2019 acs graduate Student Survey Report

Table 3.2.1. Master’s Degree Students’ Self-Reported Core Competency Ratings
 Core competency 
Mean* (SD)
Disciplinary and interdisciplinary knowledge: Developed core disciplinary 
knowledge and the ability to work between disciplines. (n=163) 
4.01 (0.89)
Professional competencies: Developed abilities defined by a given 
profession (e.g., chemical sciences). (n=163) 
4.02 (0.87)
Foundational and transferable skills: Developed skills that transcend disciplines 
and are applicable in any context, such as communications, leadership, and working
in teams. (n=164) 
4.13 (0.93)
Research: Developed the ability to apply the scientific method, understand the
application of statistical analysis, gain experience in conducting research and other 
field studies, learn about and understand the importance of research responsibility
and integrity, and engage in work-based learning and research in a systematic
manner. (n=164) 
4.06 (0.95)
*Each question was measured on a 5-point scale, where 5 = strongly agree and 1 = strongly disagree.
tencies,” “Foundational and transferrable skills,” and “Research.” Data in Table 3.2.1 show that 
masters’ degree students’ rating for all core competencies was overall above a mean of 4. The 
highest rating was associated with foundational and transferrable skills such as communication, 
leadership, and teamwork skills.
The Committee on Revitalizing Graduate STEM Education for the 21st Century published ten 
core competencies for doctoral degree students that fall under the two categories, “Develop 
Scientific and Technological Literacy and Conduct Original Research” and “Develop Leadership, 
Communication, and Professional Competencies.” Data in Table 3.2.2 show that doctoral degree 
student respondents feel that their graduate education to date helped them to develop robust 
competencies under both main categories. The highest and the lowest mean ratings for the “De-
velop Scientific and Technological Literacy and Conduct Original Research” competency cluster 
were associated with ethical conduct of research (4.08) and “sufficient trans-disciplinary literacy to 
suggest multiple conceptual and methodological approaches to a complex problem” (3.80).
The highest and the lowest mean ratings for the “Develop Leadership, Communication, and Pro-
fessional Competencies” cluster were associated with collaborative/team work (4.21) and “pro-
fessional competencies, such as interpersonal communication, budgeting, project management, 
or pedagogical skills that are needed to plan and implement research projects” (3.66).
Overall, master's degree students seem to feel more proficient in their core competencies than 
doctoral degree students. It must be emphasized that this survey captured self-reported data. 
Other studies might want to compare self-reported data with data from corresponding advisors or 
mentors and from peers.