Researchers have developed a new supervisory model for higher degree research (HDR) programs, placing design thinking at the center of improving student outcomes. The Cohort-based Advisory Team (CAT) model treats graduate research students as active participants in shaping their own educational experience rather than passive recipients of instruction.
The approach stems from work-based learning principles applied to postgraduate research education. Instead of traditional one-on-one advisor relationships, the CAT model creates structured peer and faculty support systems tailored to student needs. Designers of the program used empathy-centered methods to understand pain points in the research journey, from isolation during fieldwork to uncertainty about career trajectories after graduation.
Higher degree research programs, which include master's by research and doctoral candidates, have historically relied on individual supervisor-student relationships. These arrangements often work well for motivated students with clear research direction. But many HDR candidates struggle with fragmented guidance, limited peer connection, and unclear expectations about supervision quality.
The CAT prototype addresses these gaps by creating small advisory groups that combine faculty expertise across disciplines with peer mentorship from more advanced researchers. Students participate in designing their own support structures and feedback mechanisms. This co-creation process ensures that supervision models reflect what students actually need, not what institutions assume they need.
The design thinking methodology requires researchers to observe student behavior, conduct interviews, and test solutions iteratively. Early results from the prototype suggest the model reduces isolation, clarifies expectations, and accelerates research progress. Students report feeling more ownership over their learning pathway when included in designing their support systems.
This work contributes to growing evidence that graduate education benefits from intentional instructional design. As higher education faces pressure to reduce time-to-degree and improve completion rates, particularly in research-intensive programs, the CAT model offers a replicable framework. Institutions considering adoption would need to assess their existing supervision infrastructure and faculty capacity for collaborative advisory arrangements.