February 2014

In the following report, Hanover Research identifies regional trends in master’s degree
programs designed for working adults, as well as the regional demand for professionals
with master’s degrees.

Executive Summary and Key Findings ............................................................................... 3
Introduction ...........................................................................................................................3
Key Findings ...........................................................................................................................3
Section I: Professional Master’s Degree Programs ............................................................ 5
An Overview...........................................................................................................................5
Working Adults and Graduate Study .....................................................................................5
Priorities and Needs of Adult Students .................................................................................6
Competency Based Education ...............................................................................................7
Section II: Regional Trends in Programs ............................................................................ 9
Methodology .........................................................................................................................9
Program Trends .....................................................................................................................9
Programs by Institution .......................................................................................................10
Indiana University of Pennsylvania ..................................................................................10
Carlow University.............................................................................................................12
Point Park University .......................................................................................................13
Duquesne University........................................................................................................15
Seton Hill University ........................................................................................................19
Robert Morris University .................................................................................................20
Mercyhurst University .....................................................................................................22
Malone University............................................................................................................23
Notre Dame College.........................................................................................................24
Medaille College ..............................................................................................................24
Section III: Labor Market Conditions ............................................................................... 26
Methodology .......................................................................................................................26
Occupational Employment Projections ...............................................................................27

INTRODUCTION
A 2011 article in the New York Times titled “The Master’s as the New Bachelor’s” addresses
the growing inclination among employers for candidates with master’s degrees, and while
the headline may overstate the trend, advanced degrees are becomingly increasingly
important in the job market.1 Simultaneously, a demographic shift in graduate study means
a greater percentage of graduate students are now older, with professional and family
commitments.2 There is a rising trend among some institutions to accommodate these
students in graduate programs through scheduling, online offerings, and tailored support
services.3 This report identifies regional trends in master’s degree programs designed for
working adults, as well as the regional demand for professionals with master’s degrees. By
looking at area programs and economic needs, this report seeks to assist the university with
understanding the local market for various master’s degree programs.
The report is structured as follows:



Section I presents an overview of the topic and draws on information regarding
recent trends in graduate study among working adults,



Section II profiles 101 programs at 10 regional institutions within 125 miles of
Clarion, Pennsylvania, and



Section III examines occupational outlook projections for the region, identifying
high-growth occupations requiring a master’s degree.

A companion Excel file provides comprehensive employment projections for the region by
education level, as well as a table with each program identified in this report and every
institution meeting the criteria established in Section II.

KEY FINDINGS



1

Working adults with professional and family obligations constitute an important
and rising demographic for master’s degree programs, and institutions across the
country are responding to their needs. While traditional students may have entered
a graduate program within three years after graduating from a baccalaureate
program, master’s programs are increasingly attracting older students seeking to
further refine their skills. Some institutions are responding by offering special

Pappano, L. “The Master’s as the New Bachelor’s.” The New York Times, 2011.
http://www.nytimes.com/2011/07/24/education/edlife/edl-24masters-t.html?pagewanted=all&_r=0
2
“The Path Forward.” ETS and Council of Graduate Schools, 2010. pp. 11-12.
http://www.fgereport.org/rsc/pdf/CFGE_report.pdf
3
Gearon, C. J. “Tips for Fitting Grad School into Your Life: Things to Look for if Your College Days Are Long Behind
You.” U.S. News and World Report, 2008. http://www.usnews.com/education/articles/2008/03/26/tips-forfitting-grad-school-into-your-life

support services, while most institutions are targeting this group with online
coursework or classes scheduled during weeknights or weekends.



There are some fields with high growth and few programs, such as social work and
specialized counseling fields. However, most master’s degree programs available to
working adults in the region surrounding Clarion are in fields with a high demand.
These areas include teaching, education administration, and nursing.



Master’s programs for working adults are common in the region surrounding
Clarion. Among the 10 regional institutions profiled in this report, there are more
than 100 master’s degree programs that offer some component ideal for working
adults. The number of programs at each institution identified in this report ranges
from two to 25.



Among regional institutions, competency-based master’s degree programs are
uncommon, even for working adults. No program identified in this report is a
competency-based program, although programs emphasize that they build on work
experience. Some programs allow for self-pacing, but students must still take every
course.



Among occupations requiring a master’s degree, the most openings near Clarion
are primarily in health and education. Health and education occupations range
from specialized counselors and teachers to managers and administrators. In
addition, there is a demand for candidates with master’s degrees in finance and
accounting, computer science, engineering, and market research.

This section defines the programs that are the subject of this market analysis and highlights
additional information regarding trends in master’s degree programs for working adults.

AN OVERVIEW
For the purposes of this report, we define professional master’s degree programs as
master’s degree programs for working adults intended to serve as professional
development. Working adults are typically unable to attend traditional programs due to job
responsibilities, and they enroll in graduate study after accruing some quantity of
professional experience.

WORKING ADULTS AND GRADUATE STUDY
In an article written in 2008 for U.S. News and World Report, a journalist describes the
changing demographics of graduate students in the United States.4 At the time, nearly onehalf of all graduate students enrolled between the ages of 24 and 35, with an additional
one-quarter of graduate students beginning an advanced degree program at the age of 36
or older. These statistics draw on data from the Council of Graduate Schools (CGS), which
also published a report in coordination with the Educational Testing Service (ETS) in 2010
that highlights the demographic shift among graduate students. According to the report,
“‘traditional’ [graduate] students typically apply to graduate schools within a few years of
exiting an undergraduate program[, and] most enter before their 30th birthday, are single,
and have a moderate level of income.”5 However, a “growing number of ‘nontraditional’
students are older, engage in work, family, and school activities at the same time, and
view graduate education as a means of changing or improving their employability.”6 These
agencies have noticed a sharp increase in students aged 40 or older. Given that such
responsibilities as marriage have been identified in studies as correlated with lower
completion rates, it is important to understand how programs might cater to these
students.
According to the 2008 article cited above, some universities are putting accommodations in
place. While few institutions have addressed the demographic shifts, the article highlights
specific universities that offer career and academic support services specifically for adult
learners, as well as child care in some instances. In addition to offering required courses
during the evening, administrators think that institutions are increasingly developing familyfriendly models of education.7 Campus Explorer reiterates the notion that there are family4

Gearon, Op. cit.
“The Path Forward,” Op. cit., p.11.
6
Ibid., pp. 11-12.
7
Gearon, Op. cit.
5

friendly institutions and programs that offer support to graduate students with professional
and family obligations. Campus Explorer is a site designed to help applicants find postsecondary programs and institutions, and it examines the important factors for adults with
family obligations. For supporting graduate students with families, the site notes that some
institutions will provide paid maternity leave, childcare support, mortgage assistance, health
insurance, family friendly campus housing, a family resource center, or a combination of
these.8 Similarly, those with professional obligations need flexibility, which may come
through online coursework or scheduling.9
The ETS and CGS joint study also identifies an increase in individuals returning to graduate
school after spending time in the workforce. Their data, as well as studies they cite, suggest
that skill improvement is a major consideration for individuals returning for an advanced
degree.10 Unfortunately, there has been insufficient scholarship in this area to draw firm
conclusions with respect to graduate school and working adults. However, this report seeks
to solidify an understanding of program trends in the region surrounding Clarion,
Pennsylvania, in the next section.

