Discussion Overview
The discussion revolves around the value of obtaining a Master's degree in Physics compared to a Master's degree in Electrical Engineering (EE) for pursuing a career in industry, particularly in engineering and research roles. Participants explore the implications of choosing a physics-focused education versus an engineering-focused one, with a specific interest in areas like Solid State and Condensed Matter.
Discussion Character
- Debate/contested
- Conceptual clarification
- Technical explanation
Main Points Raised
- One participant expresses concern about the utility of a Master's in Physics for industry roles, suggesting that an engineering Master's may be more recognizable and valuable.
- Another participant agrees that an engineering MS is 'worth more' in terms of industry recognition, though they acknowledge that 'worth more' might not be the best phrasing.
- A participant suggests that pursuing a Master's in Applied Physics may not lead to significant opportunities, recommending a PhD for those interested in condensed matter.
- One participant shares anecdotal evidence of students who transitioned from PhD programs to MS degrees in condensed matter without securing job offers, implying a potential disadvantage of the physics path.
- Another participant notes that some EE programs allow for work in condensed matter, suggesting that students should seek universities with faculty engaged in materials research and ensure the program includes a thesis component.
- This participant also reiterates the sentiment that an EE Master's is generally more recognizable to employers than a physics Master's.
Areas of Agreement / Disagreement
Participants generally express a consensus that a Master's in Electrical Engineering may be more advantageous for industry careers compared to a Master's in Physics. However, there are differing opinions on the value of an Applied Physics degree and the necessity of pursuing a PhD for serious research opportunities.
Contextual Notes
Participants highlight the importance of institutional factors, such as the availability of research opportunities within EE programs and the requirement of a thesis for practical experience. There is also mention of individual experiences with job placement, which may not be representative of broader trends.