
• Is being a professor worth it?
• Should I choose a big or a small university?
• Pharmacologist salary vs pharmacist salary – who earns more?
• PA vs MD salary – are the differences relevant?
• Should I Become A Professor? Success Rate 3 %!
• Job interview outfits in science – what to wear?

Sven Hendrix is a Professor of Neuroanatomy at Medical School Hamburg (MSH) in Germany. He leads a research group dedicated to the neuroimmunology of brain repair and the development of xenofree organoid models as alternatives to animal experiments. Additionally, he serves as the speaker for CENE, a center focused on academic career development across MSH, Medical School Berlin (MSB), and the Health and Medical University (HMU) in Potsdam and Erfurt, Germany.

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Articles & Advice > Graduate School > Articles

Master's or PhD: Which One Should You Choose?

You know you want an advanced degree, but just how advanced? Keep reading to discover the key differences between master's and doctoral degrees.

by GradSchools.com Graduate School Directory

Last Updated: Dec 18, 2023

Originally Posted: Jun 20, 2011

Just as there are many reasons people choose to go to graduate school, there are many options from which they may choose. Do you want to attend full-time? Maybe you want to go part-time and work. Or perhaps an online program option will work best for you. But before you can decide on the format type of your program, you need to decide on your program. If you’ve selected a field of study, you may be wondering whether you should get a master's degree or a doctoral degree. Here are some things to consider to help you choose which one is best for you.

3 key differences between programs

Before you can properly weigh the pros and cons of a master’s degree vs. a doctoral program, you must understand the major differences between the two programs. And although that may sound like pros and cons in itself, a pros and cons list is based mainly on your personal preference. So before figuring out preference, you must consider the facts, and these are it.

A graduate degree requires a significant investment of time. Master's degrees require less time than doctoral degrees. Typically a full-time student can acquire a master's degree in about two years. A PhD usually requires at least five to six years and many people take seven to nine years.

The adage "time = money" was never so true as with graduate school. Since a PhD takes longer to complete, it also requires more money. (Not that a master's degree is cheap either!) The flip side to this is that a PhD may yield a higher salary upon completion and is therefore worth the increased cost long term. With both degrees, school costs money (tuition, fees, books, etc.). In addition, however, there is also a significant loss of money if the student is not working or is earning low wages through assistantships or part-time employment. Many people find they must either live a Spartan lifestyle for many years or find themselves strapped with huge loans when they graduate .

Graduate school takes work. Most people are not going to argue with this. However, many students who drifted through college are surprised to find that graduate school requires a much larger commitment in terms of work and intellectual energy. Graduate schools are frequently very competitive. Students who are taking a full course load as well as teaching often find themselves overwhelmed. And of course, the many years of school required for a PhD require perseverance on a scale above and beyond what undergraduates must contemplate. The difference between college and graduate school lies in the ability of the student to focus on their field and the subjects and areas that most interest them. While graduate school requires more work, most students find the work enjoyable since it involves an area in which they are very interested.

Related: Great Expectations: How Grad School Differs From Undergrad

The what ifs of choosing a master's or PhD

So we know that graduate school requires time, money, and commitment for both a master's and a PhD. So which should you choose?

• If all you want is a raise, a PhD is probably not the road to choose. A master’s degree will boost your career possibilities enough for the kind of raise you want.
• If you love learning in and of itself , then the work required for a PhD may be worthwhile. Master's degrees tend to be more career oriented while PhD's tend to be more research oriented since they’re preparing people for highly academic, research-based careers.
• If you want to save time and progress your career, a master's degree has benefits in that it requires less time and money than a doctoral degree but will still set you apart from those who only have a bachelor's. A master's can allow specialization within a field. The degree works well for those who’ve been working in a career for some time and hope to advance within their field.
• If you’re looking for a new path in life, a master's degree can also be an excellent method of changing careers. For those who’ve found their career or undergraduate education aren’t leading them in the direction they would like to go, a master's degree can allow them to start fresh by gaining new knowledge and skills.
• If you want to become a professor, a PhD is practically mandatory. Even for those few who can find teaching positions with only a master's, most schools want to see progress toward a PhD.
• If you really want to impress, a PhD can also be helpful outside the world of academia in today's increasingly competitive job market. Businesses are searching for extremely qualified people who have demonstrated intelligence, perseverance, and the ability to learn. A PhD can open doors.
• If you want to impact the world with original work, PhD work requires original research that contributes new information to your chosen field of study. People interested in pursuing a PhD should love their studies and be excited by the prospect of meaningful contribution.

Related:  Choosing the Right Graduate Degree for Your Goals

Making your decision

To summarize, a PhD may be worth it if you truly love your field, enjoy your studies, and want the benefits and prestige associated with the doctoral degree. If you are simply looking to change fields or gain a promotion or do not think you could maintain interest through at least five to six years of school, then a master's is probably a better choice. However, it is worth noting that you may be able to get more financial aid for a PhD Since it takes longer, schools recognize that those trying to acquire their PhD's need more assistance than those who only want a master's degree. This adds an interesting dimension to the application process for two reasons.

First, if you think you may want a PhD but still are not sure, it is probably better to apply to the doctoral program. There is no penalty for changing your mind later and deciding to leave with a master's degree, and it increases your chances of getting financial aid. The second consideration is that the PhD program can be more competitive, and applying to it rather than the master's degree program might decrease your chances of admission. If you are denied entrance to the PhD program, you could ask them to then consider you for the master's degree program, but that may not be allowed.

Related:  7 Important Things to Do Before Applying to Graduate School

We’re glad you came seeking advice on which advanced degree program is right for you. It’s a big decision to make that you shouldn’t take lightly, and seeking the right knowledge to make an informed decision is only going to benefit you. Use this advice, take some time to think it over, and go forward knowing you’re making the best decision for your future goals and career.

Once you’ve made your decision on applying to a master’s or PhD program, start searching for just the right one with our Graduate School Search tool .   

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Masters versus PhD

Which should you apply for.

Posted January 31, 2011

Those who are considering going to graduate school often ask if they should apply to Masters degree or PhD programs. This is an important issue that deserves some attention . Why? When your career goals, experience, and skills match up with the type of degree you are pursuing, you will likely (1) get more out of grad school, (2) more readily see the benefits of specific hurdles you will have to pass to complete your degree, (3) have a more meaningful graduate school experience, and (4) spend the appropriate amount of time in grad school. A match between your goals, experience, skills and the type of degree programs you are applying to will also help you GET IN!

Before we discuss the factors that you should (and should not) consider when making the decision between pursuing a Masters versus a PhD, let's talk about some background inside information. Masters degree and PhD students have very different functions within a University. It will be helpful in your decision making process to understand these functions:

What is the purpose of Masters degree students for Universities? Universities admit Masters degree students to fulfill two important goals. First, it helps the University to graduate classes of prepared, professional individuals who will make good impressions in their fields. When a University produces Masters degree students who appear bright, well-educated, and valuable in the workplace, the University benefits. Employers might be more likely to hire more future graduates of that University. They may even consider partnerships with Universities that consistently turn out students who become excellent employees. Second, Universities recruit Masters degree students to make money. It may seem cynical, but Masters degree students are a big money maker for educational institutions. Universities can charge students a lot, and often pay part-time instructors (with lots of real-world experience) to teach these students little.

What is the purpose of PhD students for Universities? Universities have a different set of goals in mind with respect to PhD students. Universities acquire PhD students to serve three purposes: (1) teach undergraduates students cheaply, (2) do a lot of research and (3) make faculty members happy. Research faculty members generally love having bright, hard-working, energetic PhD students because, with their help, they can collect a lot more data and write a lot more research articles. Universities also hope PhD students will reflect a positive image of the University post-graduation, but, in my opinion, they are more focused on what PhD students can do for them while they are students than after graduation.

Now that you understand more about where a University is coming from when it accepts graduate student for both Masters and PhD programs, let's discuss the factors that you should and should not think about when deciding if you will apply to become a Masters degree or PhD student.

Factors that you SHOULD consider:

Your career goals The most important factor in deciding if you will apply to PhD or Masters degree programs should be your career goals. There are many different types of higher degrees in psychology (read about them in two of my previous posts -- here and here ) and graduate school is a major commitment so be sure to put in the time to thoroughly research which degree is best suited to your career goals. Although implied, it is worth mentioning that this also means you should have a clear idea of what your career goals are before applying to graduate school. Graduate school is an investment in time and money. Would you spend a good deal of time and money on something that you didn't know what you were going to do with? Probably not. Going to graduate school without a clear career goal is similarly inefficient.

Money Masters degrees and PhD are both expensive, but in different ways. Masters degrees usually involve paying a large sum for tuition. In contrast, for the majority of PhD students, tuition is waived. Earning a PhD is still expensive because it often involves being a full-time student for up to 8 years. During these years, you could be earning a full salary, rather than a meager graduate assistant's stipend (see my previous post about this issue here .) Thus, when you are deciding whether to apply for a Masters degree or a PhD, you should take time to think about your finances. While both a Masters and a PhD mean making a financial sacrifice, does one make more dollars and sense for you?

Time commitment Another important factor to consider is that it generally takes 2 years to complete a Masters, but 4 to 8 years to complete a PhD. Think about how old you will be when you complete graduate school and reflect on this period of time in a holistic way. How does it relate with other aspects of your life and your other non-educational goals? Consider not only if you have the wherewithal to be a student for the next 2-8 years, but also how would other facets of your life (e.g., location, family, relationships) be affected by you being a student for that length of time.

Factors that you should AVOID considering:

Prestige Avoid applying for a PhD instead of a Masters because you are drawn to the status you believe it will bring you. First, keep in mind that PhDs in Psychology earn relatively small salaries in comparison to lawyers, executives, and even PhD in other fields. If a 6-figure salary is your goal, a PhD in psychology will not lead you directly to it. Second, it might seem cool to think of yourself as a "comma Ph.D." or a "Dr. So and So." Trust me, once you have your PhD, the only people who call you "Dr." are (a few of) your students and your parents.

Concerns about being not smart enough or being too smart This may seem counterintuitive, but your level of intelligence should not be a major consideration in the decision to apply for a PhD versus a Masters degree. PhDs aren't necessarily for geniuses. Masters degrees aren't necessarily for those who are somewhat less intelligent. If you're a brilliant student, for example, but you love counseling (and not research), don't feel pressured to get a PhD. A Masters degree is likely more suited to your career goals. Similarly, if you are not a stellar student, but you love research and have a lot of experience in it, go for the PhD. Don't be intimidated because you expect to be the only average person surrounded by geniuses in grad school.

External Pressure Finally, avoid being influenced by external sources of pressure as much as possible. For example, maybe your parents both have PhDs in Clinical Psychology and have expressed to you that they would be particularly pleased if you follow in their footsteps. Maybe you have been volunteering in a Cognitive Psychology laboratory for the past 2 years and the head faculty member and her graduate students have all strongly encouraged you to apply for a PhD in Cognitive Psychology. In both of these cases and many others, it will benefit you to separate what you want and what others want for you. After all, if you are not intrinsically motivated in graduate school, it will be long, hard and you won't get much out of it despite the time, money, and work you invest in it.

Laura E. Buffardi, Ph.D. is a graduate school admission consultant in Psychology and related fields. Visit www.gradadmissionsconsulting.com to learn more about working with Laura to improve your application. Follow Laura on Twitter for links to current grad school admissions news.

