The Goal of Doctoral Education in Chemistry: Faculty Perspectives

Abstract

This study examines the overarching goal(s) of doctoral education in chemistry (DEC) from the perspective of research-active faculty. Faculty perspectives on DEC's goals are explored through comprehensive faculty interviews designed in accordance with teacher-centered systemic reform framework. Interviews were conducted with 46 faculty members, employing an interview protocol refined through iterative input and consensusbuilding. Six interrelated goals were identified: two primary goals (preparing students to be competitive for future careers and cultivating independent scientists) and four secondary goals (fostering expertise, nurturing critical thinkers, generating novel research, and contributing to institutional rankings). Further analysis of faculty responses yielded three key insights: Preparing students for a career and preparing students to be independent scientists are convergent goals; students may be receiving imbalanced preparation for their actual careers; faculty expressed varying levels of confidence in identifying program goals. Implications for future research and program designers are outlined based on these findings. Overall, this research provides insights into DEC, emphasizing the importance of well-rounded graduates equipped with expertise, critical thinking skills, and adaptability to address emerging challenges.