For master's programs, concerns remain

There is nothing inherently wrong with master’s degree programs. Because the telos of undergraduate and doctoral education is to foster knowledge and not to arm students with skills that are directly applicable in the professional world, explicitly vocational master’s programs—like those offered in business and public health, among other fields—are necessary and valuable. Duke has an obligation to offer them.

Lately, though, demand for more academically focused master’s programs, which bridge the gap between the undergraduate and doctorate levels, has increased. Although it would be foolish for Duke to ignore this opportunity for growth, the University must be careful. Master’s degrees, even those of the more academic variety, are still geared toward advancement in the professional sphere. Consequently, the University must ensure that these kinds of master’s programs are consistent with its educational mission.

First, it must heavily scrutinize whether program proposals are academically legitimate. The fields of inquiry in which master’s students work should be focused and developed in a way that allows them to achieve profound levels of intellectual depth. Duke should not compromise its institutional and academic integrity by offering weak master’s programs.

Second, the programs should act as a legitimate means to students’ professional ends. Graduate education, like all education, is expensive, and Duke must only accept students to programs that will make both the students' and the university’s investment in each other worthwhile. It is not evident that a master’s in “Historical and Cultural Visualization,” for example, does this in any respect. The University should be transparent to applicants, publishing the placement statistics for its current master’s programs, and remain cautious when accepting new programs. Anything short of this is unfair to both parties.

Lastly, master’s students should not diminish the academic experience of their undergraduate and doctorate peers. Rather, their presence should enrich the scholarly environment and complement their fellow students’ pursuits.

Warren Grill, Addy Family Professor of biomedical engineering, noted that master’s students have made the discussion in their classes “superficial.” This is precisely the opposite of Duke’s mission. One of the University’s biggest selling points, especially as of late, is its focus on a nourishing, scholarly climate. Low student-to-faculty ratios, intimate classroom settings, high professor ratings and Flunches are all positive aspects of Duke’s educational package. The fact that professors feel master’s programs compromise Duke’s academic environment is a serious concern.

Ultimately, as the demand for master’s degrees continues to grow, Duke must be wary of the broader effects the programs have on the school’s goals. Offering a wide range of educational opportunities is admirable, but it should never come at the expense of Duke’s most closely held values–intellectual development through rigor and dialogue.