Universities are testing a new supervision model for graduate research students built on design thinking principles that center the student experience. Researchers developed the Cohort-based Advisory Team (CAT) model as an alternative to traditional one-on-one advisor relationships in Higher Degree by Research (HDR) programs, which include master's by research and doctoral degrees.
The approach treats graduate students as active participants in their own learning rather than passive recipients of instruction. Instead of relying solely on a single advisor, students work within a structured team environment that includes multiple faculty mentors and peer support. This setup aims to reduce isolation common in research-heavy programs and create clearer pathways for feedback and progress.
Design thinking, a problem-solving framework that emphasizes user empathy and iterative testing, shaped the CAT model's development. Researchers observed actual student experiences, identified pain points in traditional supervision, then prototyped and refined solutions based on what they learned. The work-based learning approach connects academic supervision directly to students' research practices and professional development needs.
Early results from the CAT prototype suggest the model addresses several persistent challenges in HDR education. Graduate research students often struggle with unclear expectations, limited mentorship, delayed feedback, and limited connection to peers facing similar challenges. The cohort structure creates natural accountability and peer learning while spreading advisory responsibilities across multiple faculty members, reducing burnout on individual supervisors.
The research positions graduate students as "masters" of their own learning journey rather than subordinates waiting for direction. This reframing reflects broader shifts in postgraduate education toward student-centered pedagogy and recognition that research training involves both technical skills and professional development.
Universities implementing similar models report improved completion rates, stronger student satisfaction, and better research outcomes. The CAT approach also creates capacity for advisors to manage more students effectively without sacrificing quality interaction. As higher education institutions face pressure to streamline graduate programs and improve retention, design thinking applications