Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

Strategy of education in modern Analytical Chemistry and model curriculum

Summary An analysis of the present situation of Analytical Chemistry is performed, taking into consideration the difference to be observed between the large and further increasing importance of Analytical Chemistry in industrial research, development and quality control and the poor reputation of the subject at many universities. The main reason for the latter can be located in the existence of outdated curricula for Analytical Chemistry. Many chairs or departments of Analytical Chemistry leave the education in modern physical methods for separation and identification as well as Computer Based Analytical Chemistry (COBAC) and its applications to life-, environmental- and material sciences to other departments and restrict themselves to classical subjects. According to a survey of the Working Party on Analytical Chemistry of the Federation of European Chemical Societes (Chairman: Prof. Dr. E. Pungor) this holds true especially for universities without an own chair or department of Analytical Chemistry. Modern Analytical Chemistry, however, is definitively no longer an appendix of any other subject but the interdisciplinary science of the generation of information about the composition and the structure of matter. Furthermore Analytical Chemistry is the key to solve problems related to material systems. It is the — certainly difficult but fascinating — task of the professor of Analytical Chemistry to present together with his team the complex modern curricula (chemical analysis, biochemical analysis, chemometrics, analytical strategies, material analysis, clinical analysis, environmental analysis etc.) according to the principle of the reduction to the scientific basis.Students should be able to read and understand the present literature but must be able to deal with future developments as well. Such a presentation of the basic principles of the methods of Analytical Chemistry is superior to any phenomenological way. The idea of an intellectual School of Analytical Chemistry with a coordinated distribution of duties has turned out to be very successful in the realization of this ambitious teaching concept. Based on these and further thoughts an ideal model curriculum for Analytical Chemistry at Technical Universities is presented and compared with actual situations.

---

Strategie der Lehre und Modellehrplan für das Studium der modernen analytischen Chemie

Zusammenfassung Ausgehend vom derzeit immer noch zu beobachtenden Gegensatz zwischen der großen und weiter steigenden Bedeutung der Analytischen Chemie in industrieller Forschung, Entwicklung und Qualitätskontrolle und der geringen Reputation dieses Faches an vielen Universitäten wird eine Analyse der Ursachen dieser Situation und der möglichen Entwicklung vorgenommen. Als Hauptursache wurde gefunden, daß die meisten Universitätslehrpläne für Analytische Chemie veraltet sind. Sie überlassen die Erziehung in den modernen physikalischen Trenn- und Bestimmungsverfahren und der COBAC (Computer Based Analytical Chemistry) sowie deren Anwendung auf Lebensmittel-, Umwelt-, Werkstoffkontrolle usw. anderen Abteilungen und beschränken sich auf die Vermittlung überwiegend klassischer Lehrinhalte. Nach einer 1983 durchgeführten Studie der Working Party on Analytical Chemistry der Federation of European Chemical Societies (Chairman: Prof. Dr. E. Pungor) trifft dies besonders für Universitäten zu, die keinen eigenen Lehrstuhl oder Bereich für Analytische Chemie aufweisen. Moderne Analytische Chemie ist jedoch endgültig kein Anhängsel irgendeines anderen Faches mehr, sondern die fachübergreifende Wissenschaft von der Erzeugung von Information über die Zusammensetzung und Struktur von Materie. Darüber hinaus ist sie der Schlüssel zur Problemlösung in materiellen Systemen. Es ist die — sicher schwierige aber reizvolle — Aufgabe des Professors für Analytische Chemie, gemeinsam mit seinem Team die modernen komplexen Lehrinhalte (Chemische Analyse, Physikalische Analyse, Biochemische Analyse, Chemometrie, Analysenstrategie, Werkstoffanalyse, klinische Analyse, Umweltanalytik usw.) nach dem Prinzip der Reduktion auf ihre wissenschaftlichen Grundlagen zu präsentieren, so daß die Studenten die derzeitige Literatur lesen können, aber auch für zukünftige Entwicklungen offen sind. Eine solche die Zusammenhänge betonende Präsentation der Grundlagen chemischer und physikalischer Methoden der Analytischen Chemie ist einer phänomenologischen Darstellung weit überlegen. Zur Realisierung dieses ehrgeizigen Lehrkonzeptes zur Erziehung eines kritikfähigen Analytischen Chemikers erweist sich die Form der geistigen Schule der Analytischen Chemie mit deren koordinierter Aufgabenteilung als sehr erfolgreich. Auf der Basis dieser und weiterer Überlegungen wird ein idealer Modellehrplan für Analytische Chemie an Technischen Universitäten präsentiert und mit gegenwärtigen Gegebenheiten verglichen.

---

---

Because of the fact that this paper — heavily discussed at the symposium New Trends in Chemistry — The Role of Analytical Chemistry in National Development, Cairo, January 3–7, 1984, has got a tremendous interest we feel it should be presented also to the readers of this journal in order to further stimulate the discussion     

Analytical Chemistry in chemical education in the Federal Republic of Germany

Summary The various tasks and problems of Analytical Chemistry and the connections with all ranges of life are shown by means of a graphical representation according to H. Kelker. Training facilities in Analytical Chemistry are differing at the individual universities. Several universities offer the possibility of studying this field more thoroughly. The situation at the University of Tübingen is described as an example.

