How the doctorate contributes to the formation of active researchers: what the research tells us

While much research focuses on factors contributing to doctoral completion, few studies explore the role of the doctorate in forming active researchers with the skills, know-how and appetite to pursue research post-completion. This article investigates 15 existing studies for evidence of what factors in the doctoral experience may contribute to the formation of an active researcher with a capacity for later research productivity. The analysis reveals a productive advisor may be key to forming an active researcher and, although inconclusive, productivity post-completion. Further detailed research is required, however, into how the advisor influences candidates' productivity. The article also points to other potentially influential factors requiring further investigation, such as: developing collaborative capacities, conceptualising the purpose of the doctorate as forming an active researcher, advisor mentoring and fostering emotional engagement with research

The entrepreneurial subjectivity of successful researchers

This article begins the work of examining what kind of doctoral experiences positively influence researcher development, and what other attributes may contribute to a successful research career. It reports preliminary findings from the analysis of survey responses by a sample of successful mid-career researchers. Positive doctoral experiences and the early establishment of research activity are found to be important to researcher development. Successful researchers were also found to be able to acknowledge the importance of their 'soft skills', and to have flexible, responsive and adaptive dispositions. We term this disposition 'an entrepreneurial subjectivity' and argue that it is an important and underexamined characteristic of the successful researcher

'These are issues that should not be raised in black and white': the culture of progress reporting and the doctorate

This paper reports findings from Australian research into student, academic and administrative staff understandings of the role and efficacy of periodic progress reports designed to monitor the progress of higher-degree-by-research candidates. Major findings are that confusion of the purpose and ultimate audience of these reports is linked to less than effective reporting by all parties; countersigning and report dependency requirements inhibit the frank reporting of progress and 'social learning' impacts on the way candidates and sometimes supervisors approach reporting obligations, running counter to institutional imperatives. We conclude that no ready or transparent nexus between the progress report and progress may be assumed. Fundamentally, this calls into question the usefulness of this process as currently implemented. Arising from this is the recommendation that progress reporting be linked to substantive reviews of progress and embedded in the pedagogy and curriculum of higher-degree-by-research programmes

The role of research education coordinators in building research cultures in doctoral education

The development of cultures of support has become important in programmes for the preparation of research students. The paper draws on in-depth interviews with 21 research education coordinators from Australian and UK institutions to identify the strategies that they use to build research cultures and integrate research students into them. Students’ research cultures are not always linked to departmental research cultures more generally. Local contexts and conditions and staff (including supervisors’) attitudes are found to be critical in how research education coordinators respond and what is considered possible in order to ensure that research students are involved in research cultures

Mosaic RAS/MAPK variants cause sporadic vascular malformations which respond to targeted therapy.

BACKGROUND: Sporadic vascular malformations (VMs) are complex congenital anomalies of blood vessels that lead to stroke, life-threatening bleeds, disfigurement, overgrowth, and/or pain. Therapeutic options are severely limited, and multidisciplinary management remains challenging, particularly for high-flow arteriovenous malformations (AVM). METHODS: To investigate the pathogenesis of sporadic intracranial and extracranial VMs in 160 children in which known genetic causes had been excluded, we sequenced DNA from affected tissue and optimized analysis for detection of low mutant allele frequency. RESULTS: We discovered multiple mosaic-activating variants in 4 genes of the RAS/MAPK pathway, KRAS, NRAS, BRAF, and MAP2K1, a pathway commonly activated in cancer and responsible for the germline RAS-opathies. These variants were more frequent in high-flow than low-flow VMs. In vitro characterization and 2 transgenic zebrafish AVM models that recapitulated the human phenotype validated the pathogenesis of the mutant alleles. Importantly, treatment of AVM-BRAF mutant zebrafish with the BRAF inhibitor vemurafinib restored blood flow in AVM. CONCLUSION: Our findings uncover a major cause of sporadic VMs of different clinical types and thereby offer the potential of personalized medical treatment by repurposing existing licensed cancer therapies. FUNDING: This work was funded or supported by grants from the AVM Butterfly Charity, the Wellcome Trust (UK), the Medical Research Council (UK), the UK National Institute for Health Research, the L'Oreal-Melanoma Research Alliance, the European Research Council, and the National Human Genome Research Institute (US)

