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

Researchers studying graduate research supervision have developed a new model to improve the student experience in Higher Degree by Research (HDR) programs, which include master's by research and doctoral degrees.

The approach uses design thinking methodology, a problem-solving framework that starts by understanding the learner's perspective. Rather than viewing students as passive recipients of supervision, the model treats HDR candidates as active stakeholders whose experience shapes program quality.

The prototype, called the Cohort-based Advisory Team (CAT) model, clusters students into groups with coordinated supervisory support. This structure moves beyond traditional one-to-one supervision dynamics. Multiple advisors work with cohorts simultaneously, creating accountability and reducing isolation that research students often face during lengthy thesis projects.

The design thinking approach prioritizes empathy for student challenges. Research students typically navigate ambiguous expectations, isolation from peers in specialized fields, and pressure to produce original work with limited guidance. The CAT model addresses these pain points by building peer community and clarifying supervisory roles across an advisory team rather than depending on a single supervisor relationship.

This work-based learning strategy treats professional postgraduate education as a practical design problem. The authors examined actual student experiences and feedback to inform the model rather than applying generic supervision frameworks. The result targets real obstacles: unclear feedback loops, inconsistent mentoring quality, and limited cross-disciplinary input.

The HDR sector has grown significantly in Australia and globally. Students in these programs invest years completing independent research but receive varying levels of support. The CAT model offers a scalable structure that institutions can customize while maintaining focus on learner experience.

This approach reflects broader trends in higher education where student experience drives program redesign. Rather than assume traditional models serve all learners equally, researchers now test alternatives using human-centered design. For HDR programs struggling with completion rates, retention, and student satisfaction, cohort-based advisory structures backed by design thinking methodology offer evidence