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Bachelor of General Studies
Bachelor of General Studies
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A Bachelor of General Studies or a Bachelor in General Studies (BGS) is a highly interdisciplinary undergraduate academic degree offered by higher education institutions that "allows students to combine and explore multiple subjects."[1]

The concept of general studies derives from the medieval European university concept of studium generale. A BGS program allows students to design a degree plan with advisors while meeting their academic institution's general requirements. Students can typically choose from concentrations in a variety of areas.

The University of Michigan is the only[failed verification] university in the U.S. News & World Report Best Colleges Ranking top 50 that offers a Bachelor in General Studies degree program.[1][2] Despite its name, the Columbia University School of General Studies does not confer Bachelor of General Studies degrees but Bachelor of Arts degrees instead.[3]

See also

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References

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Bachelor of General Studies

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The Bachelor of General Studies (BGS) is an program, primarily offered , designed to provide a flexible, interdisciplinary that allows students to tailor their coursework across various academic disciplines, rather than adhering to a traditional single-major structure. This degree emphasizes broad , , and adaptable skills, making it suitable for exploring diverse interests while fulfilling general requirements. Typically requiring 120 credit hours, the BGS curriculum includes a core of foundational courses in areas such as humanities, social sciences, natural sciences, and , often complemented by electives or concentrations in fields like , liberal arts, or social sciences. Students collaborate with advisors to create an individualized plan of study, which may incorporate prior transfer credits, and programs frequently mandate advanced-level coursework, minors, or a capstone project to demonstrate integrated learning. Offered by many public universities, the degree is accredited under regional standards and focuses on developing communication, analytical, and problem-solving abilities applicable to multiple career sectors. The BGS is particularly geared toward non-traditional students, including working adults, career changers, and those with accumulated credits from previous institutions, who seek a versatile pathway to degree completion without rigid specialization. Benefits include enhanced employability in fields such as , healthcare administration, and , where broad expertise is valued, as well as preparation for graduate studies or professional certifications. By fostering a multidisciplinary perspective, the degree equips graduates to navigate complex, evolving job markets with resilience and intellectual flexibility.

Overview

Definition and Purpose

The Bachelor of General Studies (BGS) is an that emphasizes an interdisciplinary approach, integrating from diverse academic fields to provide a broad base of rather than deep specialization in one area. This flexible program typically requires the completion of 120 credit hours, allowing students to select courses across multiple disciplines while meeting foundational requirements in areas such as , social sciences, and natural sciences. The primary purpose of the BGS is to develop key transferable skills, including , effective communication, and adaptability, equipping graduates to navigate complex, multifaceted challenges in various contexts. It offers a customizable pathway for students seeking a without the constraints of a traditional major, enabling tailored educational experiences that align with individual interests and prior learning. Many BGS programs conclude with a capstone project or that demonstrates the integration of acquired interdisciplinary knowledge and skills. At its core, the BGS promotes a liberal arts-oriented that encourages customization of studies and holistic intellectual growth, fostering versatility in an era of evolving professional and societal demands.

Target Audience

The Bachelor of (BGS) primarily attracts non-traditional undergraduate students, defined by the (NCES) as those who delay enrollment, attend part-time, are financially independent, have dependents, or work full-time while studying. These students represent about 73% of all U.S. postsecondary enrollees, with adult learners aged 25 and older comprising about 24–30% of undergraduates pursuing degrees (as of 2023). Returning students with accumulated college credits but no degree, military veterans, and transfer students from multiple institutions are particularly drawn to BGS programs, as a small percentage (around 1.9% as of 2021–22) of bachelor's degrees are conferred in liberal arts, , and fields, frequently among non-traditional cohorts. Many enroll part-time or online to accommodate work and family obligations, with approximately 33% of undergraduates attending part-time (as of 2024). Motivations for pursuing a BGS often center on its flexibility, appealing to career changers seeking to leverage diverse skills without committing to a rigid major, as well as individuals aiming to complete interrupted or pursue personal enrichment. Students with 45 or more prior credits frequently choose BGS for timely degree completion to meet employment requirements or advance professionally, especially when traditional majors do not align with their life experiences. Over half of BGS enrollees are transfers or non-traditional learners, driven by the program's interdisciplinary approach that supports broad exploration rather than specialized training. BGS programs address unique challenges faced by these students through mechanisms like prior learning assessments (PLA), which convert non-academic experiences—such as , professional training, or volunteer work—into credits, potentially accelerating degree completion. For instance, institutions like and the integrate PLA into BGS curricula, allowing up to 12-30 credits for demonstrated competencies, thereby recognizing life experiences equivalent to formal coursework. This feature is particularly beneficial for veterans and working adults, reducing financial and time barriers associated with traditional degree paths.

