Researchers testing a new supervisory model for doctoral and master's students argue that design thinking, when centered on student experience, improves outcomes in Higher Degree by Research (HDR) programs.
The study proposes the Cohort-based Advisory Team (CAT) model as an alternative to traditional one-on-one supervision. This approach positions research students as active participants in shaping their own learning experience rather than passive recipients of guidance.
HDR programs, which include research-focused master's degrees and PhDs, often rely on individual supervisor relationships that can create isolation, unclear expectations, and inconsistent support quality. The CAT model addresses these gaps by assembling advisory teams around cohorts of students working in related fields. This structure enables peer learning, reduces dependency on a single advisor, and distributes expertise across multiple mentors.
The design thinking methodology emphasizes empathy with students' lived experiences. Researchers gathered feedback directly from HDR candidates about pain points in supervision, such as infrequent meetings, misalignment between student goals and supervisor expectations, and limited access to diverse perspectives. These insights shaped how the CAT prototype operates.
Early evidence suggests the model improves student engagement and research outcomes. Students report clearer pathways through their degrees, stronger peer networks, and more responsive feedback systems. The advisory team structure also allows supervisors to share mentoring responsibilities, reducing burnout among faculty.
The work-based learning focus proves particularly valuable for students pursuing professional research goals. Students see direct connections between their thesis work and real-world application. This approach aligns doctoral education with industry and community needs while maintaining academic rigor.
The CAT model does not eliminate individual supervision but restructures how multiple mentors interact with students throughout their candidature. Implementation requires institutional buy-in and clear protocols for team communication and decision-making.
This research addresses a persistent challenge in postgraduate education. Effective supervision directly affects completion