Laura E. Buffardi, Ph.D. , is a post-doctoral researcher in the iScience Group at Universidad de Deusto in Bilbao, Spain.

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PhD vs Master’s: Which to Choose?

If choosing between a PhD or a Master’s has you frazzled, don’t panic. We weigh the pros and cons of both in terms of time, money, and career prospects.

Published September 30, 2020

Sandesh earned his Ph.D. in Biotechnology in 2020, from the  Institute of Chemical Technology, Mumbai . He is currently a Postdoctoral Researcher at the University of Tennessee Health Science Center (UTHSC), Memphis , US. His research interests include immunology, pharmacognosy, food bioscience, and functional foods and he is passionate about scientific writing.

Are you done with your Bachelor’s degree (congratulations!) and trying to decide what to do next? Are you unsure if you should go for a Master’s first or jump directly into a PhD? Are you wondering whether or not the time you’ll invest in either will be worth it? In this article, we weigh the pros and cons of choosing either or both. But before we delve into the details, you must ask yourself those most important of questions: What do you want to do? And why?

A Master’s might be a better option to start with to see if a subject area suits you; then if it does, you can think about a PhD. You might like the idea of doing a PhD just for the sake of doing it, or you might be set on a plan of getting into research and academia, in which case a PhD is a must. You need to figure out what you really want, whatever your reasons. A word of caution: PhDs are HARD. I have known a few PhD dropouts, and the process has been an emotional turmoil for them. But if you are determined to go for it, nothing should stop you.

PhD vs Master’s Programs: Key Differences

In order to make a suitable choice between a Master’s and a PhD you need to know what to expect from both programs.

A Master’s degree is the first step in your graduate study and comes after a Bachelor’s degree (after graduation) and before a PhD. A Master’s program helps you ‘master’ your career/specialize on a particular subject/aspect of a field. Typically, Master’s programs last for two years, but some universities may offer a one-year program. A two-year program is still usually a better choice since it is more likely to be accepted in most countries (if you are planning to go for a PhD or even for a job). Master’s programs typically involve a lot of theoretical studying of the subject along with some practical (laboratory) training. You can also expect to deliver seminars and prepare a dissertation as a part of a Master’s program.

A PhD, on the other hand, involves independent research supervised by a research guide. Taking 4-6 years to complete a PhD in not uncommon. PhD programs may require taking classes and written exams in a number of subjects, but that often depends on different university requirements. Since the primary purpose of a PhD is to contribute new knowledge for the advancement of the field, you are also expected to write and publish research papers in reputed, peer-reviewed journals as a part of the program. Again, the number of publications required varies with the universities.Going straight to a PhD often requires high grades, and it might benefit you if you have a research publication. A Master’s may be a way to bump up your grades and improve your research profile, and may thus help you gain admittance to a PhD program.

Several universities offer combined Master’s-PhD programs with 1-2 years of Master’s training that leads straight to a PhD. The benefit of going for this type of integrated program is that it saves you time, as you only have to prepare and appear for the entrance exam once; if you go for a Master’s first, you’ll have to spend time preparing for entrance exams and interviews twice. I like to look at this as a way of staying focused towards getting a PhD, since you commit to it right from the beginning of the Master’s program.

Let us take a look at the prime factors that you need to consider while choosing between a Master’s and a PhD.

1. Time vs Money

While choosing between a Master’s and a PhD you will certainly find yourself wondering about your current and future finances. Although PhD research takes around 4+ years to complete, it often comes with a stipend. Master’s programs are shorter (1-2 years), but you’ll have to manage your own expenses and may have to pay academic fees. Some institutions may offer a nominal stipend for a Master’s course, although it won’t be as generous as those given to PhDs. A PhD also opens the doors for you to apply for various funds for international travel for conferences, which may not be an option during a Master’s program.

2. Prestige

Who doesn’t have a little desire for prestige and fame? Imagine having the title ‘Dr’ on your IDs and bank cards. You also get to use it in your emails. Isn’t it cool? The way people look at you definitely changes when you introduce yourself as Dr X instead of just X. A PhD will also make you stand out of the crowd since only 1.1% of the world population has a doctorate. [1] And during your PhD, apart from publishing research papers, your supervisor will likely offer co-authorship in book chapters (you both get your name in the book, but you will probably be the one who writes the chapter). This will increase your online visibility and you’ll be just a Google search away.

3. Future Career

If you are planning a career in academics and research, a PhD is a must in most cases. Some editorial positions require one as well. However, having a PhD might not always be a positive thing. For instance, when applying for jobs in certain pharmaceutical or biotechnological industries, a PhD might make you look overqualified–especially when the employer can hire personnel with a Master’s degree who can do the job just fine and pay them less. So you may find yourself a few years behind in the same job if you get a PhD.

Conversely, even if a job may not require a PhD, there might be a large number of people applying who have one, making you a less competitive candidate. A few of my friends who have a PhD have faced such situations and they claim that having a PhD does make you stand out of the crowd. It also gives you an upper hand at work and might make promotion easier. Another thing to consider is money–you may be able to negotiate a slightly higher wage than someone with a Master’s only. But often you’ll get the same or similar pay (since job experience matters more).

4. Taught vs Research Master’s

Choosing a taught vs a research Master’s program will make a significant difference to your skills. Although you might have a dissertation for your Master’s, it will be short-term and won’t contribute to your research skills as much as a PhD would. Your research skills would definitely help you to be a preferred candidate when it comes to various job opportunities.

Is it really necessary to go for a PhD to develop research skills? The answer is NO. You can simply opt for a Research Master’s degree (MRe) that will let you have the independence of focusing on your own (supervised) research work [2]. But if you do opt for a PhD it can open multiple doors for you—you’ll have opportunities to make new contacts, collaborate internationally, apply for funds from multiple sources, and start your own research group in the future.

5. Do You Need Either?

Say you wish to have your own start-up in the future. Does being a businessperson require academic degrees? We all know the answer to that. Running a successful business requires lots of practical experience, which you might not get with a Master’s or even a PhD. In such a case, merely starting with internships/apprenticeships and learning in close association with successful businesspeople would be key to launching you in the right direction. To sum up: whether or not you need a Master’s or a PhD for a successful career depends greatly on what you want your career to be.

We hope this helps you in making a proper choice between a Master’s and a PhD. We have also discussed other factors that’ll help you decide if it is worth doing a PhD after a masters . Do give it a read and let us know your thoughts in the comments.

• A.C. Coldron. How Rare (or Common) is it to have a PhD?  (accessed August 25, 2020).
• FindAMasters/FindAUniversity Ltd. Taught vs Research Masters – Which is Right for Me?  (accessed August 28, 2020).

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Masters vs PhD: Which is right for you?

On this page, what do you want to do, do you like to study, time and commitments, independence and learning.

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For example, some courses offer an Honours year that will give you the option of skipping your Masters and go straight into a PhD and some programmes offer 1+3 year courses, which means that you automatically continue to pursue a PhD once you've graduated your Masters.

If you are deciding on whether to pursue a Masters, a PhD or perhaps both, and you have second thoughts about which option is better for you, here are few pros and cons that can help you decide.

No matter which discipline you're studying, the biggest decision related to whether to pursue a PhD is to ask yourself about what you want to do later in your life.

If you want to to continue into academia and teaching at a university, then a PhD is the right choice. There are very small chances of get a teaching job at a university unless you have a PhD as a minimum.

The same also applies if you are looking to get a job as a researcher or a scientist. Many research institutes require a PhD level for their applicants so if you want to be a scientist of any kind, so a PhD will open those doors for you.

On the other hand, if you have no interest in teaching and working with students and would prefer working in the industry, there's no reason for you to apply for a PhD.

For some industry jobs, even bachelor's degree can be sufficient, but with a Masters, you'll have a bigger chance of progress. A Masters degree will give you the additional knowledge and experience to specialise in your chosen field.

It sounds very vague, but having a PhD means you'll have to continue studying for at least the next 3-4 years full time, then possibly the rest of your life if you pursue the life of an academic.

Life as an academic means you'll have to keep up with recent research and be able to transfer all that knowledge to the younger generations and students. That includes lots of reading, researching and writing – basically your learning continues but becomes more academic.

But, If you were someone that couldn't wait for your Bachelors to end, and you can't imagine yourself reading and studying for more than you actually need to, then pursuing a PhD might not be the right choice.

However, with a Masters you can find good jobs and establish a stable career in your industry once you graduate, so it'll be more about using the knowledge you have in a practical way rather than a career spent acquiring new knowledge all the time.

Becoming a researcher takes time, and PhD is a best way to become a scientist. However, PhD lasts typically 3-4 years full time and 6-7 years part time. That means that you have to dedicate a significant amount of your life to completing your PhD.

On a different note, Masters takes one to maximum two years and it does allow a dose of flexibility since many people who are working full-time often enroll into a Masters to get ahead in their chosen field or to gain entry into a new industry.

PhD is not something that allows you to be flexible as it requires your constant attention and progress. Even if it's part time.

Many students can't wait to start working, change jobs, move places, travel and generally, most people like flexibility. With a Masters, you can also enjoy established and lengthier break times.

There are still Christmas, spring and summer breaks that will allow you to travel, get some rest and balance commitments with your family and work.

On the other hand a PhD is more like a full-time job you have to finish within a certain deadline, so you might not have that option available to you if you have a lot of work, family and financial commitments to consider.

One of the biggest differences between a Masters and a PhD is the way each of them is structured. Masters is organised in a similar way as bachelors, especially if it's coursework based. You'll have lectures, exams and essays to submit and that's it.

A research-based Masters is a bit more oriented towards research but you are still supported by professors or supervisors and your research is highly monitored and closely supervised.

However, doing a PhD means while you still have your supervisors' support, it's not as much. You're mostly on your own, making decisions and finding justifications for your research with your supervisors there to show you the way.

At some point of your PhD you're also expected to teach (and maybe even speak in front of crowds at conferences or forums), so you'll have to ask yourself if public speaking is something you feel comfortable with.

Whether you choose to pursue a PhD or a Masters, or both, they are advanced form of studies that require you to be strongly motivated to succeed.

The main difference between a Masters and a PhD is where do you see yourself in the future. Both of them bring excellent career opportunities and you're not going to make a mistake with either of them.

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Doctoral or Second Master's?

Hoping I can get some perspective from other people. I a few years into a professional career and just started my second position at a school that thankfully has many (essentially free) options for grad school. I have a bachelor's and master's in higher education already.

I work in athletic academic support and, at this point in time, I know for sure I want to stay in higher ed and I'm 99% sure I want to stay in a role related to the one I'm in now--I really have a desire to stay in athletics to a degree.

I originally was going to do a Ph.d. in Educational Leadership but since I've been out of school a couple of years and, honestly, got my degrees at smaller schools, I'm intimidated to jump into a Ph.d. program even though I'd like to have a doctorate eventually.

On the other hand, I just realized I could do a second master's in Sports Leadership and Management.

Does anyone think there's a right/wrong answer here? On the one hand, I could get a doctorate (which I do eventually want) but on the other hand, I could get a master's in a specific area that I want. I'm just not sure if I'd be kind of settling for a master's--if that makes sense.

• FindAMasters
• Is a Second Masters Degree Worth It?

Is A Second Masters Degree Worth It?