History

Origins in Nontraditional Education

The conceptual foundations of the Bachelor of General Studies degree emerged in the mid-19th century amid efforts to expand higher education beyond elite, classical models toward more accessible and inclusive forms, particularly and . In the U.S., the Morrill Land-Grant Act of 1862 played a pivotal role by allocating federal lands to states for the creation of institutions focused on , mechanic arts, and classical studies, thereby promoting practical yet broad learning for working-class students. These land-grant universities, such as those established in the ensuing decades, began introducing formal curricula in the 1880s that integrated general principles, aiming to democratize and prepare diverse populations for industrial and civic life without strict vocational specialization. In , parallel innovations underscored the push for nontraditional education, with the launching its Extension program around to deliver lectures and classes to audiences outside the university's traditional walls. This initiative, formalized in 1878 with the first public lecture in Birmingham, sought to provide higher education to ordinary citizens, including women and workers, through flexible formats that emphasized intellectual broadening over narrow professional training. The program's success, reaching thousands by the late , influenced the philosophical underpinnings of general studies by prioritizing self-directed, interdisciplinary learning as a means of social upliftment. The Chautauqua movement in the United States further exemplified these origins, commencing in 1874 with the founding of the Chautauqua Lake Sunday School Assembly by John H. Vincent and Lewis Miller to train educators and church workers. Evolving rapidly into a nationwide phenomenon, it offered lectures, classes, reading circles, and correspondence courses focused on general cultural and intellectual development rather than vocational skills, attracting over 100 independent assemblies by 1900. This emphasis on lifelong, broad-based learning for nontraditional adults laid groundwork for later programs, inspiring institutions to adopt similar accessible models. At , nontraditional education took root in the mid-19th century through early efforts to serve part-time students, teachers, and professionals, conceptualizing curricula tailored to working adults well before the formal establishment of the School of General Studies in 1947. These 19th-century initiatives reflected a broader shift toward flexible, inclusive higher education that prioritized general growth, setting the stage for the degree's evolution in the .

Post-WWII Expansion and Modern Development

The Servicemen's Readjustment Act of 1944, commonly known as the , served as a pivotal catalyst for the expansion of flexible higher education programs following . By providing tuition assistance, living stipends, and other support to over 7.8 million veterans, the legislation dramatically increased enrollment, with veterans comprising nearly half of all U.S. students by 1947. This influx necessitated innovative degree structures to accommodate returning service members with diverse prior experiences and interrupted studies, fostering the development of BGS-like programs rooted in nontraditional formats, such as extension divisions and individualized majors. For instance, Columbia University's School of General Studies was restructured in 1947 specifically to meet the needs of these veterans, offering a broad, adaptable curriculum that prefigured modern degrees. The and marked a period of significant institutional growth for programs, driven by the proliferation of community colleges and open-access universities. Enrollment in community colleges surged from about 600,000 students in 1960 to over 3.5 million by 1980, as these institutions emphasized accessible, transfer-oriented associate degrees in general studies that could articulate into bachelor's-level flexible programs. Concurrently, policy shifts like the expanded federal aid through grants and loans, broadening access for adult learners and underrepresented groups, while bodies began endorsing interdisciplinary approaches to ensure program quality and relevance. This era saw universities formalizing BGS offerings to support , with examples including tailored pathways for working professionals at public institutions. In the 1990s, technological advancements propelled online adaptations of BGS programs, enhancing accessibility for nontraditional students. Institutions like launched their online division in 1995, introducing flexible general studies degrees that integrated and credit for prior experience, aligning with the growing demand for amid workforce shifts. More recently, competency-based education models have further modernized BGS development, emphasizing mastery of skills over seat time; , established in 1997, pioneered this approach with affordable, self-paced bachelor's programs that incorporate interdisciplinary elements for career-focused learners. Accreditation standards from bodies like the New England Commission of Higher Education continue to support such innovations by requiring demonstrated student outcomes in interdisciplinary contexts.