PRIORITIES AND NEEDS OF ADULT STUDENTS
The Council for Adult and Experiential Learning (CAEL) and Noel-Levitz conduct an annual
Adult Learner Inventory to evaluate the needs and priorities of adult students. While the
study appears to focus more generally on undergraduate study, much can be gleaned about
the motives and interests of adult students in pursuing higher education. At four-year
institutions, adult learners provided the following list of priorities, as listed from most
important to least important:
1. Outreach: The way an institution conducts its outreach to adult learners by
overcoming barriers of time, place, and tradition.
2. Life and Career Planning: How the institution addresses adult learners’ life and
career goals before or at the onset of enrollment in order to assess and align its
capacities to help learners reach their goals.
3. Financing: The way an institution promotes choice using an array of payment
options… in order to expand equity and financial flexibility.
4. Teaching-Learning Process: How the institution’s faculty use multiple methods of
instruction (including experiential and problem-based methods) for adult learners in
order to connect curricular concepts to useful knowledge and skills.
5. Technology: The use of information technology to provide relevant and timely
information to enhance the learning experience.
6. Transitions: How the institution supports guided pathways leading into and from its
programs and services in order to assure that students’ learning will apply to
successful achievement of their educational and career goals.
8

“Are There Family Friendly Graduate Schools? Find Out Which Schools Are Most Accommodating to Graduate
Students with Children.” Campus Explorer. http://www.campusexplorer.com/college-advice-tips/5DE3D3F3/AreThere-Family-Friendly-Graduate-Schools/
9
“How to Juggle Graduate School, a Career and a Family: Find Out How to Plan Your Graduate Studies around Your
Busy Schedule.” Campus Explorer. http://www.campusexplorer.com/college-advice-tips/71162E9E/How-toJuggle-Graduate-School-a-Career-and-a-Family/
10
“The Path Forward,” Op. cit., p. 12.

7. Student Support Systems
8. Assessment of Learning Outcomes11

The Adult Learner Inventory also examines the factors that most influence adult learners’
enrollment decisions. Figure 1.1 below outlines these enrollment factors with their rank of
importance, demonstrating the high priority of flexible and convenient class times and
program cost. Again, however, it should be noted that these data were not gathered
exclusively from adult students pursuing master’s degree programs.

RANK
1
2
3 (tie)
3 (tie)
5
6
7
8
9
10

Figure 1.1: Adult Learner Inventory Enrollment Factors
FACTOR
RANK
FACTOR
Availability of program I wanted
11
High rate of job placement
Convenient time and place for
Credit for learning gained from life
12
classes
and work experiences
Flexible pacing for completing a
Program accreditation by
13
program
professional organization
Time required to complete
14
Distance from campus
program
Tuition reimbursement from
Availability of financial aid
15
employer
Requirement for current or future
16
Ability to design my own program
job
Cost
17
Employer endorsement
Ability to transfer credits
18
Courses held at employment site
Reputation of institution
19
Labor union support
Availability of online courses
20
Availability of child care

Source: Noel-Levitz

12

COMPETENCY BASED EDUCATION
As noted in Section II, no institutions examined in the western Pennsylvania region appear
to offer competency-based education options or Prior Learning Assessment (PLA) for
students to earn course credit for past work or life experiences. However, this topic has
become the focal point of many national conversations in postsecondary education, as
institutions evaluate how to offer such a system.
At the “Assessing Outcomes and Competencies” summit hosted by CAEL and the Center for
Educational Measurement at Excelsior College, John Cavanaugh, the Chancellor of the
Pennsylvania State System of Higher Education, offered the following points as a strategy
for improving competency based education options for adult learners:


11

Define postsecondary credentials in terms of specific learning outcomes or
competencies that are assessed.

Bulleted points taken mostly verbatim from: “National Adult Learners Satisfaction-Priorities Report.” Noel-Levitz
and CAEL. 2013. Pp. 5-6. http://www.cael.org/pdfs/ALI_report_0713
12
Ibid., p. 10.




Meet students “at the edge of their learning.” This includes rethinking college
readiness and remediation, and expanding learning assessment to all areas of study.
Design personalized learning pathways to credentials. This will require conducting
learning gap analyses to show students where they are on the pathway.13

These personalized learning pathways will require institutions to evaluate how the degree
programs can be shaped around competency frameworks. For example, University of
Maryland University College offers two professional degree programs based on an
“outcomes-based curriculum.” This structure allows students and their advisors to map each
course’s outcomes and align them to the broader desired outcomes of the degree program.
Such systems require strong advising to help students identify where they may receive
credit for prior learning, and how to effectively map career goals through the curriculum. 14
Strong assessments of prior learning are also required to maintain an effective competencybased education system. These assessments should be rigorous and valid, and should be
developed to directly align with the program or degree frameworks. While such frameworks
are still in development, the previously noted conference referenced the Lumina
Foundation’s Degree Qualifications Profile as the basis for such an assessment.15

13

Bulleted points taken verbatim from: “Competency-Based Education.” CAEL. 2013, p. 7.
http://www.cael.org/pdfs/CAEL_competency_based_education_2013
14
Ibid., p. 9.
15
Ibid., p. 12.

This section identifies trends in master’s degree programs catering to working adults among
institutions in the region around Clarion, Pennsylvania. A companion Excel file lists each of
the identified programs by institution and also provides a table of all institutions within 250
miles of Clarion, Pennsylvania, that fit the criteria for selection.

METHODOLOGY
To examine trends in programs among institutions in the region, we found four-year
institutions within 250 miles of Clarion, Pennsylvania. Using the National Center for
Education Statistics’ (NCES) College Navigator tool, we created a list of relevant institutions
by screening for the following criteria:
Four-year institutions located within 250 miles of Clarion, Pennsylvania, and located
in Ohio, New York, or Pennsylvania, that award degrees beyond the baccalaureate
level and offer weekend and evening learning opportunities, as well as credit for life
experiences.16

For the purposes of this section, we profile the closest seven institutions, which are those
within 75 miles of Clarion, Pennsylvania. In addition, we include two institutions from Ohio
and one institution from New York, accounting for 12 of the 101 programs identified for this
report. These three institutions all lie between 100 and 125 miles from Clarion.
NCES does not clarify how an institution qualifies as offering weekend and evening learning
opportunities or credit for life experiences. However, for this report, we present programs
that specifically target or offer accommodations for working adults. The primary forms of
accommodation include offering courses on evenings, weekends, or both, and delivering
courses online.

PROGRAM TRENDS
In the region surrounding Clarion, Pennsylvania, there are several programs catering to
adults seeking a master’s degree. Education, health care, and management represent the
most common areas of study. It is worth noting that, as Section III discusses, the most
common master’s degree programs for working adults are typically in the fields with the
greatest number of projected openings in coming years. To attract working adults, the
primary accommodation is typically offering classes during weeknights or weekends.
Many programs offer classes on Saturdays or on one or two weeknights. In addition, many
programs are available partially or entirely online. No master’s degree program identified in

16

The specific search can be accessed and replicated by using the following link:
http://nces.ed.gov/collegenavigator/?s=NY+OH+PA&zc=16214&zd=250&of=3&l=94&ic=1&e2=1&e3=1

this report is competency-based, but work experience is generally seen as an important
foundation for coursework.
The variety of fields of study among these programs is high. Among the 10 institutions
profiled for this report, there are 32 programs in education fields, ranging from advanced
teacher education to educational administration. In addition, there are nine business
administration programs and an additional eight management programs. The management
programs most commonly address information technology, engineering, health, and
international management. There are also eight programs offering advanced training for
nurses, particularly to provide nurses with the education to take leadership roles in health
organizations. In addition, there are six communication programs, ranging from technology
to communication strategies, and five organizational leadership programs. Three
institutions each have counseling and justice programs available.
One of the unique programs is clinical mental health counseling, which prepares students
for a field with many openings in the area. Others include applied mathematics, intelligence,
security policy studies, and orthodontics. Examination of institutions not listed in this
section did not yield any other notable programs.