Written by Sarah Hastings-Woodhouse

With such a wide variety of postgraduate courses available, many people opt to study multiple Masters degrees. This will certainly grant you the opportunity to widen your expertise, but will it be worth the time and money you’ll need to invest? We’ve tackled some of the most common questions surrounding a second Masters degree.

Will a second Masters degree make me more employable?

The short answer is…not necessarily. There’s no simple correlation between the number of qualifications you attain and your employability, which is why it’s important to consider precisely how a second degree will benefit you in your career. A lengthy list of accolades on its own won’t be enough to make you stand out – you’ll need to ‘sell’ your qualifications to potential employers.

Earning multiple degrees will equip you with a unique combination of skills and knowledge across several areas that others may not possess. For example, Masters degrees in both Environmental Science and Economics may form a powerful combination for someone applying for jobs in Environmental Policy. You’ll gain an in-depth knowledge of two subject areas impacting your chosen field and be better placed to understand how they interact with one another which could be compelling for the company.

That said, while a second Masters degree may prove advantageous when applying for jobs, it is highly unlikely to be a requirement. Given the time and financial commitments required to complete a postgraduate course, you’ll want to make sure an additional qualification doesn’t ultimately prove superfluous. Could your time be better spent attaining practical experience in your chosen field?

Ultimately, your decision to pursue a second Masters as an employability booster should be based on extensive research of your chosen career path. Make sure you know exactly how multiple postgraduate qualifications will benefit you, and plan how you will leverage them to achieve your personal goals.

Should I study a second Masters as a mature student?

There can be several reasons you might want to revisit postgraduate study after some time in the workplace. You may want to get yourself up to speed with recent developments in your field. For example, if you have a Masters in Finance and have long been working in that sector, you might consider an MSc in Financial Technology in order to better understand the implications of technological innovation for your industry.

A second Masters degree could help you pivot into a distinct but related field. Maybe you’ve already studied Data Science and are now looking to gain specialised knowledge in Artificial Intelligence . You could even be considering an entirely different career path – it’s never too late to pursue new interests, and a second Masters degree can be an excellent way to do so!

I’m just finishing a Masters, should I do a second Masters or a PhD?

If you’re coming to the end of a Masters programme and considering further study, you might be wondering whether a second Masters or a PhD is the next logical step. This will ultimately depend on whether you wish to diversify or refine your expertise.

A PhD offers the opportunity to research and defend a specific thesis. It is usually expected that you have a strong dedication to the subject you intend to focus on, so it would be advisable that you apply for a PhD in the same discipline as you studied for your first Masters. If you’re looking to branch out into a new subject area, a second Masters degree may be a better choice.

If your goal is to acquire new skills for the purpose of widening your career options, a second Masters degree would, again, be the better option. A PhD, while allowing you to significantly deepen your understanding of a specific area, requires you to focus on a very narrow specialisation. You should consider a PhD with precise research and career goals in mind.

Can I get funding for a second Masters degree?

If you’re applying for a second Masters degree, you (unfortunately) won’t have quite as many funding options as you did the first time. In the UK, you won’t be eligible for a government postgraduate loan if you already have a Masters degree (or equivalent).

You can still explore alternative sources of funding such as postgraduate scholarships , financial aid from charities or even sponsorship from your employer . Make sure you check the eligibility criteria carefully before you apply – already possessing a Masters degree may disqualify you in some cases.

Many organisations will still accept applications from those wishing to fund second Masters degrees. The Chevening Scholarship , for example, is available for those returning to postgraduate education, as long as you can clearly explain your motivations for doing so.

So, when it comes to deciding whether to do a second Masters, it’s all about your personal journey and what you want to achieve at the end. Just be sure to do thorough research before making any decisions!

Begin your search for a Masters

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Applying for a Masters can feel a bit daunting. Here is a checklist of all the things you need to do to make sure you have everything covered in your Masters application.

Postgraduate study is often very flexible, with the option to study a Masters degree or other qualification part-time, online or through blended learning.

How do Bachelors and Masters courses differ? We’ve covered the main differences you’ll encounter when making the transition from undergrad to postgrad study.

All Masters programmes include some form of extended individual project or dissertation. This guide covers how to structure a Masters dissertation, word count, how the work is assessed and what you should expect from your dissertation supervisor.

Our guide explains how online Masters degree work, what the benefits of online learning are and how to choose what to study online.

Our guide tells you everything about the application process for studying a Masters in Italy.

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To do another Master's, already holding a PhD

If a STEM PhD holder applies for a Master's in another STEM major, would this be an advantage or disadvantage in the eye of the admission committee?

• application

• 9 Is there a reason you are considering a masters over a postdoc? –  noslenkwah Commented Dec 26, 2018 at 14:48
• 2 Reposting my comment because I didn't realize it had gotten cut off: Can you be more specific? Applying to an MEd or a speech path master's (or other professional degree) might get different answers than applying for a biology master's when you hold a psych PhD. –  Azor Ahai -him- Commented Dec 26, 2018 at 16:19
• A friend recently did this. It's going to make it very easy to get in. –  Marcin Commented Dec 27, 2018 at 16:54
• 1 need more specifics: Which country you are in? What are specifics of PhD and Masters degrees? What is desirable outcome after getting master? AFAIK, masters are mostly paid degrees (you pay), so more available than PhDs –  aaaaa says reinstate Monica Commented Dec 27, 2018 at 22:01
• @ noslenkwah it's another major than my phd, so i'm not eligible for doing a postdoc in a new field –  feynman Commented Dec 30, 2018 at 14:44

7 Answers 7

Surely you're joking Mr. Feynman!

Sorry, but you walked into that joke. Actually, such an application would occur so infrequently that it might result in a few chuckles. But I don't think it would have a lot of effect. But certainly not a big advantage.

In fact, people, including myself, will wonder why a person would bother. After all, the applicant can study and learn effectively and evidenced by the doctorate, so what is the need of a formal program. It might be a disadvantage in some places where the available slots are limited and people would feel they should be given to someone who needs the training more.

On the other hand, if a lab needs particular skills that you have, they might be interested, just for that.

Thus, it is impossible to say in general as local needs/beliefs will dominate such a situation.

• 11 I have seen a number of people with multiple Masters on their CV. - The advantage can be getting additional knowledge in a related subject quickly. A Masters takes 1 (UK) to 2 (rest of Europe) years, while a PhD takes at least 3 (UK, 4 years limit) to potentially 6+ years. - In addition, it can be easier for people to do a part time Masters than a part time PhD to extend their knowledge. It also avoids the repetition of the introduction from an undergraduate degree. –  DetlevCM Commented Dec 25, 2018 at 19:50
• 4 @DetlevCM Perhaps the most prominent example I recall is Michael Griffin , the former head of NASA. –  user71659 Commented Dec 25, 2018 at 22:34
• 3 @DetlevCM You're comparing a master vs a PhD or undergrad while Buffy is asking why someone who has shown the ability to learn information on their own would need any formal program at all to pick up new information. You can find the books, papers and exercises without troubles online so giving a limited spot to someone who doesn't really need it, instead of someone who has yet to learn all those essential skills might be considered bad use of resources by some (and yes, there are certainly some immaterial advantages to studying in a formal program that you won't get from self-study, I agree) –  Voo Commented Dec 25, 2018 at 23:48
• 21 Major cases: to be a licensed engineer you must have a degree in engineering. So if you get all your degrees in a non-engineering field and then decide you need engineering licensure, you have to take a Master's. This also applies to some science fields like geology, you need a degree in the field. –  user71659 Commented Dec 26, 2018 at 6:45
• 3 @user71659 Licensing or similar bureaucratic requirements would be the key reason I can think of. My wife suspended her PhD program at ABD status to get a master's in education because she decided to teach high school. She tentatively plans to resume her PhD after she has her full license, but the Masters became an urgent and separate requirement once she made the decision. –  TimothyAWiseman Commented Dec 26, 2018 at 17:13

If you ever want to leave academia, it could be seen as a disadvantage. It suggests you are a "perpetual student" rather than someone who actually wants to do some (real-world) work.

The main point of a PhD is not that you learned some (random) snippet of new information while doing it, but that you demonstrated you can learn new stuff on your own with minimal supervision .

That is what you should expect to be doing for the rest of your working life, either inside or outside academia, but expecting to keep getting more "awards" for doing that is rather like a kid in school expecting to get another gold star for every good piece of homework they turn in - most people grow out of it.

• 12 Very opinion based and narrow minded answer. See the other answer for a bigger horizon –  Hakaishin Commented Dec 26, 2018 at 10:55
• 2 In view of the above comments, let me try to give a slightly more constructive (or at least more detailed) critique of this answer: This does not really answer the main question on what the admission committee would think, but sort of challenges the premise of the question whether doing a Master's after a Phd is a good idea in the first place. Considering the value of that decision seems out of place here: the answer to it is highly dependent on the motivations for obtaining a Master's and therefore needs more context than is given here, or at least a much broader perspective. –  Discrete lizard Commented Dec 28, 2018 at 10:12
• 1 @ alephzero of course a phd can learn anything on their own. but most of the time employers prefer candidates holding a related degree than being able to self learn, dont they. –  feynman Commented Dec 30, 2018 at 14:50
• 1 @ Discrete lizard i need to jump into another field where there're more jobs. academia is too crowded –  feynman Commented Dec 30, 2018 at 14:52

Not a direct answer to your question, but a personal experience. I got a PhD in EE and am now one semester away from finishing my masters in CS. Three years after my PhD, I changed careers from EE research to a data science. My EE PhD provided me background in linear algebra, partial differential equations and numerical computations. The primary motivation for me going into MSCS was to develop intuition in certain areas which I wasn't exposed to, but became important in my new career: combinatorics, statistics, probabilistic modeling, optimization, operating/distributed systems, and computer networks to name a few. Following a masters curriculum guided me on what areas are (roughly) considered important and also brought a (forced) discipline to my studies.

If an application of MS followed by a PhD crossed my desk, I'd laud your discipline, but also probe on why you went that route. You need to have a good answer for that.

• @ RDK very good answer. seemingly ur EE phd and CS MS look quite similar. then u had an argument to support the necessity of doing the CS MS –  feynman Commented Jan 3, 2019 at 8:25

In terms of competency, I can't imagine why it would be seen as a disadvantage. If anything - it shows that you are capable of successfully completing an academic program.

The only scenario I could imagine where this may be an issue is if the Master's program is affiliated with some scholarship program, where the scholarship terms & conditions require that the applicant does not hold an advanced degree. If you're applying for a non-scholarship program then I can't imagine why they would reject your application - you are willing to pay good money and are likely to successfully graduate.

Another issue might be if you're applying to a STEM program that's very far from your PhD degree (say, from theoretical physics to zoology). If your bachelor's degree does not fit the prerequisites for the program you may have an issue, and the PhD won't help (but probably won't hurt).