---

Analytische Chemie in der chemischen Ausbildung in der Bundesrepublik Deutschland

Zusammenfassung An Hand einer graphischen Darstellung von H. Kelker werden die vielfältigen Problemstellungen der Analytischen Chemie und die Zusammenhänge mit allen Lebensbereichen gezeigt. Die Ausbildung in Analytischer Chemie ist an den deutschen Hochschulen unterschiedlich geregelt. An einzelnen Hochschulen wird die Möglichkeit eines vertieften Studiums geboten. Dies wird am Beispiel der Universität Tübingen aufgezeigt.

     

分析化学重点课程建设的探索实践与体会

从师资队伍建设,课程目标制定,教学方法、课程内容和体系改革,网络课程平台建设,实验教学改革等方面人手对分析化学重点课程建设进行了探索和实践。     

Accreditation of reference material producers: an Australian perspective

The National Association of Testing Authorities, Australia has operated an accreditation program for reference material producers since 1997 with accreditation now being offered to ISO Guide 34 (2000). This paper discusses the benefits and disadvantages to both the producers and the users of reference materials (testing laboratories) and their clients of a formal system of third-party accreditation of reference material producers. The merits of using ISO Guide 34 (2000) rather than ISO/IEC 17025 as the core standard in the accreditation process are discussed.     

Analytical Chemistry in France

Abstract

In this day and age it is not an easy task to describe in a few pages the current status of any scientific discipline. This is particularly difficult if one deals with a n area such as analytical chemistry in France which is on the upswing. The present wirteup is focused on developments in French universities since the war: we shall not deal with analytical chemistry in industry, even though chemical companies and the French Atomic Energy Commission have had a paramount influence on recent developments. Indeed, French analytical chemists are being educated mainly to serve the needs of industrial laboratories.     

Analytical Chemistry in Poland

ABSTRACT

The paper presents the main achievements of analytical chemistry in Poland on the basis of papers published mainly in the last decade. The selection is somewhat arbitrary but should show the most important directions of research. The citations generally refer to papers published in regular journals. The following topics were discussed: general aspects, chemical methods and reagents, spectrophotometry, speciation studies, atomic spectrometry, electrochemical methods, chemo- and biosensors, chromatography and related techniques.

Short reviews on the history and present status of analytical chemistry have been published elsewhere^{1, 2} and this review is intended to present the more detailed overview of the recent fields of interest, based on some selected publications from the nineties. Such selection is obviously to some extent arbitrary and this is mainly based on information sent by colleagues from various centres. It seemed, however, necessary to indicate where appropriate, the roots and earlier achievements.     

Analytical Chemistry in Romania

Abstract

Until now there has been no attempt to write the complete history of analytical chemistry in Romania. Nevertheless, we consider it important that our young chemists learn about the history of analytical chemistry in our country, because you can never step forward if you disregard the past. Furthermore, scientists in other countries might find the history and current status of analytical chemistry in Romania of interest.     

Analytical Chemistry in Australia

Abstract

Analytical chemistry in Australia is alive, but its current development can be likened to that of a young and vigorous infant who needs assured supplies of food, a favourable environment and some sound guidance for growth and eventual maturity. That analytical chemistry exists in Australia and is healthy, has occurred despite the existence of most of the 19 universities in Australia! Sweden, with a population of 8.5 million, has 10 chairs in analytical chemistry in 5 main universities and analytical chemistry has been an acknowledged branch of chemistry at Swedish universities since 1960¹. Australia, with a population of 13.5 million and reasonably comparable standard of living and industrial development, has only one chair in analytical chemistry (at The University of New South Wales) in its 19 universities. However, 4 of the remaining universities (Newcastle, La Trobe, Tasmania and Queensland) have a strong interest in analytical chemistry, which is somewhat difficult to discern by the incorporation of analytical chemistry in either general chemistry or inorganic chemistry departments.     

Analytical Chemistry in Israel

Abstract

Analytical chemistry in Israel is not in as good a shape as one may wish. Several attempts have been made to instill interest in this branch of the profession among faculty members, practicing chemists and students, but no great stride forward can be recorded, and on the contrary, some set-backs must be noted. Nevertheless, analytical chemistry is practiced vigorously in several laboratories, and original Israeli contributions in this field have been noted by the international community of analytical chemists. It is on this background that the present survey is being presented.     

Analytical Chemistry in Russia

Analytical Chemistry in the former Soviet Union and Russia is considered. Areas of the present analytical science in the country are noted and significant achievements are mentioned. Important centers of the researches are listed and education in Analytical Chemistry is examined. Received: 7 July 1997 / Revised: 28 August 1997 / Accepted: 7 September 1997     

Education in Analytical Chemistry

Summary After pointing out the necessity of including philosophical aspects in the teaching areas of Analytical Chemistry, proposals are made of new definitions of Analytical Chemistry and considerations are given of samples as representatives of a collective and carriers of information. An idealistic curriculum is presented for discussion.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978