PROGRAMS BY INSTITUTION
The following sub-sections present master’s degree programs for working adults by
institution. For reference, according to the NCES, Clarion University of Pennsylvania has
5,518 undergraduate students and 1,002 graduate students.17

INDIANA UNIVERSITY OF PENNSYLVANIA
Located in Indiana, Pennsylvania, Indiana University of Pennsylvania is a four-year public
institution.18 The institution is less than 50 miles from Clarion, Pennsylvania, and it is the
only public institution profiled in this report. Figure 2.1 presents institutional characteristics
for the university.
Figure 2.1: Institutional Characteristics, Indiana University of Pennsylvania
INDIANA UNIVERSITY OF PENNSYLVANIA
Distance from Clarion, PA
42.9 miles
Type of Institution
Four-year, public
Undergraduate Student Population
13,275
Graduate Student Population
2,321
Source: NCES College Navigator

17

19

“Clarion University of Pennsylvania.” NCES College Navigator.
http://nces.ed.gov/collegenavigator/?q=clarion&s=all&id=211644
18
Custom search. NCES College Navigator.
http://nces.ed.gov/collegenavigator/default.aspx?s=NY+OH+PA&zc=16214&zd=250&of=3&l=94&ic=1&e2=1&e3=
1&xp=1
19
Ibid.

The university offers a wide variety of graduate programs, including four master’s degree
programs taught entirely online. 20 Thirteen programs explicitly accommodate nontraditional or working adult students, while another five programs target working
professionals but do not list specific accommodations. The primary accommodation is
offering classes during evenings and weekends, as well as during the summer for teachers.
Among the programs offered, Education is the most common field of study, but there are
several less-common programs, such as the online Safety Sciences program and the
master’s degree program in Sociology for working professionals taught during weeknights.
Figure 2.2: Programs Catering to Adult Students at Indiana University of Pennsylvania
DEGREE
Master of Arts
Master of Arts

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Adult and Community Education

21

Adult Education and Communications
Technology (Technology track of the Adult
22
and Community Education Program)

The program offers evening classes
No accommodations identified, but the program targets
a mix of students with and without post-baccalaureate
experience in the field.

23

Master of Arts

Applied Archaeology

Master of Science

Applied Mathematics

Master of Arts

Criminology, Online Program

Master of Education

Education

Master of Education

Education of Exceptional Persons

Master of Education

Elementary and Middle School
28
Mathematics Education

20

Online program taught by full-time professors

Most classes are offered at times convenient for
nontraditional students

24

Online program with a two year schedule, study while
employed

25

This program allows teachers to study while teaching, in
the evenings and summer sessions. The program is also
taught in Monroeville, rather than at the main campus.

26

27

Study while teaching, primarily online or in the evening
Study while teaching, in the evenings and summer
sessions

“Programs of Study.” Indiana University of Pennsylvania. http://www.iup.edu/upper.aspx?id=49407
“Adult and Community Education, M.A.” Indiana University of Pennsylvania.
http://www.iup.edu/grad/ace/default.aspx
22
“Adult Education and Communications Technology, M.A.” Indiana University of Pennsylvania.
http://www.iup.edu/upper.aspx?id=93738
23
“Applied Archaeology, M.A.” Indiana University of Pennsylvania. http://www.iup.edu/upper.aspx?id=93724
24
“Applied Mathematics, More Information.” Indiana University of Pennsylvania.
http://www.iup.edu/upper.aspx?id=105959
25
“M.A. in Criminology: Online.” Indiana University of Pennsylvania.
http://www.iup.edu/criminology/maonline/default.aspx
26
“Master’s in Education, Monroeville.” Indiana University of Pennsylvania. http://www.iup.edu/page.aspx?id=5373
27
“M.Ed. in Education of Exceptional Persons.” Indiana University of Pennsylvania.
http://www.iup.edu/page.aspx?id=43293
28
“M.Ed. in Elementary and Middle School Mathematics Education.” Indiana University of Pennsylvania.
http://www.iup.edu/page.aspx?id=17551
21

DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

English: Literature

Master of Arts

Teaching English

Master of Science

Food and Nutrition

Master of Education

Health and Physical Education

Master of Education

Summers-only option designed for teachers, designed
for active professionals

29

Master of Arts

30

The program is designed for English teachers
Online program designed for current and future
professionals

31

32

Literacy (Reading Specialist Certification
33
available)

Master of Arts

Music Education

Master of Science

Nursing

Master of Arts

Public Affairs

Master of Science

Safety Sciences

Master of Arts

Sociology

34

Designed for current, certified teachers
Designed for current music teachers, low-residency
program with classes online during the school year and
on-campus during the summer
Partially online, designed for registered nurses to
assume leadership roles or prepare for a career in
education

35

38

Designed for current and future teachers

36

37

Designed for current and future professionals and
teachers
Online program, work experience preferred
Primarily evening classes, part-time or full-time,
designed for working professionals and others

Sources identified in the table.

CARLOW UNIVERSITY
Located in Pittsburgh, Pennsylvania, Carlow University is a four-year, private not-for-profit
institution.39 Figure 2.3 presents institutional characteristics for the university.

29

“M.A. in English: Literature.” Indiana University of Pennsylvania. http://www.iup.edu/page.aspx?id=40967
“English - Teaching English, M.A.” Indiana University of Pennsylvania. http://www.iup.edu/upper.aspx?id=92695
31
“M.S. in Food and Nutrition.” Indiana University of Pennsylvania. http://www.iup.edu/page.aspx?id=25573
32
“M.Ed. in Health and Physical Education.” Indiana University of Pennsylvania.
http://www.iup.edu/page.aspx?id=12255
33
“Master of Education in Literacy and Reading Specialist Certification.” Indiana University of Pennsylvania.
http://www.iup.edu/page.aspx?id=5375
34
“Music M.A. Education Curriculum.” Indiana University of Pennsylvania. http://www.iup.edu/page.aspx?id=158127
35
“M.S. in Nursing.” Indiana University of Pennsylvania. http://www.iup.edu/rnalliedhealth/programs/nursingms/default.aspx
36
“M.A. in Public Affairs.” Indiana University of Pennsylvania.
http://www.iup.edu/politicalscience/publicaffairs/default.aspx
37
“M.S. in Safety Sciences.” Indiana University of Pennsylvania. http://www.iup.edu/page.aspx?id=6593
38
“Sociology MA.” Indiana University of Pennsylvania. http://www.iup.edu/page.aspx?id=61261
39
Custom search. NCES College Navigator, Op. cit.
30

Figure 2.3: Institutional Characteristics, Carlow University
CARLOW UNIVERSITY
Distance from Clarion, PA
Type of Institution
Undergraduate Student Population
Graduate Student Population
Source: NCES College Navigator

61.0 miles
Four-year, private not-for-profit
1,955
967

40

Carlow University offers five master’s degree programs for working adults, primarily in
nursing. Each one of these five programs allows students to take either all or some of their
courses online, with limited in-person requirements for students pursuing a degree in
creative writing or to be a family nurse practitioner.
Figure 2.4: Programs Catering to Adult Students at Carlow University
DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Business Administration

Business
41
Administration

Options for working professionals, including fully or
partially online

Master of Science in Nursing

Family Nurse
42
Practitioner

Combination of online and in-class, for nurses with
clinical experience

Master of Science in Nursing

Education and
43
Leadership, Nursing

The program can be completed entirely or partially
online and prepares current nurses for leadership roles

Master of Fine Arts
Master of Science in Nursing and
Master of Business Administration

Creative Writing

44

Education and
45
Leadership, Nursing

Conducted at a distance with two 11-day residencies
and communication via mail and email
The program can be completed entirely or partially
online

Sources identified in the table.

POINT PARK UNIVERSITY
Point Park University is also a four-year, private not-for-profit institution located in
Pittsburgh, Pennsylvania.46 Figure 2.5 presents institutional characteristics for the university.

