Experiences in graduate school in the order of importance for leadership development.

Comparison of 17 graduate program experiences rated as not significant, significant, and very significant. Row count totals represent the number of respondents that rated each experience.</p

Frequency of respondents in management roles who performed activities during graduate school.

Frequency of respondents in management roles who performed activities during graduate school.</p

Management type versus number of activities with median, mean and standard deviation.

Management type versus number of activities with median, mean and standard deviation.</p

Activities in graduate school.

A total of 665 participants responded that they participated in one activity or all of them. For Research (n = 656), TA (n = 471), Lecturer (n = 142), Outreach (n = 238), Extension program development/delivery (n = 194), Service (e.g. committees, clubs, governance) (n = = 378). Graduates from 1960 to 1989 (n = 167), Graduates from 1990 to 2009 (n = 279) and graduates from 2010–2019 (n = 219).</p

Recommendation for leadership development in academia and industry.

Comparison of percentage of respondents according to theming analysis based on qualitative recommendation responses from Overall (n = 331), Academia (n = 207), and Industry (n = 124).</p

Themes and their definitions developed based on patterns observed in the text responses.

Themes and their definitions developed based on patterns observed in the text responses.</p

Top ranked professional skills among agricultural plant science professionals.

Five skill clusters are represented in the first row followed by the top three most ranked skills by survey respondents in professional roles.</p

Barriers for making formal and informal leadership experiences available to graduate students.

Comparison of eight examples of possible barriers rated as not significant, significant, and very significant. Row count totals represent the number of respondents that rated each experience.</p

Demographics of the respondents participated in the survey.

(A) Employment type distribution: Number of respondents to the survey, including both professionals and graduate students. (B) U.S. Geographic distribution: The U.S. map shows the widespread distribution of respondents in each state (not including Alaska, Hawaii, and Puerto Rico). (C) Birth year versus Graduation Year: The year of graduation and birth of respondents was correlated.</p