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<p>Many higher degree by research (HDR) students at our regional Australian university begin study after many years away from an academic environment. To support their transition, our university requires completion of mandatory coursework. We conducted an exploratory sequential mixed methods study to evaluate the coursework and identify the foundational research skills HDR students need. Phase 1 included semi-structured interviews with 11 experienced HDR supervisors on students’ capabilities, needs, and coursework experiences. Interviews were analysed using reflexive thematic analysis. Findings highlighted gaps in students’ institutional knowledge, personal and professional competencies, critical thinking and writing, and foundational research knowledge. Supervisors also noted structural challenges in term-based coursework that creates unintended tensions between HDR supervisors and students. Education was viewed as a shared responsibility. Phase 2 included surveys with HDR supervisors (<i>n</i> = 40) and students (<i>n</i> = 118) to further explore these themes. The quantitative data acquired were analysed using descriptive and inferential statistics. Results showed average student ratings of initial capabilities were significantly higher than supervisors’ average ratings. Despite this, students valued coursework and both groups agreed education in foundational skills should be mandatory. This study provides important insights into optimising research education to better support incoming HDR students and their supervisors.</p>

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Foundational research skills: perspectives from supervisors and students in a regional Australian university on graduate research education

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  • 发表日期：

    2026年2月20日

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  • Barbra Zupan,
  • Susan Kinnear

摘要

Many higher degree by research (HDR) students at our regional Australian university begin study after many years away from an academic environment. To support their transition, our university requires completion of mandatory coursework. We conducted an exploratory sequential mixed methods study to evaluate the coursework and identify the foundational research skills HDR students need. Phase 1 included semi-structured interviews with 11 experienced HDR supervisors on students’ capabilities, needs, and coursework experiences. Interviews were analysed using reflexive thematic analysis. Findings highlighted gaps in students’ institutional knowledge, personal and professional competencies, critical thinking and writing, and foundational research knowledge. Supervisors also noted structural challenges in term-based coursework that creates unintended tensions between HDR supervisors and students. Education was viewed as a shared responsibility. Phase 2 included surveys with HDR supervisors (n = 40) and students (n = 118) to further explore these themes. The quantitative data acquired were analysed using descriptive and inferential statistics. Results showed average student ratings of initial capabilities were significantly higher than supervisors’ average ratings. Despite this, students valued coursework and both groups agreed education in foundational skills should be mandatory. This study provides important insights into optimising research education to better support incoming HDR students and their supervisors.