40

Ibid.
“Business Administration (MBA).” Carlow University. http://www.carlow.edu/Business_Administration.aspx
42
“Family Nurse Practitioner (MSN).” Carlow University.
http://www.carlow.edu/Master_of_Science_in_Nursing_Family_Nurse_Practitioner.aspx
43
“Education and Leadership, Nursing (MSN).” Carlow University.
http://www.carlow.edu/Master_of_Science_in_Nursing_Concentration_in_Education_and_Leadership.aspx
44
“Creative Writing (MFA).” Carlow University.
http://www.carlow.edu/Master_of_Fine_Arts_in_Creative_Writing.aspx
45
“MSN-MBA Dual Degree.” Carlow University. http://www.carlow.edu/MSN-MBA_Dual_Degree.aspx
46
Custom search. NCES College Navigator, Op. cit.
41

Figure 2.5: Institutional Characteristics, Point Park University
POINT PARK UNIVERSITY
Distance from Clarion, PA
Type of Institution
Undergraduate Student Population
Graduate Student Population
Source: NCES College Navigator

61.5 miles
Four-year, private not-for-profit
3,225
967

47

Point Park University offers 14 distinct master’s degree programs that cater to adult
learners. The vast majority of the programs accommodate working professionals through
classes taught on Saturdays, weeknights, or both. A few programs also offer online and
hybrid delivery formats. Among the university’s offerings are education, management, and
communications programs, as well as writing and criminal justice.
Figure 2.6: Programs Catering to Adult Students at Point Park University
DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS
48

Master of Arts

Communication Technology

Master of Science

Criminal Justice Administration

Master of Arts

Curriculum and Instruction

Master of Arts

Educational Administration

Master of Science

Engineering Management

Master of Arts

Intelligence and Global Security

47

An entirely evening class schedule is available.

49

The program is designed for working adults and taught
year-round, and all classes are taught on Saturdays
All classes are taught on Saturdays, evenings, and during the
summer; designed for working professionals

50

All classes are taught on Saturdays, evenings, and during the
summer; designed for working professionals

51

All classes are taught in the evenings or on Saturdays to
accommodate working adults

52

53

All classes are taught on Saturdays.

Ibid.
“Master of Arts in Communication Technology.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofCommunication/Programs/GraduatePrograms/MAinCom
mTechnology
49
“Master's in Criminal Justice Administration.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/CriminalJusticeandIntellig
enceStudies/CriminalJusticeAdministrationGraduate
50
“Master's in Curriculum And Instruction.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education/GraduateProgr
ams/CurriculumandInstructionGraduate
51
“Master's in Educational Administration.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education/GraduateProgr
ams/EducationalAdministrationGraduate
52
“Master's in Engineering Management.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/NaturalSciencesandEngin
eeringTechnology/EngineeringManagement
53
“Master's Degree in Global Security and Intelligence.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/CriminalJusticeandIntellig
enceStudies/MasterinIntelligenceGlobalSecurity
48

DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Arts

Journalism and Mass
54
Communication

The program is intended for working professionals.

Master of Business
Administration

Business Administration,
concentrations in Health Systems
Management; International
Business; Management;
Management Information Systems;
and Sports, Arts, and Entertainment
55
Management

The program is intended for working professionals, and
courses are offered Saturdays and evenings

Master of Business
Administration

Global Management

Master of Arts

Organizational Leadership

Master of Fine Arts

Screenwriting and Playwriting

Master of Education

Master of Education

56

Courses are offered during weeknight evenings.
The program offers classes on campus during evenings, as
well as through online and hybrid delivery formats. The
program is designed for working professionals.

57

58

Special Education (Pre-Kindergarten
through Grade 8 or Grades 7
59
through 12)
Teaching and Leadership

60

This is a low residency program with online and distance
learning, as well as three residencies.
The program is designed for current certified teachers,
classes are offered on evenings and Saturdays.
Classes are offered on Saturdays, evenings, and during the
summer through traditional, online, and hybrid formats.

Sources identified in the table.

DUQUESNE UNIVERSITY
Like Carlow University and Point Park University, Duquesne University is a four-year, private
not-for-profit institution located in Pittsburgh, Pennsylvania. 61 Figure 2.7 presents
institutional characteristics for the university.
54

“Master's in Journalism and Mass Communication.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofCommunication/Programs/GraduatePrograms/Masterof
ArtsJournalismandMasCommunication
55
“M.B.A. Degree in Pittsburgh.” Point Park University.
http://www.pointpark.edu/Academics/Schools/Business/GraduatePrograms/MBA
56
“M.B.A. in Global Management and Administration.” Point Park University.
http://www.pointpark.edu/Academics/Schools/Business/GraduatePrograms/MBAGlobalManagement
57
“Master's in Organizational Leadership.” Point Park University.
http://www.pointpark.edu/Academics/Schools/Business/GraduatePrograms/MasterofArtsOrganizationalLeaders
hip
58
“M.F.A. in Screenwriting and Playwriting: Low-Residency.” Point Park University.
http://www.pointpark.edu/Academics/Schools/COPA/COPADeptsMajors/LowResMFA
59
“Master's in Special Education.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education/GraduateProgr
ams/SpecialEducation
60
“Master of Education in Teaching and Leadership.” Point Park University.
http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education/GraduateProgr
ams/TeachingLeadership

Figure 2.7: Institutional Characteristics, Duquesne University
DUQUESNE UNIVERSITY
Distance from Clarion, PA
Type of Institution
Undergraduate Student Population
Graduate Student Population
Source: NCES College Navigator

62.4 miles
Four-year, private not-for-profit
5,832
4,124

62

With the largest graduate student population of the institutions identified in this report,
Duquesne University offers a wide variety of master’s degree programs. While some of the
programs listed in Figure 2.8 also recruit students who are pursuing an academic trajectory
and recent graduates of baccalaureate programs, all 25 programs target professionals in the
field. Furthermore, almost every program in Figure 2.8 provides accommodations for
students with full-time employment, through online delivery options, part-time study, and
evening and weekend classes. Given the large number of programs, Duquesne University
also offers some uncommon programs, such as child psychology, forensic nursing, and
healthcare ethics.
Figure 2.8: Programs Catering to Adult Students at Duquesne University
DEGREE
Master of Science in
Education

PROGRAM
Child Psychology

ACCOMMODATIONS FOR ADULT STUDENTS
63

Evening classes allow students to work during the day.

Master of Science in
Education

Counselor Education
(School Counseling,
Clinical Mental Health
Counseling, or Marriage
64
and Family Counseling)

The program offers evening classes, and a Saturday program
may begin in the 2014-2015 academic year.

Master of Science in
Education

Early Level
65
PreKindergarten-4

The program is designed for professionals and certified
teachers.

Master of Science

61

Educational Studies

66

Courses are offered online, and the program targets working
professionals.

Custom search. NCES College Navigator, Op. cit.
Ibid.
63
“M.S. Ed. Child Psychology.” Duquesne University. http://duq.edu/academics/schools/education/graduateprograms-education/school-psychology-graduate-programs/ms-child-psychology
64
“M.S. Ed. Counselor Education.” Duquesne University. http://duq.edu/academics/schools/education/graduateprograms-education/ms-ed-counselor-education
65
“MS Early Level PreK-4.” Duquesne University. http://duq.edu/academics/schools/education/graduate-programseducation/ms-early-level-prek-4
66
“Educational Studies Program.” Duquesne University. http://duq.edu/academics/schools/education/graduateprograms-education/ms-educational-studies
62

DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Science in
Education

Instructional
67
Technology

The program is designed for professionals.