Program Structure

Core Degree Requirements

The Bachelor of General Studies (BGS) degree generally requires the completion of 120 semester credit hours to fulfill the standard framework. These credits are typically allocated across general education (30-60 hours), major or interdisciplinary components (30-45 hours), and electives to complete the total. A minimum of 30 credits must be earned at the awarding institution to meet residency requirements, ensuring a portion of the degree is completed under the university's direct oversight. Academic standards for the BGS emphasize foundational proficiency and progression, with a required cumulative GPA ranging from to 2.5. At least 30-45 hours must consist of upper-division (300-level or above) to demonstrate advanced learning. Residency provisions often extend to the final 30 credits, reinforcing institutional completion. Completion of the BGS typically involves a or portfolio that assesses integrated learning across disciplines, serving as a culminating of the student's broad educational experience. A is not standard unless explicitly required by the institution. These elements establish a baseline framework, with flexibility in allowing customization to individual goals.

Curriculum Components and Flexibility

The curriculum of a Bachelor of General Studies (BGS) program typically includes a foundational general education component comprising 42 to 60 credit hours distributed across disciplines such as , sciences, and , providing students with a broad liberal base. This core ensures exposure to essential knowledge areas like communication, , natural sciences, social sciences, and , often aligned with state-mandated core curricula. Many BGS programs, such as those at the and , require students to select three distinct "components" or concentrations, each typically ranging from 15 to 30 credit hours, allowing customization in areas such as , sciences, or . These components enable students to tailor their studies to personal or professional interests, with courses drawn from various academic departments to form cohesive thematic clusters. Flexibility is a hallmark of BGS curricula, featuring extensive elective options that span multiple disciplines and permit interdisciplinary integration through projects or capstone experiences that connect diverse fields. Programs often award credit for prior learning, including standardized exams like CLEP and recognition of military training or professional experience, accelerating degree completion for nontraditional students. Assessment in BGS programs emphasizes practical application through coursework, examinations, and experiential learning activities, such as portfolios or field-based projects, rather than rigid mandates. Many programs waive requirements for foreign languages or laboratory sciences, prioritizing adaptability over specialized prerequisites.

Admission and Enrollment

Eligibility and Prerequisites

Eligibility for the Bachelor of General Studies (BGS) typically requires applicants to hold a or its equivalent, such as a (GED) certificate, as the foundational academic qualification for entry into postsecondary education. Many programs further mandate a minimum number of prior credits, often 60 or more semester hours from a regionally accredited , positioning the BGS as an upper-division degree primarily for transfer students rather than first-year entrants. Unlike traditional majors, BGS programs generally impose no specific prerequisite courses in a particular discipline, allowing broad accessibility for those with diverse academic backgrounds. A minimum cumulative grade point (GPA) on prior coursework is commonly required, ranging from 2.0 to 2.7 on a 4.0 scale depending on the , to ensure readiness for upper-level studies. Applicants falling below these thresholds may receive probationary admission, often contingent on consultation with an academic advisor or demonstration of potential through other means. Experiential eligibility is frequently incorporated through prior learning assessment (PLA), which evaluates non-traditional learning from work experience, , or professional certifications for potential credit toward degree requirements. For instance, and service are recognized via PLA processes that award credits for documented competencies, facilitating completion for veterans. Age and residency are not typically strict prerequisites, though some programs target learners aged 21 or older to align with nontraditional pathways. Non-native English speakers must demonstrate proficiency, often through standardized tests like the TOEFL with minimum scores such as 79 on the internet-based version, to ensure academic success in English-medium instruction. Transfer credits from prior institutions are evaluated separately to determine applicability toward the BGS, but this process follows initial eligibility determination.

Application Process and Transfer Credits

The application process for a Bachelor of General Studies (BGS) program typically begins with an online submission through the university's admissions portal, where applicants provide personal information, academic history, and supporting documents such as official transcripts from all previously attended institutions. Many programs require additional materials like a resume highlighting professional experience and a personal statement outlining career goals and reasons for pursuing a degree, particularly for non-traditional students. Application fees generally range from $30 to $90 and are non-refundable, with rolling admissions being common to accommodate working adults and transfer students. Upon submission, the evaluation of transfer credits is a critical component, allowing applicants to integrate prior academic work toward the degree's 120-credit requirement. Most BGS programs accept up to 90 credits from regionally accredited institutions, provided the courses earn a grade of C or better and align with general education or elective categories. For non-traditional learning, such as professional experience, many institutions offer prior learning assessment (PLA) through portfolio reviews, where applicants document competencies gained from work, potentially earning up to 30 credits for five or more years of relevant experience. Articulation agreements with community colleges facilitate seamless transfer of associate degrees or general studies coursework, often guaranteeing credit for up to 60 semester hours. The entire process, from application submission to credit evaluation, usually takes 4 to 6 weeks, during which admissions offices review transcripts and notify applicants of provisional acceptance. Following initial approval, dedicated advising sessions help map transfer credits to degree requirements, ensuring optimal progress and minimizing time to completion. This structured support is especially valuable for students with fragmented academic histories, enabling them to resume studies efficiently.