• 3 "Huh so the guy finished their PhD and then instead of working in their chosen field and applying their knowledge they decided to instead enroll in a different field, mhmm I wonder why". That's the first thought that would go through my mind if I saw that CV on the stack of job applications. So there's certainly some possible downside to it. –  Voo Commented Dec 25, 2018 at 23:50
• At the very least it would make me want to interview this person and ask them why, not outright reject them. –  Spark Commented Dec 26, 2018 at 8:16
• I'm with Voo. I can think of reasons to get a master's after a PhD, my wife is doing something analogous (suspended her PhD program at ABD status), but it calls for a real reason such as licensing requirements or moving to a radically different field with almost no overlap. –  TimothyAWiseman Commented Dec 26, 2018 at 17:18
• 3 "it shows that you are capable of successfully completing an academic program." Didn't the undergrad degree, the PhD and possibly the master's from before the PhD already prove that two or three times? Why go back to prove it again? –  David Richerby Commented Dec 26, 2018 at 22:48
• 1 I did sit in my department's admissions committee for a while, why do you ask? –  Spark Commented Dec 30, 2018 at 16:25

Would not be any purpose of doing two different STEM MSc:s. After one you are supposed to be able to learn similar level stuff even faster on your own.

I could understand wanting to do an economy MSc to complement your STEM knowledge. Quite some people ending up as CEO or CTO of medium or large size firms seem to have double degrees: one in tech and one in econ.

It's a plus on the side of competency to complete it, but a concern on the side of whether you would actually enroll and finish the degree if you are accepted. But the school, year and discipline of the PhD, the school and discipline of the Master's, and why you are switching play hugely into it. Also, frankly, your standardized test scores and ability to fund your own education, just like anybody else. I'd recommend talking to an admissions person at the school you are considering, as well as a hiring manager in the field you are considering. (BTW, I'm a PhD in Management Information Systems who was in academia for several years but have spent the last 12 years in industry.)

• @ Larry Seligman my english test scores all expired but i dont want to retake them again. if i argue i worked in english speaking countries for quite a few years, would that be convincing? –  feynman Commented Jan 3, 2019 at 8:35
• 1 For me personally, it would not be convincing since doctoral programs are so reading and writing intensive. But that's just me. I'd recommend contacting the admissions department of the school you are interested in, as well as the department chair of the department of your interest. You should do that anyway; putting a face to a name is always a big plus, and for doctoral programs the department has most or all of the decision input. You can also give the department chair first hand experience on how well you can interact in English. –  Larry Seligman Commented Jan 4, 2019 at 19:44

It really depends on the field of previous research but this is becoming more common due to more and more academics going into interdisciplinary research. It's not uncommon for folks from Biology to want to go into mathematical biology or even data science which requires more maths/computing. Therefore, if your previous PhD was in a different subject area to the masters you're applying to, that should be fine. Your research skills will definitely be valuable and may even help you get into a postdoc after completion of your masters. I've seen so many examples of academics with non-stats PhDs in the UK going back to study masters in statistics for example.

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Getting Into College , Going Back to College

Master’s Degree vs Bachelor’s Degree: Which Has Better Career Opportunities? 

Updated: June 14, 2024

Published: June 13, 2024

Both Bachelor’s and Master’s degrees open doors to numerous career opportunities, but they do so in different ways and at different career stages. A Bachelor’s degree offers a foundational education, providing graduates with a broad understanding of various disciplines and serving as a stepping stone for further education or an entry point into the workforce. A Master’s degree builds on this foundation with specialized knowledge, targeting those who seek to deepen their expertise in a particular field and enhance their professional trajectory. 

Choosing between a Master’s degree or stopping at a Bachelor’s degree involves considering several factors, including career goals, the financial and time investments required, and the potential return on investment for career advancement and salary increases. While a Bachelor’s degree may be sufficient for entering many professional fields, a Master’s degree can be a transformative asset, offering advanced career opportunities not accessible with a Bachelor’s alone. Understanding the differences between these educational paths is crucial in making an informed decision that aligns with one’s career aspirations and personal goals in today’s evolving job landscape. 

What Is a Master’s Degree? 

A Master’s degree is an advanced academic credential that follows completing a bachelor’s program. It is designed to provide specialized knowledge and expertise within a particular field, allowing students to focus intensely on a specific study area. The typical duration of a Master’s program is one to two years, depending on the field and the program’s structure.  

Students engage in more complex and in-depth coursework than the undergraduate level during this time, often including rigorous classes and independent research. A thesis or capstone project is usually required, demonstrating the student’s ability to apply their specialized knowledge to real-world problems.  

Master’s programs are geared towards preparing individuals for advanced career opportunities, significantly enhancing their professional growth and enabling them to qualify for higher-level positions that are not typically accessible to those with only a bachelor’s degree. 

What is a Bachelor’s Degree? 

A Bachelor’s degree is an essential academic qualification that lays the groundwork for professional success and further education. Typically earned after completing secondary education, this degree spans about four years of full-time study. Bachelor’s programs provide a comprehensive education across various disciplines, allowing students to explore different fields before choosing a major.  

The curriculum includes general education courses and more focused classes in the selected study area. Skills such as critical thinking, communication, and problem-solving are emphasized, preparing graduates for a diverse range of career paths or for continuing their education at the graduate level.  

The Bachelor’s degree is often seen as the minimum requirement for entry-level positions in many industries, serving as a crucial stepping stone for both professional entry and future educational pursuits. 

How Do Master’s and Bachelor’s Degrees Differ? 

Understanding the fundamental differences between a Master’s and a Bachelor’s degree can guide prospective students in making informed decisions that align with their educational and career goals. 

Educational Level 

The most basic distinction is the academic level; a Bachelor’s degree is an undergraduate credential that provides a broad knowledge base and skills across multiple disciplines. A Master’s degree is a graduate-level qualification that builds on the undergraduate experience with a deeper focus on a specific field, offering advanced insights and specialized skills. 

Depth of Study 

Bachelor’s programs offer a comprehensive overview of a field, including general education requirements that foster a well-rounded educational experience. Master’s programs, however, dive much deeper into a subject with a curriculum that involves advanced coursework, more rigorous assessments, and often a thesis or comprehensive project that requires substantial independent research. 

Entry Requirements 

To enter a Bachelor’s program, students generally need a high school diploma or equivalent and satisfactory scores on entrance exams such as the SAT or ACT. For a Master’s program, candidates must typically hold a Bachelor’s degree. They may need to meet more specific prerequisites such as relevant undergraduate coursework, professional experience, and higher standardized test scores (e.g., GRE, GMAT). 

Professional Development 

Master’s programs frequently offer enhanced opportunities for professional development, including networking with peers, leaders, and academics deeply embedded in a specific industry. This can lead to mentorship opportunities and career advancement that are less commonly available through Bachelor’s programs. 

Focus and Specialization 

While Bachelor’s degrees provide foundational knowledge and allow for some specialization in a major, Master’s degrees are inherently specialized. Students choose a Master’s program to gain expert-level knowledge and skills in a particular area, which can be crucial for pursuing specific career paths that require such expertise. 

Salary Potential 

Generally, earning a Master’s degree can lead to higher salary potential than holding only a Bachelor’s degree. The advanced expertise and skills gained through a Master’s program often qualify graduates for higher-level, higher-paying roles that demand specialized knowledge. 

Master’s vs Bachelor’s Degree: Best Career Options 

The type of degree one pursues can significantly influence the range of career opportunities available. Master’s and Bachelor’s degrees open doors to various professional paths, but the nature and level of these opportunities can differ significantly. 

Career Opportunities with a Master’s Degree 

Obtaining a Master’s degree often positions individuals for advanced career prospects that are typically out of reach for those with only a Bachelor’s degree. Graduates with a Master’s degree are considered for higher-level positions, such as managerial, senior technical, and other leadership positions across industries.  

For example, in fields like business administration, engineering, and data science, a Master’s degree can qualify individuals for executive roles or specialized positions that demand a deep understanding of the subject and advanced problem-solving skills.  

Master’s degree holders also often see a significant salary premium. They are more likely to be considered for promotions and career advancement due to their specialized skills and higher level of education. 

Career Opportunities with a Bachelor’s Degree 

A Bachelor’s degree provides a comprehensive foundation that equips graduates for entry-level positions across various industries. Typical roles might include management trainees, junior analysts, or administrative roles where broad knowledge and versatile skills are valuable.  

While the starting positions for Bachelor’s degree holders might be more generalized, the degree provides a crucial launching pad for professional growth. It is often sufficient for progressing into mid-level management. It also remains a minimum requirement for many traditional professional jobs.  

It is essential for those looking to establish a solid professional base to potentially pursue further education or specialized training later in their careers. 

Do You Need a Bachelor’s to Get a Master’s Degree? 

Typically, a Bachelor’s degree is required to enroll in a Master’s program as it provides the foundational knowledge and academic preparation essential for success at the graduate level. The Bachelor’s degree introduces students to the basic principles and theories that will be further developed in a Master’s program.  

However, there are exceptions and alternative pathways in certain fields. For instance, some integrated programs may allow students to enter a Master’s track directly after high school or after an associate degree, condensing the educational timeline.  

Additionally, some programs might consider professional experience equivalent to a bachelor’s degree, especially in fields like business, where practical experience is highly valued. 

How Long are Master’s and Bachelor’s Degree Programs? 

Understanding the time commitment required for Master’s and Bachelor’s degrees is crucial for prospective students planning their educational and professional paths. 

Duration of Bachelor’s Degree Programs 

Bachelor’s degree programs typically require four years of full-time study, although this can vary depending on the country, educational system, and the student’s pace. For example, in some European countries, a Bachelor’s degree might be completed in three years. These programs are designed to provide a broad foundation across multiple disciplines, with the later years focusing more on specialization within the student’s chosen major. 

Duration of Master’s Degree Programs 

Master’s degree programs generally take one to two years to complete, depending on the field of study, the program’s structure, and whether the student is attending full-time or part-time. Some fields, especially those involving significant research components or professional accreditation (such as social work, psychology, or engineering), might require longer periods, sometimes up to three years. The duration also depends on the student’s background preparation and the program’s specific requirements, such as a thesis or capstone project. 

Choosing the Best Degree for Your Own Academic Journey 

When considering whether to pursue a Master’s or a Bachelor’s degree, the decision should be influenced by a combination of personal, professional, and financial factors. A Bachelor’s degree typically takes about four years to complete. It offers a broad educational foundation that prepares graduates for various entry-level careers and provides the necessary qualifications for further academic pursuits.  

A Master’s degree generally requires one to two additional years of study beyond the Bachelor’s. It focuses on providing in-depth knowledge and specialized skills in a specific field. This advanced degree can open doors to higher-level career opportunities, often leading to greater earning potential and more significant professional advancement. 

Choosing the right degree depends heavily on your long-term career goals and personal aspirations. If your desired career path requires specialized knowledge or you aim for high-level managerial or technical positions, a Master’s degree may be necessary. If you want to enter the workforce sooner and start building experience in a broad range of fields, a Bachelor’s degree might be the most suitable option.  

Financial considerations also play a crucial role; while a Master’s degree generally involves a higher initial investment, the potential long-term financial benefits can outweigh the costs. It is also important to consider your current life circumstances and future commitments, as these can influence your ability to dedicate time to extended studies. 

What are the key differences between Master’s and Bachelor’s degrees? 

Master’s degrees typically involve one to two years of study beyond the Bachelor’s level, focusing on specialized knowledge and skills within a particular field. Bachelor’s degrees provide a broader, more generalized education and are usually the minimum requirement for entry-level positions in many industries. 

Do Master’s degrees offer better career prospects than Bachelor’s degrees? 

Yes, generally, Master’s degrees can lead to higher-level positions and greater earning potential. They are often required for advanced roles in fields such as academia, engineering, and specialized sectors of business. 

Do Master’s degrees lead to higher salary potential? 