Transition pathways for a UK low-carbon electricity system: comparing scenarios and technology implications

The United Kingdom (UK) has placed itself on a transition towards a low-carbon economy and society, through the imposition of a goal of reducing its ‘greenhouse’ gas emissions by 80% by 2050. A set of three low-carbon ‘Transition Pathways’ were developed to examine the influence of different governance arrangements on achieving a low-carbon future. They focus on the power sector, including the potential for increasing use of low-carbon electricity for heating and transport. These transition pathways were developed by starting from narrative storylines regarding different governance framings, drawing on interviews and workshops with stakeholders and analysis of historical analogies. Here the quantified pathways are compared and contrasted with the main scenarios developed in the UK Government’s 2011 Carbon Plan. This can aid an informed debate on the technical feasibility and social acceptability of realising transition pathways for decarbonising the UK energy sector by 2050. The contribution of these pathways to meeting Britain’s energy and carbon reduction goals are therefore evaluated on a ‘whole systems’ basis, including the implications of ‘upstream emissions’ arising from the ‘fuel supply chain’ ahead of power generators themselves

The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study.

Set within the context of STEM education this research presents preliminary findings from the initial stages of a larger research project. The tendency of STEM educators to stay within their disciplinary silos and this work explores the emergent practice of secondary age phase Science, Technology, Engineering and Mathematics (STEM) teachers, and investigates, from their perception, how best they develop knowledge and understanding of STEM; how new STEM knowledge is gained, evolves, develops and shared. Constructivist grounded theory (Charmaz 2006) underpinned an interpretivist ontology is utilised to elicit stakeholder viewpoints, and emergent findings are discussed in relation to the adoption of educational technology as a tool in the development of collaborative STEM knowledge communities. Moving beyond the boundaries of the physical workplace, findings suggest that STEM teachers engaged in this study perceive educational technology to be an effective tool to acquire and develop new STEM knowledge. Findings show that evolving from tacit knowledge, built from the participant’s day-to-day experience, ‘theories-in-use’ emerge, and knowledge is constructed socially within the context and culture it was learnt. Through physical or virtual self-organised systems, working independently of formal training, participants develop and share these ideas. Over time mutual trust evolves, and individuals develop their practice through collaborative knowledge communities. Information shared is unconfined, and learning is seemingly limitless. These professional informal networks provide STEM teachers with opportunities to create and learn new knowledge, and this method of learning has significant potential to enhance educator knowledge to support the development of a diverse STEM-literate society

A phase III randomised controlled trial of single-dose triple therapy in COPD: the IMPACT protocol

Patients with symptomatic advanced chronic obstructive pulmonary disease (COPD) who experience recurrent exacerbations are particularly at risk of poor outcomes and present a significant burden on healthcare systems. The relative merits of treating with different inhaled combination therapies e.g. inhaled corticosteroids (ICS)/long-acting β2-agonist (LABA), LABA/long-acting muscarinic antagonists (LAMA), ICS/LABA/LAMA, in this patient group are poorly understood, as is reflected in current guidelines. The InforMing the PAthway of COPD Treatment (IMPACT) study will evaluate the efficacy and safety of fluticasone furoate (FF)/umeclidinium (UMEC)/vilanterol (VI) versus FF/VI or UMEC/VI over a 52-week treatment period. The study has been designed with a focus on understanding the comparative merits of each treatment modality in different phenotypes/endotypes.This is a phase III, randomised, double-blind, three-arm, parallel-group, global multicentre study comparing the rate of moderate and severe exacerbations between FF/UMEC/VI and FF/VI or UMEC/VI over a 52-week treatment period. The study aims to recruit 10 000 patients from approximately 1070 centres. Eligible patients are aged ≥40 years, with symptomatic advanced COPD (Global initiative for chronic Obstructive Lung Disease (GOLD) group D) and an exacerbation in the previous 12 months.The first patients were recruited to the IMPACT study (ClinicalTrials.gov: NCT02164513) in June 2014 and the anticipated completion date is July 2017