Institutional Variations

Examples from U.S. Universities

The offers a Bachelor of General Studies (BGS) program designed for transfer students seeking a flexible path to completion, requiring a total of 120 credit hours overall, with the major consisting of 45 credit hours distributed across three student-selected areas of study (15 credits each). Each component mandates at least 6 credit hours at the 3000-level or above and a minimum C- grade per course. The program has been fully available online since the early 2010s through Mizzou Online, allowing nontraditional students to complete it without campus visits. Southern New Hampshire University (SNHU) provides an online in , totaling 120 credit hours, with up to 90 credits transferable from prior college work, partnerships, or work-life experiences, provided they meet a C- grade threshold and align with program standards. The curriculum emphasizes flexibility, allowing students to select career-aligned electives or concentrations in areas such as , or social sciences to tailor the degree toward professional goals. This program attracts a large number of online learners, with approximately 1,300 students graduating annually in as of 2023, contributing to SNHU's overall enrollment exceeding 200,000 students university-wide as of 2024. Columbia University's School of General Studies (GS) caters to nontraditional and returning adult students through its programs, which require a specific major alongside a rigorous core curriculum similar to that of Columbia College, totaling 124 credit hours including foundational courses in , , , and global perspectives. Targeted at individuals with prior life or work experience, the programs integrate capstone elements such as senior seminars or projects within the chosen major. GS students benefit from the same faculty and resources as traditional undergraduates, with more than 75% of entering classes being transfer or returning students.

International Equivalents and Adaptations

In the United Kingdom, the Open University offers the BA/BSc (Hons) Open degree, established in 1969 as part of the institution's founding mission to provide accessible higher education through distance learning. This program allows students to select modules from any subject area, accumulating 360 credits over three to six years in a modular structure that emphasizes flexibility and personalization, serving as a direct equivalent to general studies degrees by enabling broad interdisciplinary exploration without a fixed major. Similarly, the BA (Hons) Arts and Humanities at the Open University permits specialization in one or two disciplines while covering diverse perspectives across arts subjects, further adapting the general studies model to distance education formats. In Canada, the (UBC) provides a in , designed as a liberal studies program drawing courses from , social sciences, sciences, and creative arts to foster broad intellectual development. Requiring 120 credits, including foundational and breadth requirements, this degree offers significant elective flexibility, with some campuses like UBC incorporating options for indigenous studies to address cultural and historical contexts in the curriculum. Australia's offers a flexible as a equivalent, spanning more than 45 subject areas in and social sciences with broad elective options to encourage interdisciplinary learning. The program requires 144 credit points over three years, allowing students to tailor their studies without rigid specialization, though certain pathways may emphasize indigenous studies to integrate local cultural perspectives. Under the , initiated in 1999, European higher education systems standardized three-year bachelor's degrees (typically 180 ECTS credits) to promote mobility and comparability, facilitating the development of interdisciplinary programs akin to . This framework has spurred the rise of liberal arts and sciences bachelor's degrees in university colleges across countries like the and , where students pursue broad curricula combining , sciences, and social sciences before optional specialization. In Asia, India's Indira Gandhi National Open University (IGNOU) delivers a Bachelor of Arts (General) program through open and distance learning, blending disciplinary, interdisciplinary, and skill-based courses to enhance in diverse sectors. Structured around 120 credits over three to six years, it allows learners to choose from disciplines like , , and , adapting the general studies model to support working adults and regional accessibility needs.

Comparisons to Other Degrees

Versus Traditional Bachelor's Degrees

The Bachelor of General Studies (BGS) differs fundamentally from traditional bachelor's degrees such as the (BA) or (BS) in its emphasis on breadth over depth. While BA and BS programs typically require students to concentrate 40-60 credit hours in a single major field, providing specialized knowledge in disciplines like , , or , the BGS eschews a traditional major altogether, instead promoting interdisciplinary exploration across multiple areas. This structural divergence is evident in the allocation of coursework: BGS curricula often dedicate 50% or more of credits to electives, allowing students to tailor their education to personal or professional interests without rigid departmental constraints, in contrast to traditional degrees where electives comprise only 20-30% of the program, with the majority focused on core major requirements and prerequisites. The advantages of the BGS include greater flexibility for non-traditional students, such as working adults or those with diverse career goals, enabling customization that accommodates varied life experiences and interests. However, it may be perceived as less rigorous by some employers or programs due to the absence of deep specialization, whereas traditional BA/BS degrees foster expertise that aligns directly with specific career paths in fields like or . Both degree types are generally accredited by regional bodies such as the (HLC), ensuring comparable academic standards, though BGS programs are frequently housed within liberal arts colleges to underscore their broad, integrative approach.