Typically, yes. Completing a Master’s degree can significantly enhance your salary potential, as the specialized skills and advanced knowledge acquired are valued highly in many industries. 

What should you consider when deciding between a Master’s and a Bachelor’s degree? 

Consider your career goals, the field you want to enter, your financial situation, and your current life commitments. A Master’s degree is more suitable for those looking for specialization and advancement in certain careers, while a Bachelor’s degree is essential for entering the workforce and provides a foundation for diverse career paths. 

Are there industries favoring Master’s over Bachelor’s degree holders? 

Yes, industries such as academia, scientific research, advanced technology, and specialized healthcare roles often require or favor candidates with master’s degrees due to the advanced expertise needed. 

How do entry requirements differ between Bachelor’s and Master’s degrees? 

Entry into Bachelor’s programs typically requires a high school diploma and standardized test scores. Master’s programs require a Bachelor’s degree, possibly specific prerequisite courses, professional experience, and additional standardized tests like the GRE or GMAT, depending on the field. 

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Graduate Studies: Seminars offered in 2024-2025 by the Department of Philosophy

SUMMER 2024

• PHI5345 A (3 credits)
• PHI5333 B (3 credits)
• PHI5333 A (3 credits)
• PHI5344 A (3 credits)
• PHI5733 A (3 crédits) (en français)
• PHI5323 A (3 credits)
• PHI5743 A (3 crédits) (en français)

WINTER 2025

• PHI5331 A (3 credits)
• PHI5342 A (3 credits)
• PHI5742 A (3 crédits) (en français)
• PHI5324 A (3 credits)

PHI5345 A (3 credits) - Ethics: Heidegger on Ethics

Professor: Sonia Sikka

Description:

Despite the controversy surrounding his politics, Heidegger's writings, both early and late, contain intriguing reflections on topics related to ethics, understood as the appropriate way to be in the world with others. His account of authenticity and conscience in *Being and Time* sketches a situationist ethic grounded in the act of decision and is accompanied by an idea of the self that is indebted to Kant's conceptions of personhood and character. In this and other works of the same period, Heidegger adopts an understanding of humanity grounded in a contrast with animality, a typical—but questionable—gesture within Western philosophical anthropology and moral philosophy. In his post-war works, Heidegger turns towards what may seem like a less anthropocentric vision of being in the world, challenging "humanism" and developing a critique of the domineering and exploitative relation to nature that he sees as underlying modern technology. In these later writings, however, the special character of humanity, which Heidegger continues to affirm, rests in the capacity to relinquish the will to aggressive conquest, to be something other and higher than an animal equipped with reason.

We will examine and assess these elements of Heidegger's thought, with a view to philosophical discussions about moral universalism vs. relativism; moral realism and the concept of value; the relation between self and other; animal ethics; environmental ethics.

PHI5333 B (3 credits) - Modern Philosophy: Philosophies of Nature in German Idealism

Professor: Jeffrey Reid

Much of the ambiguity in our contemporary attitude toward nature stems from the strange mixture of Romantic and Enlightenment thought that we have inherited. Is nature an expressive source through which we may experience the good, the true, and the beautiful, or is nature something alien, to be known, controlled, and exploited technologically? The fundamental conflict between these two views of nature is played out, in different ways, in the philosophies of Schelling and Hegel. Each, in his own way, responds to challenges and philosophical avenues evoked in the philosophies of Kant (natural determinacy, the purposiveness of nature) and Fichte. Long ignored and even ridiculed as misguided, failed attempts at a priori (i.e., non-empirical, non-experimental) science, German Idealist philosophies of nature have recently become the object of renewed interest. Hegel's *Philosophy of Nature*, the central section of his *Encyclopedia of Philosophical Sciences*, can be seen as a coherent epistemological grasp of the natural sciences of the time. Schelling's dynamic philosophy of nature prefigures contemporary notions of the unconscious mind, embodiment, and anticipates ideas of natural evolution and process philosophy. Most fundamentally, perhaps, the systematic philosophies of German Idealism represent remarkable efforts to reconcile nature with the possibility of human freedom.

PHI5333 A (3 credits) - Modern Philosophy: The Transcendental Dialectic of the Critique of Pure Reason

Professor: David Hyder

The central division in the *Critique of Pure Reason* lies between the Transcendental Analytic and the Transcendental Dialectic of the Doctrine of Elements. This split in Kant's text reflects, and has replicated, a series of fundamental divisions within philosophy. First, the division between theoretical and practical philosophy. Second, the division between the temporal and non-temporal worlds. And thus, third, the division between natural philosophy and supernatural philosophy, that is to say, theology. Finally, the division between analytic and continental philosophy coincides with Kant's division between analytical and dialectical thought. Since these divisions reinforce one another, it comes as no surprise that work on Kant's *Critique* is highly "clustered." Thinkers whose interests lie on either side of one of these dichotomies tend to read exclusively the Analytic or the Dialectic, and mainly each other's commentaries on those sections, a trend that began already in the 19th century within the strands of neo-Kantianism that developed into the various 20th-century schools of thought (logical empiricism, phenomenology, existential phenomenology, logicism, linguistic foundationalism, structuralism, formal semantics, etc.).

One consequence of this is that the Dialectic is rarely read on its own terms, above all because few of Kant's successors (starting with Trendelenburg) took seriously Kant's fundamental thesis, which is that time is ideal. Thus, it was viewed as either largely superfluous or as a mere source text for a later dialectical tradition. Since, however, it can be shown that Kant's theory of the ideality of time is not merely defensible, but in many respects the most conservative position to take in regard to our current state of physical knowledge (Eberhard 1978), much of the Dialectic can be rehabilitated within a contemporary context, which would in turn mean that certain of the above dichotomies break down. If time-order is an emergent property experienced by only certain types of things, then an investigation into the nature of human action ceases to be a merely practical question and becomes a theoretical question about the physical origins of the kind of being that is so structured in time. How and why did such entities evolve? Are the actions they believe themselves to carry out really changing the future? And if not, why would they come to believe that they were?

In this course, we will read through these "secret passages" of Kant's *Critique*, beginning with a quick refresher of the Analytic and an overview of Kant's and Einstein's "no-time" theories. That is, we will do the whole book, but will skim only the essential from the Analytic, in order to focus on the Dialectic. In the last part of the course, we will read selections from Kant's practical philosophy, as well as selections from the works of his immediate successors.

PHI5344 A (3 credits) - Philosophical Anthropology: The Humanism of William James

Professor: Paul Forster

This course offers a systematic examination of the philosophy of William James (1842-1910). James is best known as a pioneer in scientific psychology and a founder of pragmatism—the first home-grown philosophical movement in the United States. On his characterization, pragmatism is first and foremost a method for resolving seemingly interminable metaphysical disputes, one that combines the rigours of scientific empiricism with the humanistic and spiritual concerns of transcendentalism and absolute idealism.

Critics have long dismissed James as a mere popularizer of philosophy. They have scorned his theory of truth—thinking it collapses the distinction between what is true and what individuals find useful to believe—and disdained pragmatism for reducing the pursuit of beauty, truth, and goodness to matters of practical expediency, privileging the instrumental value of science, morality, art, and spiritual pursuits at the expense of their intrinsic worth. These criticisms have persisted despite repeated protests by James that they are unfair.

One reason myths about James continue is that his writings on pragmatism and truth are read apart from his other work in philosophy and psychology. In this class, we will view pragmatism as part of a broader attempt by James to unite insights into human behaviour drawn from psychology, biology, and physiology with insights into the nature of agency and moral experience to yield a comprehensive worldview. From this humanist perspective, it becomes clear that James is not the crude thinker his opponents suppose and that his views about the human condition are not only far from easily dismissed but highly relevant to contemporary philosophical discussions. No previous experience with pragmatism or James is required.

PHI5733 A (3 crédits) (en français) - Philosophie moderne : Tragique et tragédie à l'époque moderne

Professor: Mitia Rioux-Beaulne

La thématisation philosophique du tragique est plus généralement associée au XIXe siècle, et plus spécifiquement au romantisme allemand (et encore plus spécifiquement à Hegel). Il n'en demeure pas moins que, depuis Aristote, philosophes et théoriciens du théâtre se sont efforcés de définir la spécificité de la tragédie comme forme poétique et, ce faisant, de déterminer ce qui constitue son essence et les modalités de sa mise en œuvre. Une grande partie des textes qui ont participé de ce qu'on nomme aujourd'hui la naissance de l'esthétique au XVIIIe siècle est en effet consacrée à cette question, notamment dans la foulée des transformations que le genre subit chez Shakespeare, Corneille, Racine, puis au cours du XVIIIe siècle avec l'entrée en scène du drame bourgeois.

L'objectif général de ce séminaire est de brosser un portrait de ce qui se joue au fond réellement dans le travail sur la tragédie qui s'effectue au cours de la période moderne, en prenant pour objet non seulement les textes théoriques, mais certaines des plus grandes tragédies écrites dans cette période. Nous analyserons le dispositif tragique lui-même, en étudiant des œuvres majeures du répertoire tragique (et au-delà) de la période moderne, et en mettant ces dernières en regard des théories esthétiques (D'Aubignac, Du Bos, Hume, Diderot, Rousseau ... ) qui essaient d'en dégager les ressorts et motifs essentiels.

Parmi les questions qui seront abordées, on trouvera bien sûr la question des plaisirs paradoxaux (pourquoi éprouve-t-on du plaisir à l'émotion tragique?), celle de la production des émotions et du fonctionnement de l'identification, et, évidemment, celle de la nature propre du tragique. À ces questions esthétiques se grefferont inévitablement les enjeux éthiques, politiques et métaphysiques qui sont impliqués par la représentation théâtrale et le dispositif tragique qu'elle met en jeu.

Ce séminaire sera donné en simultané à l'Université d'Ottawa et l'Université de Montréal et sa supervision sera assurée par Mitia Rioux-Beaulne et Daniel Dumouchel. Il aura lieu en présentiel dans chaque institution, et les deux salles seront connectées par vidéoconférence.

PHI5323 A (3 credits) - Asian and Comparative Philosophy: Right and Wrong Views in Madhyamaka Philosophy: Why Conventional Truth Matters

Professor: Catherine Collobert

This course explores the Buddhist conception of wrong and right views. Right view pertains to the noble eightfold path along with right thought, right speech, right conduct, right livelihood, right effort, right mindfulness, and right concentration. The cultivation of the eight limbs leads to enlightenment. Wrong view is regarded as an impediment to the latter and the result of cognitive obscuration and ignorance. A wrong view is a view that maintains in one way or another a form of substantialism. There were intense debates among Indian schools and among Buddhist schools about the concept of substance (svabhava) and existence (bhava). The Madhyamaka school denies the pertinence of the concept of existence—and of nonexistence—to account for reality. The concept of existence entails permanence and independence. However, phenomena are neither permanent nor independent for they are caused and conditioned, therefore relational.

The Madhyamaka school aims to refute all the views, which as substantialist deny universal emptiness. The view of universal emptiness is the right view, which corresponds to conventional truth. The importance of refuting wrong views is based on the idea that the demonstration of universal emptiness is not enough to ascertain it. The ascertainment should include both refutation and positive establishment. The former is conducted in a specific way that is called the prasangika method. Once all the views that entail in one way or another a form of substantialism have been refuted, one is left with only one view: the view of unsubstantiality, i.e., the view of emptiness. However, there is still a need to clarify and spell out the view of an unsubstantial reality. It is done in demonstrating that as constantly arising and ceasing, phenomena cannot be but unsubstantial. The establishment of right view is thus a two-step establishment, which are intertwined in Madhyamaka works, as we shall see.

