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Doctoral education and supervision have changed in recent decades. The increasing prevalence of co-supervision has been a notable aspect of this, but change also includes stricter accountability and quality assurance measures, such as the quantification of workload allocations in supervision as well as of academic work more broadly. This paper focuses on challenging issues pertaining to such workload allocation in co-supervision, an important and underexplored feature of doctoral supervision, with the aim of informing policy and improving practice. This qualitative study was conducted in a research-intensive university and data sources were semi-structured interviews with 14 academic staff across multiple disciplines plus a short survey comprising mostly of open-ended questions completed by 106 participants. These data were complimented with institutional supervisor workload allocations. Ambiguity was found to be a dominant feature of the co-supervision allocations and this had both advantages and disadvantages. The concept of 'supervision peripherality' is introduced to capture the phenomenon of co-supervisors with a very low share of supervision, which we argue is a phenomenon that challenges what constitutes being a doctoral supervisor and thus warrants further exploration. We also argue institutions should examine the adequacy of having such peripheral supervisors in order to determine when these are truly required.

Doctoral examiners judge the quality of a thesis and give the student assessment feedback if the student fails to reach certain goals. This paper investigates if and how examiners take on the evaluator or teaching role. We analysed doctoral examination reports from three disciplines. Most examiners provided assessment and feedback, but this often took the form of summative assessment. Such assessment does not include expectations or guidance on how a candidate can fix critical issues in their thesis. Examiners make choices for assessment or feedback based on individual preferences rather than disciplinary differences or institutional guidelines. Longer reports had more feedback, indicating the examiner was more engaged in the process. While their role is to assess, we argue that an examiner must also teach by giving the student feedback so they can develop and close the gap between their current and expected performance. Only then is assessment for learning realised.

Supervision is generally recognised as playing a crucial role in the quality of a research student's doctoral experience and their academic outcomes and, in common with most areas of higher education, there is an oft-stated desire to pursue excellence in this important area. Excellence in research degree supervision is, however, an elusive concept and on close scrutiny most of the discussions of high-quality supervision, even those that purport to be identifying excellence, refer to competence rather than excellence. This paper examines two potentially national authoritative perspectives from which excellence in research degree supervision might be explicated (codes of practice and learning and teaching awards) from Australia, New Zealand, South Africa and the United Kingdom but concludes that the complex nature of the activity and the complexity of the concept itself mean that rather than identifying excellence in supervision we can only respond to claims for excellence.

This paper discusses the role of peer support groups (PSGs) in realising graduate attributes in the research degree. The literature indicates that top-down embedding of graduate attributes has met with only limited success. By taking a bottom-up approach, this paper shows that PSGs offer an opportunity to improve the graduate attribute outcomes of universities. This paper presents the experiences of research students in three PSGs in New Zealand, Australia and Malaysia, and the results of an exploratory opinion survey that required past and present PSG members to share their learning experiences about the development of graduate attributes. The participants favoured five attributes: communication, critical thinking, self-motivation, research organisation and teamwork. Viewing the development of graduate attributes through the lens of the students adds to our understanding of how PSGs help them to develop graduate attributes and contribute to university efforts to instil these attributes by taking into account experiential learning.

The genus Swertia (Family: Gentianaceae) has cosmopolitan distribution which is present in almost all the continents except South America and Australia. Swertia genus has been renowned as one of the potent herbal drugs in the British, American, and Chinese Pharmacopeias as well as well-documented in the Indian traditional medicinal systems, viz. Ayurveda, Siddha, and Unani. Many species of this genus have therapeutic properties and have been used traditionally in the treatment of a number of health ailments viz. hepatitis, diabetes, inflammation, bacillary dysentery, cancer, malaria, fever etc. This genus is industrially important medicinal plant that has been used as a principal component in numerous marketed herbal/ polyherbal formulations. Medicinal usage of Swertia is endorsed to the miscellaneous compounds viz. xanthones, irridoids, seco-irridoids, and triterpenoids. A chain of systematic isolation of bio-active compounds and their diverse range of pharmacological effects during last 15–20 years proved this genus as industrially important plant. Due to the various practices of the Swertia species, annual demand is more than 100 tons per year for this important herb which is continuously increasing 10% annually. The market value rises 10% by the year as there is increased demand in national and international market resulted in adulteration of many Swertia spp. due to paucity of agricultural practices, exomorphological, phytochemical, and molecular characterization. Thus, efficient biotechnology methods are prerequisite for the mass production of authentic species, sustainable production of bio-active compounds and ex situ conservation. A chain of systematic biotechnological interventions in Swertia herb during last 20 years cover the assessment of genetic diversity, in vitro sustainable production of bio-active compounds and mass propagation of elite genotypes via direct and indirect organogenesis. This review attempts to present the comprehensive assessment on biotechnological process made in Swertia over the past few years. Key points: • Critical and updated assessment on biotechnological aspects of Swertia spp. • In vitro propagation and genetic diversity assessment in Swertia spp. • Biosynthesis and sustainable production of secondary metabolites in Swertia spp. [ABSTRACT FROM AUTHOR]

Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. ‘Legitimate peripheral participation’ was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies. [ABSTRACT FROM PUBLISHER]