Researchers have developed a design thinking framework to improve supervision and support in Higher Degree by Research (HDR) programs, which prepare students for doctoral and research-focused master's degrees.
The approach centers on the Cohort-based Advisory Team (CAT) model, a prototype that shifts focus from traditional one-to-one supervisor relationships toward collaborative team-based guidance. The framework treats HDR students as active participants in their own learning experience rather than passive recipients of instruction.
Design thinking typically involves five steps: empathize with users, define problems, generate ideas, build prototypes, and test solutions. In this context, researchers applied that methodology to understand what HDR students actually need during their postgraduate research journey. Rather than assume supervisors know best, the model gathers direct input from students about their challenges, uncertainties, and learning goals.
The CAT model brings together multiple advisors, peers, and sometimes external experts to provide diverse perspectives on a student's research. This structure addresses common HDR pain points: isolation during research, inconsistent feedback quality, limited exposure to different methodological approaches, and unclear career pathways after graduation.
Work-based learning principles underpin the approach. Students engage with real research problems in authentic contexts while receiving structured reflection and guidance. This bridges the gap between academic theory and professional research practice.
The prototype demonstrates that cohort-based structures can reduce student anxiety about supervision quality and create accountability among advisors. Multiple touchpoints with different experienced researchers expose students to varied expertise and reduce dependence on a single supervisor's availability or perspective.
This work addresses documented challenges in HDR completion rates and student satisfaction. Many universities report high attrition in doctoral programs, partly due to supervision gaps and isolation. The CAT model offers a scalable alternative that institutions can adapt to their context and resources.
The research suggests universities should rethink HDR support beyond traditional mentoring pairs and consider how design