Master of Science in
Education

Program Evaluation

Master of Science in
Education

Reading and Language
69
Arts

Master of Science in
Education

School Administration

Master of Science in
Education

Secondary Education

Master of Business
Administration
Master of Business
Administration

68

70

71

Business
72
Administration
Sustainability

73

The program is designed for professionals working in the field,
and all courses are available online.
The program is designed for certified teachers.
Courses are available in a combination of on-campus and
online study.
One track is designed for returning secondary teachers, and for
returning teachers, coursework is determined by the student
and his or her advisor.
The school recently redesigned its curriculum for working
professionals, offering part-time and full-time study, as well as
evening and online options.
The program prefers candidates with professional experience,
but specific accommodations are unclear.

Master of Science

Information Systems
74
Management

There are full-time and part-time offerings for professionals.

Master of Health
Management Systems

Health Management
75
Systems

There are full-time and part-time options, and all courses are
offered in the evening to accommodate working professionals.

Master of Science
Master of Arts

67

Leadership

76

Integrated Marketing
77
Communication

Available entirely online
The communications department recruits both traditional and
non-traditional students, but this program is a professional
track designed for working professionals.

“MSED Instructional Technology.” Duquesne University. http://duq.edu/academics/schools/education/graduateprograms/instructional-technology/msed-instructional-technology
68
“M.S.Ed. Program Evaluation.” Duquesne University. http://duq.edu/academics/schools/education/graduateprograms-education/ms-education-program-evaluation
69
“M.S.Ed. Reading and Language Arts.” Duquesne University.
http://duq.edu/academics/schools/education/graduate-programs-education/ms-reading-language-arts
70
“School Administration and Supervision.” Duquesne University.
http://duq.edu/academics/schools/education/graduate-programs-education/school-admin-and-supervision
71
“M.S.Ed. Secondary Education.” Duquesne University. http://duq.edu/academics/schools/education/graduateprograms-education/ms-ed-secondary-education
72
“MBA.” Duquesne University. http://duq.edu/academics/schools/business/graduate/mba
73
“MBA Sustainability.” Duquesne University. http://mba.sustainability.duq.edu/application-process/index.asp
74
“MS-ISM.” Duquesne University. http://duq.edu/academics/schools/business/graduate/ms-ism
75
“Master of Health Management Systems.” Duquesne University. http://duq.edu/academics/schools/healthsciences/academic-programs/health-management-systems/master-of-health-management-systems
76
“MS in Leadership.” Duquesne University. http://duq.edu/academics/schools/leadership-and-professionaladvancement/graduate-degrees/ms-in-leadership
77
“Master’s Programs.” Duquesne University. http://duq.edu/academics/schools/liberal-arts/graduateschool/programs/communication-/masters-programs

DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Arts

Corporate
78
Communication

The communications department recruits both traditional and
non-traditional students, but this program is a professional
track designed for working professionals.

Master of Arts

Communication
79
Studies

The communications department recruits both traditional and
non-traditional students, and this program is designed for both
academic and professional students.

Master of Arts

Healthcare Ethics

Master of Arts

Historical Studies or
81
Public History

Master of Arts

Master of Science

Master of Music

Master of Science in
Nursing
Master of Science in
Nursing

78

Pastoral Ministry

80

82

Media Arts and
83
Technology
Music Education

84

Students in these programs include professionals and history
teachers.
There are full-time and part-time options, as well as some
online and hybrid courses, and the program is designed for
individuals currently involved in the pastoral professions.
The program targets current and future professionals.
Courses offered during the summer, and some courses offered
online during the academic year; teaching experience strongly
encouraged
The program is offered online, with an orientation and two
one-week stays during the second and third years of the
program spent on campus

Family Nurse
85
Practitioner
Forensic Nursing

There are full-time and part-time offerings, and classes are
taught in the afternoon and evening.

86

There are full-time and part-time options, as well as online
study options.

Ibid.
Ibid.
80
“Graduate Academic Programs in Healthcare Ethics.” Duquesne University.
http://duq.edu/academics/schools/liberal-arts/graduate-school/programs/healthcare-ethics
81
“Graduate History Programs.” Duquesne University. http://duq.edu/academics/schools/liberal-arts/graduateschool/programs/history
82
“Master of Arts in Pastoral Ministry.” Duquesne University. http://duq.edu/academics/schools/liberalarts/graduate-school/programs/theology/master-of-arts-in-theology/pastoral-ministry
83
“Master of Science in Media Arts and Technology.” Duquesne University.
http://duq.edu/academics/schools/liberal-arts/graduate-school/programs/media-arts-and-technology
84
“Master of Music: Major in Music Education.” Duquesne University.
http://duq.edu/academics/schools/music/departments/music-education/master-of-music-major-in-musiceducation
85
“MSN Family (Individual Across the Lifespan) Nurse Practitioner.” Duquesne University.
http://duq.edu/academics/schools/nursing/graduate-programs/master-science-nursing/family-(individual-acrossthe-lifespan)-nurse-practitioner
86
“MSN Forensic Nursing.” Duquesne University. http://duq.edu/academics/schools/nursing/graduateprograms/master-science-nursing/forensic-nursing
79

DEGREE

PROGRAM

Master of Science in
Nursing

ACCOMMODATIONS FOR ADULT STUDENTS

Nursing Education

87

This program is offered online, with an orientation and two
one-week stays during the second and third years of the
program spent on campus. There are also full-time and parttime options.

Sources identified in the table.

SETON HILL UNIVERSITY
Seton Hill University is a four-year, private not-for-profit institution located in Greensburg,
Pennsylvania.88 Figure 2.9 presents institutional characteristics for the university.
Figure 2.9: Institutional Characteristics, Seton Hill University
SETON HILL UNIVERSITY
Distance from Clarion, PA
63.8 miles
Type of Institution
Four-year, private not-for-profit
Undergraduate Student Population
1,925
Graduate Student Population
414
Source: NCES College Navigator

All graduate programs at Seton Hill University cater to working adults. As Figure 2.10 quotes
from the university, all of the programs are designed with online, weekend, and evening
offerings for students with family or professional obligations. The fields of study available
include orthodontics and therapy, as well as two education programs.
Figure 2.10: Programs Catering to Adult Students at Seton Hill University
DEGREE

PROGRAM

Master of Arts

Art Therapy

Master of Arts

Elementary and Middle Level
Education

Master of Arts

Marriage and Family Therapy

Master of Business
Administration

Business Administration

Master of Science

Orthodontics

Master of Science

Physician Assistant

Master of Arts

Special Education

Master of Fine Arts
Source: Seton Hill University

87

ACCOMMODATIONS FOR ADULT STUDENTS

All Seton Hill graduate programs are
designed for students with busy
family and/or professional lives.
Scheduling includes online, Saturdays,
and evenings.

Writing Popular Fiction
89

“MSN Nursing Education.” Duquesne University. http://duq.edu/academics/schools/nursing/graduateprograms/master-science-nursing/nursing-education
88
Custom search. NCES College Navigator, Op. cit.
89
“Graduate Programs.” Seton Hill University. http://www.setonhill.edu/academics/graduate_programs

ROBERT MORRIS UNIVERSITY
Robert Morris University is a four-year, private not-for-profit institution located in Moon
Township, Pennsylvania. 90 Figure 2.11 presents institutional characteristics for the
university.
Figure 2.11: Institutional Characteristics, Robert Morris University
ROBERT MORRIS UNIVERSITY
Distance from Clarion, PA
64.0 miles
Type of Institution
Four-year, private not-for-profit
Undergraduate Student Population
4,144
Graduate Student Population
1,037
Source: NCES College Navigator

As with Seton Hill University, all Robert Morris graduate degree programs are intended to cater
to working professionals. The primary means of accommodating work schedules is to offer
programs online, with some programs meeting one night per week. The university also offers
students in most of these programs the option of enrolling part-time and taking as little as one
course at a time. Some programs offer eight-week modules during which students may take as
many or as few courses as they wish, allowing for self-paced learning and progress to the
degree. Robert Morris University also offers some uncommon programs, such as taxation and
engineering management, that prepare students for high-demand occupations in the region.

