CHEMISTRY EDUCATION: RESEARCH AND PRACTICE IN EUROPE 2000, Vol. 1, No. 1, pp. 169-174	THE PRACTICE OF CHEMISTRY EDUCATION(PAPER) Chemical education in Europe: Curricula and policies

Raymond G. WALLACE
The Nottingham Trent University, Department of Chemistry & Physics

THE CHEMISTRY GRADUATE DESTINED FOR EMPLOYMENT BUT WITH NO EXPERIENCE OF IT. DOES IT MAKE SENSE?

ABSTRACT: The role of universities in the education of the next generation is perceived in different ways, but many would see, particularly in science, universities taking young people to the forefront of knowledge in a discipline and providing them with ability to be independent learners and thinkers. Universities are autonomous bodies and although cognisant of the world outside, and interacting, with it, tend to see their mission as self-contained. The ultimate destination for many chemistry graduates, industry, is perceived by many academics as being 'out there' and although providing increasingly useful sources of research funds is not seriously addressed as the 'customer' for the universities' products - graduates. This paper describes recent developments through an MChem enhanced undergraduate degree programme, which provides a truly integrated academe-industry degree. The paper traces its history from simple 'sandwich degree training', via an accredited diploma, to a fully fledged degree. [Chem. Educ. Res. Pract. Eur.: 2000, 1, 169-174]

KEYWORDS: chemistry graduate; employment; industry university partnership; MChem (Industry); new degree

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