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This article focuses on the educational aspects of mentoring chemistry postgraduate students, analysing the challenges encountered by students in the transition from undergraduate to postgraduate learning, and throughout the postgraduate projects up to completion of PhD level, and discussing the design of suitable addressing options by the mentor. The mentoring activity is thus viewed within a typical chemistry education paradigm. Some challenges basically continue those encountered at undergraduate level and others are specific to the postgraduate one, thus requiring new approaches. The information presented in the article is mostly based on the author’s long experience at the University of Venda (South Africa). The approach utilised in the study is a suitable adaptation of action research. The analysis aims at being comprehensive, considering the major features influencing students’ performance, and the strategies that can be adopted to counteract negative impacts and to foster the development of scientific modes of thinking and of research independence. It outlines how known major difficulties, such as diffuse poor language mastery (aggravated by second language instruction), complicate both the undergraduate-postgraduate transition—by affecting the speed and extent to which students learn new approaches—and the further stages, including thesis writing. Writing-related difficulties are given particular attention because they have great impact even for students who have acquired good abilities with the design and practical components of research projects, and because the acquisition of adequate skills in scientific writing is an inherent objective of postgraduate training. Most of the reported observations refer to postgraduate studies in computational chemistry; this enables a broad perspective, by including the common challenges of obtaining, organising and analysing data, as well as the challenges related to learning a new area of chemistry, not encountered in undergraduate studies, and those related to specific demands such as adequate mathematics knowledge, visualization abilities and the ability to abstract thinking.

Educational components in the supervision of chemistry postgraduate students: experiences and reflections