Increasing faculty support, respect, and ability to help doctoral students explore non-academic research career opportunities

Abstract

We examined the role of the NIH-funded Broadening Experiences in Scientific Training (BEST) program at Wayne State University in increasing faculty (1) support for doctoral students exploring non-academic research opportunities, (2) respect for non-academic research, and (3) ability to help students with non-academic research career exploration. Ninety-seven faculty participated in one or more BEST activities over a five-year period. Fifty-three of those faculty (55%) completed an online survey about their participation in the program and their support, respect, and ability to help students explore non-academic research careers. Sixteen of these faculty were also interviewed in depth about their perspectives on the role professional development can play in enhancing faculty perspectives about non-academic research career options for their students. The survey and interview data reveal some changing perceptions of BEST faculty participants in their attitudes toward and respect for non-academic research careers, as well as in their ability to help students in career exploration. These faculty perceptions correlated with their level of participation in BEST activities. Importantly, this study also showed that some faculty believe they lack the experience and connections outside of academia to adequately support doctoral students' career exploration. The results of this NIH-funded BEST program on faculty attitudes underscore the influence of federally funded programs in changing institutional attitudes towards supporting student career choices that have broad societal impact.