Doctoral Education in Chemistry: 21st-Century Challenges and Prospects for Reforms

Abstract

Doctoral education in chemistry (DEC) plays a pivotal role in advancing scientific knowledge, training independent researchers, and preparing graduates for diverse career paths. This dissertation examines the goals, priorities, and outcomes of chemistry doctoral education through two perspectives: handbooks and faculty perspectives. A strand of the research also provides insights into the experiences of women faculty in academia, highlighting how they navigate systemic challenges and the supports that aid their success. Using the backward design framework, the study first investigates learning goals of programmatic elements in chemistry graduate handbooks, assessing their alignment with broader educational goals. Findings suggest that many handbooks lack explicit learning goals, indicating a gap in structured program design based on backward design. Faculty perspectives reveal a range of intended goals for doctoral training, with two primary goals: preparing students for competitive careers and cultivating independent scientists. Secondary goals include fostering critical or independent thinking, generating novel research, and institutional ranking contributions. Further analysis highlights some degree of misalignment between doctoral education’s structure and workforce demands, with concerns over inadequate professional skill development. This research highlights the need for reforms in chemistry doctoral programs that bridge these gaps, ensuring that chemistry PhD graduates are well-equipped for both academic and non-academic careers. This dissertation also examines the goals/outcomes of the programmatic elements, offering a comprehensive evaluation and insights for improving its alignment with doctoral education goals and 21st-century professional skills. Building on this evaluation, key structural challenges within DEC were identified, offering evidence-based insights to guide future reform efforts. In addition, this dissertation highlights how women faculty navigate academia amid structural barriers, emphasizing the critical role of mentorship, institutional support, and equitable policies in fostering their success and retention. Overall, this study provides evidence-based insights to improve chemistry doctoral programs and broader STEM education initiatives, while identifying strategies to support women in advancing academic careers more effectively.