It is high time we address a critical issue permeating graduate education: The prevailing treatment of graduate students in universities as laborers rather than learners and future scholars. This longstanding problem (Leshner 2018LESHNER AI. 2018. Student-centered, modernized graduate STEM education. Science 360: 969-970.), increasingly scrutinized, has significant implications for the development of new scientists and academicians.
Graduate students, crucial in research and teaching, often find their educational roles overshadowed by labor demands (Spinrad et al. 2022SPINRAD ML, RELLES SR & WATSON DL. 2022. Not in the Greater Good: Academic Capitalism and Faculty Labor in Higher Education. Education Sciences 12: 912.). This imbalance compromises their educational experience and threatens the quality of scientific research and higher education. Particularly in fields with limited grant funding, an over-reliance on graduate students for bureaucratic, teaching, and research duties adversely affects their academic and professional growth. Consequences include delayed thesis development, stress, burnout, and inadequate preparation for future academic or research roles. This situation risks creating a cycle where underprepared graduate students become tomorrow’s professors and researchers, perpetuating a problematic culture that hinders the growth of a robust, innovative, healthy, and ethically sound academic community.
To combat these issues, we propose four strategies: (i) Enhanced Supervision and Mentorship - Encouraging and training faculty to focus on graduate students’ academic and professional development (Hund et al. 2018HUND AK, CHURCHILL AC, FAIST AM, HAVRILLA CA, LOVE STOWELL SM, MCCREERY HF, NG J, PINZONE CA & SCORDATO ESC. 2018. Transforming mentorship in STEM by training scientists to be better leaders. Ecol Evol 8: 9962-9974.). (ii) Fair Compensation and Benefits - Ensuring graduate students receive adequate stipends, healthcare, and professional development resources (Jordan & Howe 2018JORDAN K & HOWE C. 2018. The perceived benefits and problems associated with teaching activities undertaken by doctoral students. Teaching in Higher Education 23: 504-521.). (iii) Increased Funding for Graduate Education - Urging universities and funding agencies to boost support, reducing dependency on graduate student labor for non-educational activities. (iv) Policy and Regulatory Reforms - Implementing regulations to protect graduate students’ rights and balance their educational and labor contributions.
In conclusion, recognizing and nurturing graduate students as key to future academic and research advancements is crucial. Their well-being and development are pivotal for scientific progress and societal betterment. As we approach new scientific frontiers, let us remember that today’s graduate students are the architects of tomorrow’s discoveries, and their holistic development is key to human progress and survival.
REFERENCES
- HUND AK, CHURCHILL AC, FAIST AM, HAVRILLA CA, LOVE STOWELL SM, MCCREERY HF, NG J, PINZONE CA & SCORDATO ESC. 2018. Transforming mentorship in STEM by training scientists to be better leaders. Ecol Evol 8: 9962-9974.
- JORDAN K & HOWE C. 2018. The perceived benefits and problems associated with teaching activities undertaken by doctoral students. Teaching in Higher Education 23: 504-521.
- LESHNER AI. 2018. Student-centered, modernized graduate STEM education. Science 360: 969-970.
- SPINRAD ML, RELLES SR & WATSON DL. 2022. Not in the Greater Good: Academic Capitalism and Faculty Labor in Higher Education. Education Sciences 12: 912.
Publication Dates
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Publication in this collection
29 July 2024 -
Date of issue
2024
History
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Received
11 Jan 2024 -
Accepted
26 Apr 2024
