Providing Quality Research Supervision in Contemporary Graduate Schools: Empowering Research Graduates to Perform in the Knowledge Economy

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The construction of a postgraduate student and supervisor support framework: Using stakeholder voices to promote effective postgraduate teaching and learning practice

This article outlines the design and development of a bespoke Research Training Support Framework, targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton's (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework’s development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework’s activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students' most academically-focused stages of their postgraduate journeys namely; Getting started, Confirmation and Research and writing. The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used

The construction of a postgraduate student and supervisor support framework: Using stakeholder voices to promote effective postgraduate teaching and learning practice

This article outlines the design and development of a bespoke Research Training Support Framework, targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton\u27s (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework’s development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework’s activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students\u27 most academically-focused stages of their postgraduate journeys namely; Getting started, Confirmation and Research and writing. The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used

Developing an institutional framework for supporting supervisors of research students: A practical guide

This booklet describes the outcomes of a unique interinstitutional project undertaken in Ireland between 2008 and 2012 to develop a common framework for the support of supervisors of postgraduate research students. The experiences of the seven institutions who ultimately participated in the project are summarized in the form of a series of commentaries on approaches to such training, and a description of the primary elements of the final framework itself. It is intended that this information may be of use to any institutions interested in developing their own supports for research supervisors, and ultimately will be of benefit to the supervisors themselves and, of course, their students

Gaze Estimation From Eye Appearance: {A} Head Pose-free Method via Eye Image Synthesis

The supervision of a doctoral student engages the supervisor/s and the candidate in a professional learning and teaching relationship, described by some as the pedagogy of supervision (Grant, 2005; Nulty, Kiley, & Meyer, 2009). In the past few decades, many universities have developed ‘supervisor training’ programs and other innovations to support supervisors. These programs are designed to cultivate the necessary knowledge and skills to support academic and research staff to supervise postgraduate student(s) (Carton & Kelly, 2014; Carton, O’Farrell, & Kelly, 2013; Luca et al., 2013). As part of a project that was funded by an Office for Learning and Teaching (OLT) Extension Grant, such a Framework was recently designed and implemented at Avondale College of Higher Education, a small higher education institution in the early phases of postgraduate program development (Petrie et al., 2015). The effectiveness of such initiatives is often difficult to measure in small institutions such as Avondale; the relatively small number of students and supervisors does not always provide the breadth of feedback necessary to evaluate success using traditionally employed evaluation methods. This paper reports on the innovative evaluation system developed as part of this project, using the pedagogy of supervision as a frame of reference to evaluate the Framework. This evaluation process is being undertaken using a design-based research methodology (Anderson & Shattuck, 2012) which has guided the construction of evaluation criteria and metrics to evaluate the effectiveness of Avondale\u27s Research Training Support Framework. The developed evaluation method and its initial findings will be reported in this paper

The Construction of a Postgraduate Student and Supervisor Support Framework: Using Stakeholder Voices to Promote Effective Postgraduate Teaching and Learning Practice.

This article outlines the design and development of a bespoke Research Training Support Framework, targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton\u27s (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework’s development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework’s activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students\u27 most academically-focused stages of their postgraduate journeys namely; Getting started, Confirmation and Research and writing. The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used

Modulation of antigen-specific T cell response by a non-mitogenic anti-CD3 antibody

Suppression of T cell response is the key to enhance graft survival and control autoimmune diseases. A mitogenic anti-CD3 monoclonal antibody (mAb), OKT3, has been used for decades to control acute rejection in organ transplantation. Although effective, the clinical use was limited by its side effects, such as cytokine release mediated by T cell activation. A low mitogenic humanized OKT3 with reduced FcR-binding (hγOKT3 Ala–Ala) was generated and tested in several clinical studies. Although hγOKT3 Ala–Ala demonstrated maintained efficacy and better safety it still activated T cells. To investigate if a non-mitogenic anti-CD3 mAb can be equally effective in immune suppression, a chimeric non-FcR-binding anti-mouse CD3 mAb (anti-CD3 IgG2a Ala–Ala) was generated. Unlike the hγOKT3 Ala–Ala, the mouse IgG2a Ala–Ala anti-CD3 mAb did not induce T cell activation as measured by proliferation, cytokine production and apoptosis. Nevertheless, the IgG2a Ala–Ala anti-CD3 mAb was equally effective in the inhibition of antigen-specific CD4 + T cell activation in vitro to that of the mitogenic anti-CD3 mAb (Anti-CD3 IgG2a). In vivo, the IgG2a Ala–Ala anti-CD3 mAb only induced transient reduction of peripheral and spleen T cells and did not trigger detectable cytokine release. Nonetheless, this non-mitogenic anti-CD3 mAb significantly prolonged islet graft survival as effectively as the mitogenic anti-CD3 mAb in an allogenic islet transplantation model. These results demonstrated that a non-mitogenic anti-CD3 mAb could be used as an effective immune modulator. It may also indicate that a true non-mitogenic version of OKT3 could further improve its safety profile for clinical use