The higher degree by research student as ‘master’: Utilising a design thinking approach to improve learner experience in higher degree research supervision

Researchers at an Australian institution have tested a new supervisory model for doctoral and master's students in research-focused programs. The Cohort-based Advisory Team (CAT) model uses design thinking principles to reshape how universities support higher degree research (HDR) students during their studies.

The traditional one-on-one supervisor relationship has limits. Students often struggle with isolation, unclear expectations, and inconsistent feedback. The CAT model addresses these problems by assembling teams of advisors around small groups of students working on related research topics. This structure creates multiple accountability relationships and diversifies the knowledge students access.

Design thinking sits at the center of the approach. Rather than imposing a predetermined supervision structure, the researchers began by studying what HDR students actually needed. They mapped pain points in the current system. Students reported confusion about progress milestones, difficulty navigating institutional bureaucracy, and anxiety about research direction. Some felt abandoned between scheduled meetings with their primary supervisor.

The CAT prototype assigns each cohort a primary supervisor plus two additional advisors with relevant expertise. Regular cohort meetings supplement individual supervision. Advisors rotate roles, so students benefit from multiple perspectives on their work. The model treats students as active collaborators in their own learning design rather than passive recipients of supervision.

Early results indicate the approach improves student satisfaction and reduces the sense of isolation that often accompanies research-based postgraduate work. Students report clearer understanding of expectations and faster problem-solving when multiple advisors contribute expertise.

The research carries implications beyond single institutions. Universities globally struggle to support growing numbers of doctoral students with limited faculty resources. The CAT model offers a scalable alternative to traditional one-to-one supervision without sacrificing personalization. It also creates peer support networks that can sustain students through long research projects.

This work reflects broader shifts in postgraduate education toward learner-centered design. Rather than asking how students fit into existing systems,