The very first text bearing on wrong views is the *Brahmajala sutta* from the Pali Canon, in which the Buddha deconstructs 62 metaphysical views. The Madhyamaka school led by Nagarjuna with his followers Candrakirti, and Santideva take up the Buddha's deconstruction of metaphysics and give it a new twist. We will examine the Madhyamaka refutation of the substantialist views held by the orthodox schools of Samkhya and Nyaya, and by the Buddhist schools of Hinayana and Cittamatra. Moreover, we will explicate the view of universal emptiness as distinct from the views of partial emptiness that the two latter Buddhist schools defend.

The course is based on the following texts: *The Brahmajala sutta* (Pali Canon), Nagarjuna, *Exposition of Bodhicitta, The Treatise of the Middle Way*; Candrakirti, *Introduction to the Middle Way*, chap. 6; Santideva, *The Way of the Bodhisattva*, chap. 9.

PHI5743 A (3 crédits) (en français) - Métaphysique : la doctrine de l'infini d'Aristote

Professor: Antoine Cote

La doctrine de l'infini d'Aristote est une de ses contributions philosophiques majeures et une des plus influentes, puisqu'elle continue à nourrir les débats philosophiques sur la nature de l'infini jusqu'à aujourd'hui. Le séminaire consistera en une étude approfondie des chapitres 4 à 8 du livre III de la *Physique*, que nous allons lire à la lumière des interprétations anciennes, médiévales et contemporaines les plus marquantes.

PHI5331 A (3 credits) - Ancient Philosophy: Towards an Ontology of Life: Martin Heidegger's Early Seminars on Aristotle

Professor: Francisco Gonzalez

Short title: Heidegger's Early Seminars on Aristotle

It is well known that Heidegger's major work, *Being and Time*, grew at least in large part out of an intense and productive dialogue with the philosophy of Aristotle. Indeed, the book that Heidegger originally projected to write during this period of the 1920s was to be on Aristotle and one could argue that *Being and Time* is this book with the explicit discussions of Aristotle's texts left out. The full debt to Aristotle has become clear only in recent decades through the publication of Heidegger's courses and seminars on Aristotle from the 1920s. Yet many of these seminars have never been published. In this course, we will examine Heidegger's early reading of Aristotle by studying two works that have been published for some time and two seminars that have been published only partially until now. The published works are Heidegger's 1922 prospectus for the book on Aristotle he intended to write (*Phenomenological Interpretations with Respect to Aristotle*) and the 1924 course *Basic Concepts of Aristotelian Philosophy*. First, however, we will study Heidegger's very first seminar on Aristotle devoted mainly to Aristotle's work on the soul, *De Anima*. This seminar is available only in two student transcripts: one very incomplete one by Oskar Becker published some years ago in German and one much more complete by Helene Weiss published by me recently along with an English translation of both transcripts. The reading of Aristotle pursued in this seminar can be seen as continuing in a seminar from 1922-23 that had to be extended into the summer semester of 1923. Here Heidegger continues his reading of *De Anima* but gradually turns to the text that will be a focus of his attention in the 1924 course: the *Nicomachean Ethics*. This extremely important seminar has been available up to now only in the transcript of again Oskar Becker: a transcript so incomplete as to give little sense of the seminar's contents. But fortunately here too there exists a transcript by Helene Weiss that is detailed, long, and comprehensive. This transcript has not been published in any form, but I will make an English translation of it available to those taking this course. Students will also be able to consult my constructions and discussions of these seminars in my book-length study of them just published by Indiana University Press.

To follow what Heidegger is doing in these seminars, we will of course need to read the Aristotelian texts he interprets. These are: *De Anima* Books 2 & 3; *Metaphysics* Book 7; *Nicomachean Ethics* Book 6; *Physics* Book 3. It is in the last part of the 1924 course that Heidegger turns to a detailed reading of *Physics* III, but he had been telling his students since the first seminar of 1921 that a comprehension of the *Physics* was required to understand all the other texts. Thus, this early reading of Aristotle can be said to culminate in Heidegger's reading of *Physics* III.

The goal of this course is not simply a better understanding of Heidegger but also a better understanding of Aristotle since the dialogue between them illuminates the two. A virtue of Heidegger's reading of Aristotle, as his students noted at the time, is its ability to make Aristotle speak to us today. And the issue at the center of Heidegger's early reading of Aristotle is one that has certainly lost neither its importance nor its difficulty: how are we to understand the distinctive way of being that characterizes those beings that are alive. For reasons we will need to consider, this question is eventually narrowed in Heidegger's reading of Aristotle to the question of what is our, human distinctive way of being: a question that will find its response for Heidegger in the existential analysis of Dasein in *Being and Time*.

PHI5342 A (3 credits) - Epistemology: Stanley Cavell and Skepticism

Professor: Patrice Philie

Cavell has a complicated relationship with skepticism. His discussion of it goes in many directions: it involves skepticism about the external world as well as about other minds and it is intimately connected to his controversial readings of Wittgenstein, Nietzsche, Emerson, and Thoreau (amongst others). It is also intertwined with his study of films in the golden age of Hollywood. The objective of this seminar will be to investigate Cavell's 'epistemology' through his interpretation of these films and philosophers.

PHI5742 A (3 crédits) (en français) - Philosophie anthropologique : Humain renouvelé ou post-humanité ?

Professor: Valérie Daoust

Ce cours tente de réfléchir sur les concepts d'une humanité renouvelée ou de la post-humanité. On part de la remise en question de la subjectivité moderne articulée en France, au 20e siècle, par Michel Foucault, Lu

ce Irigaray, et Gilles Deleuze/Félix Guattari. On s'intéresse à ces critiques sous leurs formes négatives, mais on essaie aussi de tenter une articulation, là où c'est possible, d'une forme positive de nouvelles possibilités subjectives. On s'intéresse d'abord au dernier Foucault, entre autres à ses textes de l'*Histoire de la sexualité*, où il appelle à une conversion de soi et à la possibilité de s'inventer autrement. On poursuit, ensuite, avec les textes tardifs d'Irigaray qui cherche à créer une nouvelle façon d'être un humain sexué. Finalement, on aborde les textes de Deleuze/Guattari qui introduisent l'idée de l'homme-machine, remettant en question le paradigme psychanalytique qui, pourtant, avait déjà ébranlé les fondements du sujet dualiste et d'une humanité unifiée. À la lumière de ces critiques, de ces malaises profonds ou trop humains, ainsi qu'en réponse à l'appel d'une humanité nouvelle ou à dépasser, on cherche à évaluer, en dernière analyse, des pensées qui revendiquent aujourd'hui une post-humanité comme refus des frontières traditionnellement établies entre l'humain, la nature, et les technologies de soi. Ces techniques peuvent comprendre la chirurgie esthétique, la prise d'hormones et le changement de sexe ou des procédures technologiques qui augmentent la performance de l'individu dans les sociétés capitalistes avancées.

PHI5324 A (3 credits) - Philosophy of Mind and Cognitive Science: Merleau-Ponty on Consciousness and Perception

Professor: Nigel Desouza

This seminar will centre on a close examination of two of Merleau-Ponty's earliest works: *The Structure of Behaviour* (La structure du comportement, 1942) and *The Phenomenology of Perception* (La phénoménologie de la perception, 1945). In these two works, respectively, Merleau-Ponty grapples with a philosophical understanding of the relationship between consciousness and nature and of how to move beyond the inadequate traditions of intellectualism (rationalism) and empiricism in order to win through to a more (phenomenologically accurate) understanding of perception and the perceptual bases of knowledge. A central leitmotif running through the analyses of both texts will be what role embodiment plays in the human being's cognitive relationship to its world.

• Open access
• Published: 11 June 2024

Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study

• Rachel Macdiarmid   ORCID: orcid.org/0000-0003-4791-7417 1 ,
• Eamon Merrick   ORCID: orcid.org/0000-0003-4269-6360 2 , 3 &
• Rhona Winnington   ORCID: orcid.org/0000-0002-6504-2856 1  

BMC Nursing volume  23 , Article number:  399 ( 2024 ) Cite this article

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Graduate Entry Nursing (GEN) programmes have been introduced as another entry point to nurse registration. In the development of a new GEN programme, a problem-based approach to learning was used to develop critical thinking and clinical reasoning skills of motivated and academically capable students.

To explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.

An educational design research approach was used to explore the learning experiences of GEN students using an unfolding case study approach situated in experiential pedagogy and the teaching experiences of the academics who designed it. Data were collected through semi-structured interviews with students once they had finished the course and weekly reflective diary recordings by academic staff throughout implementation. Thematic analysis was used to analyse the data.

Student reflections highlighted that this cohort had insight into how they learned and were comfortable voicing their needs to academic staff. While the unfolding case studies were not liked by all participants, for some it offered a unique learning opportunity; particularly when scaffolded with podcasts, simulation labs, tutorials and clinical placements. Staff reflections primarily aligned with student experiences.

The gaps highlighted in the delivery of the course suggest that a blended pedagogical approach to graduate entry nurse education is required. Specifically, GEN students are aware of the learning needs and are happy to express these to academic staff, thus suggesting that engaging with a co-design curriculum approach will benefit future cohorts.

Peer Review reports

Graduate entry nursing students begin their degrees as experienced learners and must develop critical thinking skills within the shortened degree time frame.

What is already known

Graduate entry students are experienced and academically capable learners who begin with a diverse range of life and career experiences.

What this paper adds

Graduate entry students would benefit by being involved in curriculum design to acknowledge the unique skill set that they bring.

Introduction

Graduate Entry Nursing (GEN) degrees, or second degrees leading to eligibility for nursing registration, have recently been introduced to New Zealand. GEN students are known to be academically capable, motivated, and driven, bringing with them a range of life experiences, and have often had significant careers before enrolment [ 1 , 2 ]. Previous research has identified that teaching and learning methods must be carefully planned and innovative [ 1 ].

Pre-registration nursing education programmes prepare nursing students to provide safe nursing care with crucial skills expected of nursing graduates, including critical thinking and clinical reasoning. Clinical reasoning enables students to approach clinical issues with a problem-solving lens that relies on gathering assessment data and intervening and evaluating the patient’s response to the intervention [ 3 ].

Problem-Based Learning (PBL) aligns with the fundamental elements of authentic learning approaches [ 4 ], where learning is situated in real-world contexts [ 5 ]. Problem-based learning is considered to be an experiential teaching and learning approach that helps students develop a critical lens and clinical reasoning skills [ 6 , 7 ]. The use of PBL in nursing education is well established with previous research focused on students’ experiences and satisfaction [ 8 ]; factors that facilitate or hinder students' learning [ 9 ]; and the development of critical thinking skills [ 10 ].

Graduate entry nursing students report enjoyment of the active learning sets that enabled discussion surrounding case studies, scenarios, and practice issues [ 11 ]. Cangelosi’s [ 12 ] phenomenological study found that although time-poor, GEN students welcomed learning opportunities that were not traditional and facilitated their development and growth.