Figure 2.12: Programs Catering to Adult Students at Robert Morris University
DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Business
Administration

Business
91
Administration

There are part-time and online options, as well as general flexibility for
busy professionals.

Master of Science

Taxation

92

This program is designed for professionals.

Master of Science

Human Resource
93
Management

This is an exclusively online program.

Master of Science

Engineering
94
Management

This program is offered either on campus or online.

Master of Science

IT Project
95
Management

The program is designed for current and future IT professionals, and
the institution indicates that students working full time can complete
the degree in two and one half years or less

90

Custom search. NCES College Navigator, Op. cit.
“M.B.A. Degree.” Robert Morris University. http://www.rmu.edu/Graduate/programs/MBA
92
“Taxation Degree.” Robert Morris University. http://www.rmu.edu/Graduate/programs/Taxation
93
“Online Human Resource Management Degree.” Robert Morris University.
http://www.rmu.edu/Online/AcademicPrograms/MastersPrograms/HumanResourceManagement
94
“Engineering Management Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/EngineeringManagement#Flexibility
95
“IT Project Management Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/ITProjectManagement#Flexibility
91

DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Science

Organizational
96
Leadership

Full-time and part-time options exist, as well as online and hybrid
options. Admission is rolling, with classes starting every eight weeks
and students taking classes one night per week.

Master of Science

Instructional
97
Leadership

Full-time and part-time options exist, as well as online and hybrid
options. Admission is rolling, with classes starting every eight weeks
and students taking classes one night per week.

Master of Science

Master of Education

Master of Education

Business Education

98

Literacy (Reading
Specialist Certification
99
available)
Special Education

100

Full-time and part-time options exist, as well as online and hybrid
options. Admission is rolling, with classes starting every eight weeks
and students taking classes one night per week.
Full-time and part-time options exist, as well as online and hybrid
options. Admission is rolling, with classes starting every eight weeks
and students taking classes one night per week.
Full-time and part-time options exist, as well as online and hybrid
options. Admission is rolling, with classes starting every eight weeks
and students taking classes one night per week.

Master of Science

Competitive Intelligence
Systems (Enterprise
Systems concentration
101
available)

Designed for current and future professionals. According to the
institution, students working full-time can complete the degree in two
and one half years or less.

Master of Science

Internet Information
Systems (Enterprise
Systems concentration
102
available)

Designed for current and future professionals. According to the
institution, students working full-time can complete the degree in two
and one half years or less.

Master of Science

Information Security and
103
Assurance

Designed for current and future professionals. According to the
institution, students working full-time can complete the degree in two
and one half years or less.

Master of Science in
Nursing
96

Nursing Education

104

This program is offered either on campus or online.

“Organizational Leadership Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/OrganizationalLeader#Flexibility
97
“Instructional Leadership Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/InstructionalLeadership#Flexibility
98
“Business Education Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/BusinessEducation#Flexibility
99
“Literacy - Reading Specialist Certification (M.Ed.).” Robert Morris University.
http://www.rmu.edu/Graduate/programs/Literacy-ReadingSpecialist#Flexibility
100
“Special Education Certification.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/SpecialEducation#Flexibility
101
“Competitive Intelligence Systems Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/CompetitiveIntelligenceSystems#Flexibility
102
“Internet Information Systems Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/InternetInformationSystems#Flexibility
103
“Information Security & Assurance Degree.” Robert Morris University.
http://www.rmu.edu/Graduate/programs/InformationSecurityAssurance#Flexibility
104
“Nursing Education (M.S.N.) - Now Online.” Robert Morris University.
http://www.rmu.edu/Online/AcademicPrograms/MastersPrograms/NursingEducation

MERCYHURST UNIVERSITY
Located in Erie, Pennsylvania, Mercyhurst University is a four-year, private not-for-profit
institution.105 Of the institutions identified in this report, only Notre Dame College has fewer
graduate students. Figure 2.13 presents institutional characteristics for the university.
Figure 2.13: Institutional Characteristics, Mercyhurst University
MERCYHURST UNIVERSITY
Distance from Clarion, PA
71.1 miles
Type of Institution
Four-year, private not-for-profit
Undergraduate Student Population
2,771
Graduate Student Population
332
Source: NCES College Navigator

The university notes that its programs in “administration of justice, organizational leadership,
secondary education, special education and exercise science […] traditionally attract mid-career
professionals from the tri-state area who pursue graduate studies on a part- or full-time
basis.”106 Mercyhurst University offers a limited number of master’s degree programs catering
to working adults, but these include some unique offerings among such programs, such as
exercise science and applied intelligence. In addition to part-time options and evening classes,
the applied intelligence program is offered entirely online.

Figure 2.14: Programs Catering to Adult Students at Mercyhurst University
DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Arts

Administration of
107
Justice

According to the university, the program primarily attracts mid-career
professionals.

Master of Science

Organizational
108
Leadership

According to the university, the program primarily attracts mid-career
professionals, and the schedule is designed for working professionals.

Master of Science

Secondary
109
Education

Master of Science

105

Special Education

110

According to the university, the program primarily attracts mid-career
professionals, and classes are offered in the evenings and throughout the
year.
According to the university, the program primarily attracts mid-career
professionals, and classes are offered in the evenings and throughout the
year.

Custom search. NCES College Navigator, Op. cit.
“Graduate Degrees.” Mercyhurst University. http://www.mercyhurst.edu/academics/graduate
107
“Administration of Justice.” Mercyhurst University.
http://www.mercyhurst.edu/academics/graduate/administration%20of%20justice
108
“Organizational Leadership.” Mercyhurst University.
http://www.mercyhurst.edu/academics/graduate/organizational%20leadership
109
“Secondary Education.” Mercyhurst University.
http://www.mercyhurst.edu/academics/graduate/secondary%20education
110
“Special Education.” Mercyhurst University.
http://www.mercyhurst.edu/academics/graduate/special%20education
106

DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS
According to the university, the program primarily attracts mid-career
professionals.

111

Master of Science

Exercise Science

Master of Science

Applied
112
Intelligence

The online program is for working professionals, while those with no work
experience are encouraged to apply to the on-campus program.

Sources identified in the table.

MALONE UNIVERSITY
Located in Canton, Ohio, Malone University is a four-year, private not-for-profit
institution.113 Figure 2.15 presents institutional characteristics for the university.
Figure 2.15: Institutional Characteristics, Malone University
MALONE UNIVERSITY
Distance from Clarion, PA
107.8 miles
Type of Institution
Four-year, private not-for-profit
Undergraduate Student Population
1,897
Graduate Student Population
444
Source: NCES College Navigator

Malone University does not offer a wide range of graduate degrees, and it only offers three
programs targeting working adults. The three programs are among the most popular fields,
including business, education, and counseling. All of these programs schedule classes one night
per week, with the business administration program also offered entirely online.

Figure 2.16: Programs Catering to Adult Students at Malone University
DEGREE

PROGRAM

Master of Business
Administration

Business Administration

Master of Arts

Education

Master of Arts in
Education

ACCOMMODATIONS FOR ADULT STUDENTS
114

115

Counseling and Human
116
Development

Courses are offered online or one night per week in a
classroom.
Courses are offered one night per week.
Courses are offered one night per week.

Sources identified in the table.