Versus Associate Degrees and Certificates

The Bachelor of General Studies (BGS) represents a full baccalaureate credential that contrasts with associate degrees in scale and academic rigor. Associate degrees, such as the Associate of Arts (AA) in or Associate of Applied Science (AAS), generally require 60 credit hours completed over two years, often at community colleges, with an emphasis on foundational liberal arts or vocational preparation. In comparison, the BGS demands approximately 120 credit hours, including at least 30-45 hours of upper-division (typically 300-level or higher), fostering deeper interdisciplinary analysis and synthesis across , sciences, and social fields. This structure positions the BGS as a culmination of , rather than an entry-level qualification. BGS programs frequently serve as a bridge for associate degree holders, incorporating transfer credits to streamline completion. Through 2+2 articulation agreements common in public university systems, the 60 credits from an associate degree often satisfy general education requirements, enabling students to focus the remaining two years on advanced electives and concentrations tailored to personal or professional goals. For instance, institutions like the require at least 60 prior credits or an associate degree for BGS admission, ensuring efficient progression while upholding bachelor's standards. In contrast to certificates, which are concise credentials spanning 15-30 hours and targeting specific vocational competencies—such as or —the BGS provides a holistic, degree-level framework integrating broad knowledge domains. Certificates prioritize immediate skill acquisition without general education components, whereas the BGS embeds such specialized training as optional electives or minors, allowing customization within its comprehensive 120-credit structure. This integration enables BGS graduates to layer practical expertise atop foundational , distinguishing the degree from standalone certificates.

Career Outcomes and Benefits

Employment Prospects

Graduates of the Bachelor of General Studies (BGS) program often enter versatile career paths that leverage their broad interdisciplinary knowledge, including administrative roles, , , and positions in non-profit organizations. According to U.S. (BLS) data for liberal arts and fields, which closely align with BGS outcomes, approximately 790,310 individuals were employed in 2023, with a median annual wage of $60,000; salaries can vary based on concentrations such as or social sciences, potentially reaching higher in specialized administrative or roles (as of 2023). Success in the job market for BGS holders is supported by strong placement rates, with the National Association of Colleges and Employers (NACE) reporting that 57.2% of bachelor's graduates overall secure full-time employment within six months of graduation, while nearly 85% achieve positive outcomes including employment or (class of 2023). This broad skill set enables roles like project coordinators in business settings or community organizers in non-profits, where adaptability and are valued over narrow technical expertise. Despite these opportunities, BGS graduates may face challenges from perceptions of the degree as overly generalist, potentially requiring additional certifications or to compete in specialized fields; however, it proves particularly advantageous for mid-career professionals seeking advancement through transferable skills.

Advantages for and

The Bachelor of General Studies (BGS) degree emphasizes self-directed learning, enabling students to customize their around personal interests and goals, which fosters greater and adaptability in educational pursuits. This approach equips graduates with the skills to navigate diverse learning environments independently, promoting a of continuous beyond formal academia. Alumni often leverage this foundation to engage in hobbies, volunteer activities, and informal skill-building, such as programs or online courses, contributing to enhanced and family-oriented learning initiatives. As a versatile credential, the BGS serves as an effective pathway to graduate education, with many programs accepting it as a prerequisite for advanced degrees like the (MBA) or (MPA). It also bridges to professional certifications, including the Project Management Professional (PMP), which requires only a regardless of major. Graduates report using the degree's broad foundation to transition into specialized master's programs, enhancing their eligibility through demonstrated interdisciplinary competencies. The BGS uniquely cultivates interdisciplinary thinking by integrating knowledge from multiple fields, preparing holders for complex, multifaceted careers that demand innovative problem-solving and synthesis of diverse perspectives. Research indicates that graduates of similar liberal arts-oriented programs, including , exhibit higher rates of continued education and habits compared to those with more specialized undergraduate degrees, supporting sustained engagement in .

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  103. https://www.burningglassinstitute.org/bginsights/the-long-game-how-college-rankings-change-over-the-career-lifecycle
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