The joint supervision of Research Higher Degree (RHD) students by an industry and university supervisor is likely to increase in forthcoming years with a rise in the number of university–industry collaborations. Research students may become involved in these collaborative arrangements for a variety of reasons and may launch into their RHD without considering how they will serve two masters, and how this complex relationship will affect their RHD experience. Moreover, little research has been conducted to assess the impact of these arrangements on current RHD students’ experiences. The experiences of students with academic and industry supervisors were, therefore, explored in a survey of confirmed RHD students at an Australian research‐intensive university. This paper investigates whether RHD students conducting research in traditional academic settings have a different experience to students working on industry‐related projects in industry settings, specifically in regards to supervision and institutional access and engagement. 相似文献
As key elements in research and development systems, higher education institutions have been taking a leading role when it comes to communicating science and technology, but their performance has been inconsistent so far. In this critical and comparative study of the UK public engagement model and the Spanish scientific culture model, eighteen practitioners from higher education institutions across both regions were interviewed. A mixed qualitative data analysis has been performed identifying similarities and differences that unravelled the science communication management model in the two different higher education systems. This article provides evidence on how the institutionalisation of science communication is strongly influenced by key driving forces in the higher education context as well as the policies of administrations and other agents.
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services. 相似文献