111

“Exercise Science.” Mercyhurst University. http://www.mercyhurst.edu/academics/graduate/exercise%20science
“Online Master of Science in Applied Intelligence.” Mercyhurst University. http://www.iismu.org/online-msapplied-intelligence%20%20
113
Custom search. NCES College Navigator, Op. cit.
114
“Master of Business Administration.” Malone University. http://www.malone.edu/admissions/graduate/mba/
115
“Master of Arts in Education.” Malone University. http://www.malone.edu/admissions/graduate/education/
116
“Counseling and Human Development.” Malone University.
http://www.malone.edu/admissions/graduate/counseling/
112

NOTRE DAME COLLEGE
Located in Cleveland, Ohio, Notre Dame College is a four-year, private not-for-profit
institution.117 Notre Dame College has the fewest graduate students of the 10 institutions
identified in this report. Figure 2.17 presents institutional characteristics for the university.
Figure 2.17: Institutional Characteristics, Notre Dame College
NOTRE DAME COLLEGE
Distance from Clarion, PA
113.8 miles
Type of Institution
Four-year, private not-for-profit
Undergraduate Student Population
1,848
Graduate Student Population
281
Source: NCES College Navigator

118

Notre Dame College only offers two programs that cater to adult students. However, the Master
of Education program allows students to focus on one of three tracks: for an intervention
specialist certification, a reading endorsement, or a technology endorsement. The other
program is in the field of security policy studies, and while both programs are taught online,
there are three weekend visits to campus for students in the security policy studies programs. A

Figure 2.18: Programs Catering to Adult Students at Notre Dame College
DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of
Education

Focus areas available in Mild/Moderate
Intervention Specialist, Reading Endorsement,
119
and Technology Endorsement

The program is available online.

Master of Arts

Security Policy Studies

120

This is an online program, with three weekend
visits to campus.

Sources identified in the table.

MEDAILLE COLLEGE
Medaille College is a four-year, private not-for-profit institution located in Buffalo, New
York.121 Figure 2.19 presents institutional characteristics for the university.
Figure 2.19: Institutional Characteristics, Medaille College
MEDAILLE COLLEGE
Distance from Clarion, PA
Type of Institution
117

123.0 miles
Four-year, private not-for-profit

Custom search. NCES College Navigator, Op. cit.
Ibid.
119
“Master of Education Degree Programs.” Notre Dame College.
http://www.notredamecollege.edu/admissions/graduate/master-education
120
“Master of Arts in Security Policy Studies.” Notre Dame College.
http://www.notredamecollege.edu/admissions/graduate/master-security-poicy
121
Custom search. NCES College Navigator, Op. cit.
118

MEDAILLE COLLEGE
Undergraduate Student Population
Graduate Student Population

1,803
784

Source: NCES College Navigator

The college offers seven master’s degree programs that cater to working adults. Every program
is offered outside the typical workweek, and two programs are offered online. Each program is
different, but the institution relies heavily on schedules that include weeknights and infrequent
weekend meetings. While the college offers some of the most popular programs, it also offers
marriage and family therapy and clinical mental health counseling. As Section III notes, the latter
is a field with a high number of average annual openings, and no other institution identified in
this section offers a program in this field for working adults.

Figure 2.20: Programs Catering to Adult Students at Medaille College
DEGREE

PROGRAM

ACCOMMODATIONS FOR ADULT STUDENTS

Master of Arts

Marriage and Family
122
Therapy

Classes are offered one weekend per month over two and one-half
years.

Master of Arts

Clinical Mental Health
123
Counseling

Classes are offered online or on campus one weekend per month.

Master of Arts

Psychology

124

Classes are offered online or on campus two nights per week plus one
Saturday every two months.

Master of Business
Administration

Business
125
Administration

Designed for working professionals, classes are offered during
evenings and online.

Master of Arts

Organizational
126
Leadership

Designed for working professionals, classes are offered during
evenings and online.

Master of Science in
Education

Elementary
127
Education

Classes are offered two weekdays per week or every other weekend
for 16 months.

Master of Science in
Education

Adolescent Education
(Secondary
128
Education)

Classes are offered two weekdays per week or every other weekend
for 16 months.

Sources identified in the table.

122

“Master of Arts in Marriage and Family Therapy (MFT).” Medaille College. http://www.medaille.edu/sage/mastermarriage-family-therapy
123
“Master of Arts in Clinical Mental Health Counseling.” Medaille College. http://www.medaille.edu/sage/mastermental-health-counseling
124
“Master of Arts in Psychology.” Medaille College. http://www.medaille.edu/sage/master-psychology
125
“Master of Business Administration.” Medaille College. http://www.medaille.edu/sage/master-businessadministration
126
“Master of Arts in Organizational Leadership.” Medaille College. http://www.medaille.edu/sage/masterorganizational-leadership
127
“Master of Science in Education (MSEd): Elementary Education Grades 1-6 (Primary/Junior).” Medaille College.
http://www.medaille.edu/sage/elementary-education
128
“Master of Science in Education (MSEd): Adolescent Education Grades 7-12 (Intermediate/Senior).” Medaille
College. http://www.medaille.edu/sage/secondary-education

This section examines the labor market conditions in the region surrounding Clarion,
Pennsylvania. A companion Excel file presents full employment projections for the region by
education level required.

METHODOLOGY
To examine labor market conditions in the surrounding area, we used occupational
employment projections from Ohio, New York, and Pennsylvania. However, to maximize the
relevance of the labor market figures in this report for Clarion University of Pennsylvania,
the figures include a geographical region that spans northeast Ohio, central and western
Pennsylvania, and western New York. The figures presented in this section derive from the
Ohio Department of Job and Family Services, the New York Department of Labor, and the
Pennsylvania Department of Labor and Industry. 129 The regional data presented here
aggregate data from the Cleveland area in Ohio, which represents the northeast area of the
state; the region of Western New York, which includes the counties in the southwestern
portion of the state; and the Central, North Central, Northwest, Southern Alleghenies,
Southwest Corner, Tri-County, West Central, and Westmoreland-Fayette workforce
investment areas of Pennsylvania, which comprise the western portion of the state.
To obtain information regarding the education level required for each occupation, we
matched the Standard Occupational Classification (SOC) codes of occupations provided at
the state level to information regarding education levels provided by the Bureau of Labor
Statistics (BLS) of the United States Department of Labor.130 The SOC system ensures that,
regardless of the occupation title, occupation data is comparable across states.
Unfortunately, 20 occupations were not included in the BLS database for information
regarding education levels. Since education requirements may fluctuate within an
occupation, we corroborated the BLS education requirements with employer survey data
provided by the O*NET OnLine database of occupations. O*NET OnLine provides thorough
profiles of occupations by SOC code, based on surveys of employers. 131 With few
exceptions, these profiles identify the percentage of employer respondents indicating that a
specific education level is required for a given occupation. For each of the high-growth
occupations requiring a bachelor’s degree shown in Figure 3.2, additional notation is

129

[1] “Ohio Job Outlook: Cleveland Area.” Ohio Department of Job and Family Services. Available from:
http://ohiolmi.com/proj/OhioJobOutlook.htm
[2] “Long-Term Occupational Employment Projections: Western New York.” New York Department of Labor.
Available from: http://www.labor.ny.gov/stats/lsproj.shtm
[3] “Long-Term Occupational Employment Projections for Workforce Investment Areas.” Pennsylvania
Department of Labor and Industry. Available from:
http://www.portal.state.pa.us/portal/server.pt?open=514&objID=1463450&mode=2
130
“Standard Occupational Classification.” Bureau of Labor Statistics. http://www.bls.gov/soc/
131
The database search page for O*NET OnLine. O*NET OnLine. http://www.onetonline.org/find/

provided with respect to employer preference for candidates with a master’s degree, based
on O*NET OnLine data.