However, there is conflicting evidence regarding the effectiveness of PBL in nursing. For example, McCormick et al. [ 13 ] compared undergraduate student performance using differing teaching approaches, such as unfolding simulation scenarios versus recorded lectures and found these to be of benefit to students. Carter and Welch [ 14 ] compared the results of associate degree nursing students who attended lectures to those whose learning was informed by an unfolding case study. In contrast to McCormick’s et al.’s [ 13 ] earlier positive results, these authors found both groups of students performed worse in the post-test.

As previous research has identified that new graduate nurses do not always have critical thinking skills, using an unfolding case study approach can reflect the reality of clinical practice where not all the relevant information is known at the first encounter with the patient [ 14 , 15 , 16 ].

Nonetheless, while several studies have investigated the use of unfolding case studies in undergraduate preregistration programmes there is little evidence that supports the use of these with more academically capable GEN students. This article reports on a qualitative interpretivist study that used an educational design methodology to explore the experiences of GEN students who participated in the programme of learning and the experiences of the academics who designed it.

Educational Design Research (EDR) is an iterative, pragmatic, and reflective methodology well suited to small projects [ 17 ]. It has arisen from design-based research and can include both quantitative and qualitative data collection methods. EDR was selected as it fitted with our desire to develop new ways of teaching alongside gaining feedback from both academic staff and students. In the first phase of this research, we redesigned the teaching and learning strategies for a component of the GEN programme [ 18 ].

EDR has four phases (Table  1 ) [ 17 ]:

Aims and objectives

The study aimed to explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.

Theoretical framework

To enable the development of clinical reasoning skills a scaffolded learning approach was implemented that involved unfolding case studies designed to represent the health needs of the New Zealand population, thus, encouraging critical thinking. Unfolding case studies reflective of situations that students might face in the future were used to encourage students to consider and analyse information, provoke further questioning and identify the information required to narrow their inquiries [ 14 , 15 ]. Supported by this evidence the academic staff built a learning environment where a regular teaching schedule (two days of lectures and one day of clinical labs per week), was complemented with online resources. Initial questions about the case study were provided on the learning management system. Students attended simulations where they responded to the case and answered questions critical to unpacking the ‘patients’ reality. Alongside the unfolding case studies were podcasts where experts were interviewed on topics related to the case. Tutorials enabled students to collaboratively construct answers and share their perspectives; at the end of each week students shared their answers in an online discussion forum.

Methods and setting

This study was conducted at an education facility in New Zealand offering undergraduate and GEN programmes. The participants are academics involved in the design and delivery of the course and one cohort of students of the GEN programme. This article reports on Phase 2 and 3 of the EDR approach, the academic staff’s reflective diary during course delivery, and students' feedback after the course was completed the first time. The methods were reported using the Consolidated Criteria for Reporting Qualitative Studies (COREQ) [ 19 ].

Participants

Purposeful sampling was used as the researchers were keen to explore the experiences of a specific GEN cohort [ 20 ]. Academic staff involved in the weekly reflective diaries are also the research team ( n  = 3). All students in the identified cohort ( n  = 7) were invited to participate, totalling ten possible participants. Student participants were approached via an advertisement on the university’s learning management system. Students were asked to contact the research assistant, who was separate from the academic staff and was not involved in the delivery of the GEN programme; five students agreed to participate. A $20 petrol voucher was offered to those who participated.

Data collection and analysis

In keeping with education design methodology, the authors met weekly to reflect on their experiences of delivering the content and guiding students. The weekly reflective conversations, between 60–90 min in length, followed a simple format of ‘what worked, what didn’t work, and what would we (as academic staff) change?’ Face to face student interviews were conducted by the research assistant at a time and place convenient to the students using semi-structured questions that were developed by the research team (see Additional file 1 ).

The semi-structured interviews ( n  = 5) and reflective meetings ( n  = 9) were recorded and transcribed verbatim by a research assistant who had signed a confidentiality agreement. All identifying information was deleted from the transcripts by the research assistant before the research team reviewed the data; each recording and transcript was allocated a unique identifier, for example ‘participant one’.

Thematic analysis [ 21 , 22 ] was used to analyse the data. First, the research team independently read the transcribed interviews to familiarise themselves with the data and identified initial codes. Second, the researchers met and reviewed all transcripts to identify themes and reached consensus on the themes emerging from the data. Themes were established once more than 50% of the participants stated the same issue/thought/perception. A matrix was developed whereby common themes were identified, with quotes demonstrating the themes collated to establish an audit trail.

Reflexivity

Central to this study given the proximity of staff to this student cohort, a reflexive stance was essential. Reflexivity is an engendered practice and was used in this instance not to influence the direction and outcome of the research but to allow the researchers to engage in the data to produce viable and valuable outcomes for future staff and students. Specifically, this reflexive practice provided a means for the research to be rigorous through the consideration of the vulnerability of the participating student cohort, thus inciting reflection-before-action [ 23 ].

Ethical considerations

Ethical approval for this study was obtained from the Auckland University of Technology Ethics Committee (AUTEC) (19/233). Given the potential power differential in the student/staff relationship present, participants were approached via an online advertisement and followed up by an independent research assistant. This is key to the success of the project, as such research undertakings have the potential for conflict of interest to exist [ 24 ]. The academic staff recordings were also undertaken with the knowledge that these would remain confidential to the participants and transcriber only, with a memorandum of understanding completed to this effect. Participant information sheets were given to students interested in joining the study to ensure they knew what it entailed and how their safety and identity would be managed. Written consent was obtained before the interviews were undertaken, with oral consent obtained at the beginning of each interview.

Three dominant themes emerged, which focused on the experiences of both GEN students and teaching staff. These were:

Reflective learning: Students and staff ability to clarify what worked and what did not work

Evaluation of learning: Students and staff being insightful about their ways of learning and needs

Challenges: Planning and delivering appropriate content for GEN students is challenging for teaching staff.

Within these overarching themes, subthemes were developed and will be presented in the following data results (Table 2 ).

Reflective learning

The exploration of student and staff experiences and responses to the unfolding case studies unearths what worked and what was problematic for both parties.

Unfolding case study as problem-based approach

The student experiences of using an unfolding case study approach were divided. Some students enjoyed the case scenarios but did not necessarily find them beneficial in terms of knowledge advancement as.

“ I personally, like the case studies but personally I didn’t really find that they enhanced my learning in like the clinical setting ” (P1)

or that they were relevant to clinical practice in that.

“… some of it was definitely relatable but I just found it was very different in the clinical setting compared with doing this theoretical case setting ” (P1).

A second student supported this idea that the case studies did not add practical clinical knowledge value as.

“ I mean for me the case studies weren’t challenging…I didn’t think the case studies added anything extra into my practice, they didn’t challenge my clinical reasoning or anything like that ” (P2).

Of note was that those students with previous professional healthcare backgrounds found the use of an unfolding case study approach problematic in that.

“ I found that quite a challenge. I think because with my clinical background I was sort of going straight into, yeah like I wanted more information so you know I probably would have preferred…to have a different case study every week or have all the information…and I’d be like well what about this, what about that? ” (P5).

Participant One, however, noted that while the case studies may not have added knowledge value, they were helpful at times as.

“ …one example is we learnt about arterial blood gases and then I was on placement I came across that literally [on] day one, so was really nice to be able to put something that I’d learnt in class into practice ” (P1).

While some students were less keen on the case study approach and found them hard work, others thought they provided opportunities to encourage discussion, clinical reasoning, and autonomous thinking as.

“ there was no right or wrong answer, you just had to prove your point to say I think it is this because of this, and someone else can say something else and just kind of still prove it because it was a quite grey [area] but I actually found that it really got us thinking ” (P3).

Moreover, the same participant acknowledged that.

“…I think that’s the whole idea of the course [GEN Programme] because at this level they shouldn’t be spoon-feeding you…you should be able to think for yourself and reason things out ” (P3).

Although some discord was present with regard to the case study approach, one participant did acknowledge the value of being able to break down a huge scenario into manageable sections to enhance understanding and clinical decision-making, as.

“ when you break it down it makes it easier to kind of work out what you’re going to do and what steps you’re going to do ” (P4), and that “ because you start looking at the smaller things that you need to do rather than just the big bits ” (P4).

It appears, however, that staff involved in the programme of learning were pleased with the overall notion that problem-based learning approach offered a ‘practical’ means through which to discuss what is the hands-on job of nursing. Specifically,

“ the second session around child abuse and recognising child abuse…took me a bit by surprise as I wasn’t expecting that to go very well and it went extraordinarily well, mostly because it was case based again and story based ” (L1).

Moreover, with regard to encouraging discussion and clinical reasoning at a postgraduate level,

“ I think we’ve really pulled out the difference [of] what we’re expecting of them [GEN students] as opposed to what they may have been used to” (L1).

Use of podcasts

While the use of technology is not necessarily a completely new strategy in tertiary education, here we have linked podcasts recorded with experts in their fields which related to the unfolding case studies, Again, however, there was division in the value of podcast recordings, with some students really enjoying them, saying.

“ I liked the podcasts yeah, I found the podcasts really good especially when there was [sic] different people talking about it, yeah...podcasts are good, like to just chuck on in the car or at the gym ” (P2).

Moreover, some found them easy to listen to because.

“… it’s a different way to learn because like you’ve got YouTube videos and you’ve got books and stuff but podcasts are kind of like easy ” (P2).

Some students found the podcasts particularly engaging saying.

…I just remember listening to it and I think I was in the car and I had stopped because I was on my way home…and I was still listening to it in the garage like when I was home and I was like oh this is a really interesting podcast ” (P2).

Participant three also thought podcasts a positive addition to the resources saying.

“ yeah they were helpful…there was one I listened to…they were talking about dying…I know that [one of the lecturers’] kind of research is kind of talking about death, euthanasia and all this kind of thing, and for some reasons, I don’t know why, maybe that’s why I still remember, I can say it’s the only podcast I really listened to and it was really good because it gave me a good insight as to what is happening… ” (P3)

This positive response was also noted in face-to-face class time as one staff member reported that.

“ they [the students] loved the person who was interviewed, and the feedback was it was really nice to hear a conversation about different perspectives ” (L1).

Yet, not all students were of this opinion, with some advising the podcasts were too long (approximately 60 min each), that they can be distracting, that they preferred videos and images or an in-person discussion, saying.

“ I find podcasts…I tend to switch off a bit, a bit quicker than if I was watching something, I would probably prefer, rather than watching a podcast [sic] I’d rather have an in-class discussion with the person” (P4).

Participant one said that they too struggled with podcasts because.

“ I’m more visual so I like to look at things and see like a slide I guess or what they’re talking about or, so I sort of zone out when it’s just talking and nothing to look at, so that’s what I personally struggle with, they [podcasts] are helpful it’s just I’m more a visual learner ” (P1).

While there were some negative responses to the podcasts, another participant acknowledged their value but offered their own solutions to learning, saying that.

“ I listened to a few podcasts that were put up, because they’re just easy to listen to ” (P2).

but felt that overall there were insufficient resources made available to students and therefore.

“ just went to YouTube and just, any concepts that I was unfamiliar with or stuff in class that we went over and when I went home I was like [I have] no idea what they talked about, I just found my own videos on YouTube… ” (P2).

Evaluation of learning

Learning experiences are unique to each GEN student, as are those experienced by the teaching staff. The data collected highlighted this clearly from both perspectives, offering a particularly strong insight into how this cohort of students’ function.

