Psychology is a very popular undergraduate major. Examining wage data from a range of degree holders reveals much about the expected career trajectories of those with psychology degrees. First, regarding baccalaureates, psychology and other liberal arts graduates—compared with those from certain preprofessional and technical undergraduate programs—generally fall in relatively low tiers of salary levels at both starting and later career points. Salary levels among baccalaureate alumni groups correlate with averaged measures of salary satisfaction, repeated job seeking, and perceptions of underemployment. These patterns seem to stem from the specific occupational categories (job titles) entered by graduates in psychology compared with other graduates, calling into question the employability advantage of so-called generic liberal arts skills. Second, psychology master’s degree holders also generally fall in a low tier of salary among their science, engineering, and health counterparts. Third, psychology college faculty (including instructors) fall in low tiers of salary compared with their colleagues from other academic fields. Such broadly based indications of the relative economic disadvantages of psychology degrees have implications for career counseling in the field.

This paper discusses empirical comparisons of higher education institutions across world regions. It argues that institutional data systems have the potential for complementing global comparisons promoted by rankings by providing sensible information on institutional size, budgets, staffing, enrolments and activity profiles. With this perspective in hand, this paper tackles three questions. First, how is it feasible to identify Higher Education Institutions (HEIs) given their complex structures? Second, how is it feasible to define the perimeter of HEI sectors? Third, what kinds of data could be used for comparison, and where are the main data gaps? By analysing institutional data systems across the United States, Europe and Asia, the paper concludes that institutional data systems display some remarkable similarities that make them an important resource for global comparisons; however, variation in the context of data production and usage implies differences in the higher education perimeter and on institutional delimitation; sensible comparisons, therefore, require explicit knowledge of the institutional context in which data have been borne.

This study employs a quantitative method to understand the qualities of college experience that impact timely degree attainment. We specifically focus on how low socio-economic background students transition to and navigate the academic and social environment of a selective pubic research university. The study applies a longitudinal analysis to the institutional-level data from academic years 2006–2007 through 2012–2013 to examine college experiences germane to timely degree completion and level of academic performance. By focusing on student academic and social experiences transitioning into college, the study critically examines institutional policies and practices that influence degree attainment and the quality of further education outcomes. Implications of the results for institutional policies and practices are discussed.