OCCUPATIONAL EMPLOYMENT PROJECTIONS
Within the region defined by the methodology, annual openings for occupations requiring
a master’s degree are highest among healthcare and education professions. These include
counselors, education administrators, librarians, and therapists, among others. The local
demand for advanced degrees in education and healthcare matches with the program
trends identified in Section II of this report, but there are several high-growth occupations,
such as mental health counselors and medical and public health social workers, with few
corresponding programs for working adults in the region. Figure 3.1 displays regional data
for occupations with more than 100 average annual openings projected and that require a
master’s degree, according to BLS data.
Among high-growth occupations requiring a bachelor’s degree, however, there are several
occupations for which employer surveys indicate a moderate or strong demand for
candidates with master’s degrees. These include additional education and health
occupations, as well as positions in accounting and finance, computer science, market
research, and engineering. Figure 3.2 presents the occupations with more than 200 average
annual openings among occupations requiring a bachelor’s degree. While the BLS only
recognizes these occupations as requiring a bachelor’s degree, details from the O*NET
OnLine database reveal that many employers hiring for these positions are seeking
candidates with master’s degrees.
Data not shown here for Clarion, Crawford, Erie, Forest, Venango, and Warren counties
closely mirror the regional trends. Due to errors in SOC codes, these tables do not include a
reported demand of 279 average annual openings for special education teachers across
early childhood and elementary education. According to the O*NET database, there is no
data on the education requirements for this group, but many districts are seeking
candidates with master’s degrees to fill special education teaching positions at the middle
school and secondary levels.132

132

[1] “Summary Report for 25-2051.00 – Special Education Teachers, Preschool.” O*NET OnLine.
http://www.onetonline.org/link/summary/25-2051.00
[2] “Summary Report for 25-2052.00 – Special Education Teachers, Kindergarten and Elementary School.” O*NET
OnLine. http://www.onetonline.org/link/summary/25-2052.00
[3] “Summary Report for 25-2053.00 – Special Education Teachers, Middle School.” O*NET OnLine.
http://www.onetonline.org/link/summary/25-2053.00
[4] “Summary Report for 25-2054.00 – Special Education Teachers, Secondary School.” O*NET OnLine.
http://www.onetonline.org/link/summary/25-2054.00

Figure 3.1: Fastest Growing Occupations in the Region that Require a Master’s Degree, by
Average Annual Openings
EMPLOYMENT
2010
2020

NET
CHANGE

PERCENTAGE
CHANGE

AVERAGE ANNUAL
OPENINGS

8,310

1,590

24%

299

5,680

7,120

1,440

25%

284

Educational, Vocational, and School
Counselors

7,030

7,620

590

8%

211

29-1122

Occupational Therapists

4,220

5,170

950

23%

173

11-9032

Education Administration, Elementary
and Secondary School

5,700

5,700

0

0%

171

21-1015

Rehabilitation Counselors

4,550

5,220

670

15%

160

11-9033

Education Administrators,
Postsecondary

3,630

4,060

430

12%

150

29-1127

Speech Language Pathologists

4,110

4,810

700

17%

147

25-9031

Instructional Coordinators

3,470

3,840

370

11%

115

25-4021

Librarians

4,400

4,390

-10

0%

113

SOC CODE

OCCUPATION TITLE

21-1014

Mental Health Counselors

6,720

21-1022

Medical and Public Health Social
Workers

21-1012

Source: The Ohio Department of Job and Family Services, the New York Department of Labor, and the Pennsylvania
Department of Labor and Industry

Figure 3.2: Fastest Growing Occupations in the Region that Require a Bachelor’s Degree,
by Average Annual Openings
EMPLOYMENT
2010
2020

NET
CHANGE

PERCENT
CHANGE

AVERAGE ANNUAL
OPENINGS

43,500

2,500

6%

1,145

31,280

34,630

3,350

11%

1,006

General and Operations Managers

33,000

32,190

-30

-2%

617

25-2022

Middle School Teachers, except
Special and Vocational Education**

17,590

18,720

1,130

6%

496

25-2031

Secondary School Teachers, except
Special and Career/ Technical
Education*

17,980

17,090

-890

-5%

495

13-1161

Market Research Analysts and
Marketing Specialists**

7,780

10,300

2,520

32%

467

39-9032

Recreation Workers

13,930

15,630

1,700

12%

390

15-1121

Computer Systems Analysts*

9,920

11,870

1,950

20%

382

17-2141

Mechanical Engineers**

9,960

10,540

580

6%

371

11-9111

Medical and Health Services
Managers**

9,500

10,850

1,350

14%

364

SOC CODE

OCCUPATION TITLE

25-2021

Elementary School Teachers, except
Special Education**

41,000

13-2011

Accountants and Auditors*

11-1021

EMPLOYMENT
2010
2020

NET
CHANGE

PERCENT
CHANGE

AVERAGE ANNUAL
OPENINGS

11,850

770

7%

342

11,260

12,870

1,610

14%

339

Network and Comp. Systems
architects and Admins

8,580

10,400

1,820

21%

320

21-1021

Child, Family, and School Social
Workers

8,830

9,830

1,000

11%

308

27-2022

Coaches and Scouts*

6,510

7,760

1,250

19%

286

13-1051

Cost Estimators

6,360

7,830

1,470

23%

272

41-3031

Securities/Commodities/Fin. Serv.
Sales Agents

7,610

8,050

440

6%

257

11-2022

Sales Managers*

7,690

8,030

340

4%

257

15-1132

Software Developers, Applications*

7,570

9,300

1,730

23%

254

27-1024

Graphic Designers

6,440

6,830

390

6%

240

11-3031

Financial Managers***

11,030

11,280

250

2%

240

21-1023

Mental Health and Substance Abuse
Social Workers***

5,250

6,270

1,020

19%

231

13-2072

Loan Officers

6,330

6,960

630

10%

228

11-3051

Industrial Production Managers*

7,290

7,830

540

7%

227

11-1011

Chief Executives

8,570

8,250

-20

-4%

224

17-2112

Industrial Engineers*

7,690

8,070

380

5%

220

27-3031

Public Relations Specialists*

4,920

5,780

860

17%

219

13-1151

Training and Development
Specialists*

5,670

6,830

1,160

20%

207

SOC CODE

OCCUPATION TITLE

41-4011

Sales Representatives, Wholesale &
Manufacturing, Technical and
Scientific Products

11,080

13-1111

Management Analysts

15-1142

*** Three asterisks indicate that more than one-half of employer respondents to O*NET surveys indicate that a
master’s degree is required for this occupation
** Two asterisks indicate that at least 25 percent, but no more than 50 percent, of employer respondents to O*NET
surveys indicate that a master’s degree is required for this occupation
* One asterisk indicates that some percentage less than 25 percent of respondents indicate that a master’s degree is
required for this occupation
Source: For employment projections, the Ohio Department of Job and Family Services, the New York Department of
Labor, and the Pennsylvania Department of Labor and Industry; for education requirements from employer survey
data, O*NET Online.

Hanover Research is committed to providing a work product that meets or exceeds partner
expectations. In keeping with that goal, we would like to hear your opinions regarding our
reports. Feedback is critically important and serves as the strongest mechanism by which we
tailor our research to your organization. When you have had a chance to evaluate this
report, please take a moment to fill out the following questionnaire.
http://www.hanoverresearch.com/evaluation/index.php

The publisher and authors have used their best efforts in preparing this brief. The publisher
and authors make no representations or warranties with respect to the accuracy or
completeness of the contents of this brief and specifically disclaim any implied warranties of
fitness for a particular purpose. There are no warranties which extend beyond the
descriptions contained in this paragraph. No warranty may be created or extended by
representatives of Hanover Research or its marketing materials. The accuracy and
completeness of the information provided herein and the opinions stated herein are not
guaranteed or warranted to produce any particular results, and the advice and strategies
contained herein may not be suitable for every partner. Neither the publisher nor the
authors shall be liable for any loss of profit or any other commercial damages, including but
not limited to special, incidental, consequential, or other damages. Moreover, Hanover
Research is not engaged in rendering legal, accounting, or other professional services.
Partners requiring such services are advised to consult an appropriate professional.

1700 K Street, NW, 8th Floor
Washington, DC 20006

P 202.559.0500 F 866.808.6585
www.hanoverresearch.com