Approaches to learning

It was evident that these GEN students were aware of their approach to learning and that perhaps the structure of the teaching module did not align with their needs as.

“ I’m not really the best at utilising online things I’m a really hands on learner and things like a lecture…but you know if it’s yeah, more like class time, it’s sort of more my, my learning style [I] guess ” (P5).

A number of students were able to identify that they were visual learners as.

“ I use videos more because I guess I’m more of a visual learner as well and I learn better by seeing things instead of reading a huge article, I think that [videos] it helps me a bit more” (P4).

Another student, however, preferred a discussion based approach as opposed to either videos or podcasts saying that.

“ if it’s interesting, if it’s a topic that you can like relate to [through a podcast] or something it’s fine, but for me I just switch off not really taking a lot of the information [in] whereas in a discussion setting you can ask questions and you can interact with the person, yeah I find that would be a bit more helpful ” (P4).

This approach to learning through discussion was also noted when the teaching staff reflected on their experiences in that in one teaching session the GEN students.

“ were engaged, they were round a table with the second speaker talking and what I think enabled the discussion was that she [the speaker] was using her data as stories and so she was reading them, actually she got them [the students] to read them out” (L3).

The notion of learning styles, however, was not as linear as being visual or auditory or practical, as one student noted that a combination of styles was preferable to enhance learning, saying that.

“ if we weren’t able to have lectures like a recorded lecture so that there was a PowerPoint and just someone actually talking you through it, like I know there’s the YouTube videos…some of them were a little bit helpful, but like I just felt that sometimes we missed the teaching aspect of it. There’s a lot of self-directed stuff but definitely like a recorded lecture every week to go along with the readings and extra videos to watch ” (P5).

Students as insightful and engaged

While GEN students are known for their tenacity and ability to cope with the pressure and fast paced delivery, some students discovered that this did not necessarily equate with their preferred approach to learning. This cohort of GEN students were insightful in terms of their strengths and weaknesses in relation to knowledge acquisition. The use of the unfolding case studies, however, caused some frustrations as.

“ for me it was challenging in the fact that I felt I actually got frustrated because I’m thinking well I want to know this, I want to know that and yeah not getting all the information that I wanted at the time ” (P5).

This participant went further, saying that.

“ I definitely found that difficult [lack of information] I felt like [I] wasn’t getting as much information as I wanted to be able to make my clinical decisions ” (P5),

however this may have been due to the student’s background as their.

“my background is in paramedicine ” where “ we get a lot of information in a very short amount of time ” (P5).

Some fundamental issues were raised by the participants in terms of how much study is required for them to acquire the new knowledge. As one student highlighted,

“ I have a really terrible memory, so I kind of need to listen to things a few times or write it down and then watch a video and do some more reading and then like it’s good having another element to get into your brain you know ” (P2).

For one student, a solution to this was to ensure they did their preparation before attending class as.

“ you’re supposed to have read these things before coming to class, some people don’t but my kind of person, I’d read before coming to class and I tended to answer those questions so the critical, analytical part of me would be trying to find out and come up with a reasonable answer…” (P3).

For another participant, they took an alternative pathway to learning as they.

“ I just watch it and I don’t take [it in], it just sits in the back of my head because sometimes it’s building on top of previous knowledge so just, I just watch it to see if I can gain anything from that, I don’t necessarily take down notes or anything, but I just watch it so that it’s there you know ” (P4).

The pace of content delivery appeared problematic for some students, especially in relation to the practical sessions, with one student highlighting that.

“ personally I didn’t’ really like it and most of the time they were rushing, I was always like can I write this down to go back home to like really make sense of it and then sometimes obviously, sometimes I would have to say can I stay back and practice this thing again [as] I didn’t grab it as quickly as others did and the essence of the labs is that it’s grab all of these things ” (P3).

Challenges: Teaching staff experiences of GEN student learning

While on the whole the teaching staff were able to gauge the learning needs of this GEN cohort, the expectations of both parties did not always align, with one staff member reporting that.

“ the two biggest challenges was [sic] getting them [the students] to unpack already learned behaviour and [to] acknowledge their own limitations or bias ” (L1),

however by the end of the semester the same staff member reported that.

“ I think we made a lot of progress in getting them to acknowledge how they learn ” (L1).

Moreover, the challenges anticipated in teaching GEN students were not those that transpired in that.

“ I actually thought going into the first paper I was pretty excited as to how it was going to roll out, the problems I encountered were not the problems I anticipated ” (L3).

The vocality of this cohort was tangible, however, when content did not meet their needs, interest or expectations with the students saying,

“ that they didn’t do the materials because it wasn’t of interest to them and requested other teaching very much related to the assignment as opposed to anything else …” (L1).

It was expected that the GEN students would be participatory both in class and online irrespective of their ways of learning, but there was a difference in both responses and comfort with this form of engagement. One student that talked about the unfolding case study and the online component of assessment as being problematic said that.

“.. we had to put up about 250 words of something related to the case study every week and then we spoke to someone else, [I] didn’t really like the responses…I didn’t really like having to respond to someone else ” (P3).

Yet in contrast to this statement, the teaching staff were delighted that.

“…actually I got some fantastic questions from one of the students…emailed to me on Monday night about the case that was online for them, questions that I didn’t talk about in [the] lecture, I didn’t introduce the concept…they’re talking about concepts that are currently undergoing international clinical trials” (L1).

This study explored the experiences of both GEN students and academics using unfolding case studies situated in experiential learning pedagogy. The use of unfolding case studies supported with podcasts embraced our idea of developing content situated in real-life contexts. Learning was scaffolded using different teaching approaches such as podcasts, and experiential simulated learning, to offer learners multiple ways of engaging with content. Scaffolding is recognised as learning material being broken into smaller chunks of learning and in this way aligns with case-based learning [ 25 ]. In this way, we hoped that not only would students engage in problem-solving, and develop clinical decision-making skills [ 26 , 27 ], but that they would also achieve deep and lifelong learning and ultimately have an ‘aha’ moment when it all made sense.

Reflections on using an unfolding case study approach

Findings were divided, with some students enjoying the unfolding case studies and others describing them as not sufficiently challenging. The scaffolded learning approach that we developed incorporated a range of teaching approaches that enabled them to engage with the content in a way that fitted in with their lifestyle, even if the teaching method did not align with their individual learning preferences. Students reported differing views about the case studies; some enjoyed the unfolding nature while others wanted more context and direction to feel that they could make an informed clinical decision. Nonetheless, even though they did not like information being presented in smaller chunks one student recognised it meant they analysed the information they received more deeply.

Other learning tools such as podcasts were not always valued by participants and yet, the fact that students were able to provide feedback on their use does indicate that they at least attempted to engage with them.

Student reflections indicate that perhaps the use of unfolding case studies as a learning approach is not the solution to engagement, and that often more traditional teaching methods were preferred Indeed, Hobbs and Robinson’s [ 28 ] study of undergraduate nursing students in the US supported Carter and Welch’s [ 14 ] findings that the use of unfolding case studies were of no direct benefit, whilst Ellis et al.’s., [ 29 ] study confirmed that for final year nurse practitioner students unfolding case studies were beneficial in developing critical thinking and stimulating clinical reasoning. Considering these two conflicting findings, further consideration is needed of how to engage highly motivated GEN students.

As such, our results suggest it can be difficult to predict the needs of the GEN students given the diversity of their previous academic qualifications, career, and often significant life experience they bring to the programme [ 30 , 31 ]. Interestingly students in this study simultaneously demonstrated insight into their needs supporting their previous academic study experience and felt sufficiently secure to voice them, which supports evidence found in D’Antonio et al.’s [ 32 ] study. This suggests that GEN students’ capabilities need to be embraced and incorporated when planning curriculum and scaffolding learning. Anecdotally, we have found that students embrace experiential learning such as that offered in simulation labs whether this involves the use of simulated manikins or not, it seems the hands-on learning offers not only the opportunity to experience simulated reality but also fosters collaboration and problem solving with peers that enables them to dwell in learning of what it is to be a nurse.

Graduate entry students recognised as experienced learners

Our students were not overwhelmingly supportive of the pedagogical approach of unfolding case studies we adopted. As previously recognised GEN students are experienced learners and whilst having differing educational backgrounds bring individual experience and knowledge of their own approach to their learning. Nonetheless, the value of their previous learning experience appears problematic in that those learned behaviours and attitudes need to be refocused to engage with learning how to become a nurse, as demonstrated in the academic staff reflections. Despite this background experience and perceived confidence, some students reflected that online engagement that involved exploring the case studies in discussion forums with colleagues was uncomfortable. This was surprising to the academic staff and contrasted sharply with their reflections on the activity but has been previously noted by Boling et al., [ 33 ].

Implications

Given the disparity that exists between student and academic staff experiences, as demonstrated in our study, co-designing content delivery may offer a progressive solution. By engaging ‘students as partners’ it offers them a much deeper level of involvement in future teaching delivery through collaboration and reciprocation of ideas, thus culminating in appropriate curriculum design [ 34 ]. Collaborating with students in course design might facilitate students learning as they become cognisant of the active engagement of academic staff [ 9 , 10 , 35 ]. In the future, we aim to involve students in any curriculum review and course development to ensure their perspectives influence curriculum design and content delivery.

Even so, our initial intention of scaffolding learning by offering different ways for students to engage with content is supported by recent research by Dong et al. [ 36 ] who found that students performed better academically in a flipped classroom. This point, in association with our findings, suggests that the best approach to content delivery for graduate entry nursing students is to ensure students are involved in curriculum and course design alongside the delivery of learning experiences that are well facilitated and supported by faculty so that students are aware of the expectations, required of them, and importantly how they will be assessed.

Limitations

We acknowledge that the sample size in this study is small in terms of generalisability. However, our findings offer interesting, detailed and in-depth insights into the experiences and needs of both GEN students and the academic staff involved in the development and delivery of educational material. Further work needs to be undertaken to evaluate the experiences of GEN students from a range of educational providers. A longitudinal study has been undertaken to explore the motivations and experiences of GEN students in Australasia [ 37 ], which will also support these findings regarding the learning needs of GEN students.

This study has provided a platform through which academics and GEN students can share their insights of teaching and learning experiences. The results offer a clear insight into what these students expect and need to expedite their learning and how teaching staff must respond. While participants' views were somewhat mixed in relation to the use of unfolding case studies and scaffolded learning these results demonstrate how GEN students are aware of their personal ways of learning and how this translates in terms of education needs. The sharing of these experiences provides an insightful lens through which to re-evaluate pedagogical approaches for GEN students. As such, we suggest that to meet the needs of GEN student’s not only is a blended pedagogical approach appropriate but expanding education design boundaries further through a co-design focused approach to GEN programme design.

Availability for data and materials

The datasets generated and analysed during the current study are not publicly available due privacy and ethical restrictions of the participants, but are available from the corresponding author on reasonable request.

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RM*: Conceptualisation, methodology, investigation, formal analysis, writing original draft and review/editing. EM: Conceptualisation, methodology, investigation, formal analysis, writing original draft and review/editing. RW: Conceptualisation, methodology, investigation formal analysis, writing original draft and review/editing. The author(s) read and approved the final manuscript.

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Macdiarmid, R., Merrick, E. & Winnington, R. Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study. BMC Nurs 23 , 399 (2024). https://doi.org/10.1186/s12912-024-02076-8

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