Independence interrupted: creativity, context and the 'independent scholar'

Social and networked conceptions of creativity highlight the key role of collaboration and connection making in the work involved in creating and imagining new knowledge. With governments around the world keen to harness the potential of research to foster innovation and economic growth, the question arises as to whether the research degree experience is preparing graduates to be creative, or mobilise creativity, in this way. In this chapter we explore this issue through examining the persistent figure of the 'independent scholar' in accounts of research education and practice. We draw on preliminary analysis of data collected on the role of the doctorate in mid-career research success based on a survey of Australian Research Council Future Fellowship recipients. Our analysis focuses on responses to two open ended questions concerning; a) to what respondents' attribute their mid-career research sucess, and d) the extent to which the PhD experience provides preparation for a research career. We identify intriguing tensions and contradictions in the ways in which being and becoming a successful researcher are conceived. Most notably, the findings suggest that success can be achieved through different modes of working - and being trained - as a researcher. These have implications for universities seeking to promote research collaboration and creativity

Beyond skills: embodying writerly practices through the doctorate

Summary: This article explores the features and potential of an embodied, rather than merely skills based, approach to doctoral writing. Our conceptual framework is derived from the phenomenological literature, particularly Heidegger's critique of modern life as permeated by a quest for mastery and control. We address two key questions with respect to this: Firstly, what role might the quest for mastery as achieving command or control play in impeding writing and undermining an embodied writerly practice? Secondly, to what extent might narrow skills based approaches to writing unwittingly promote the quest for mastery and therefore encourage, rather than diminish, the anxieties that doctoral research writers may feel

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

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

'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

Exploring researcher motivation: Implications for PhD education

Demand exists globally for a research labour force both willing and able to drive innovation and social and economic advancement. Researcher productivity and retention are thus significant issues. This chapter reports on research into factors influencing mid-career researcher productivity with a focus on researcher motivation. It is based on a survey of Australian Research Council awarded Future Fellowship recipients. The findings suggest that research motivations encompass either the 'who' (Personal), the 'what/how' (Process) or the 'why' (Outcomes). For a surprising proportion of respondents (43%), research outcomes do not feature in their motivations. The dominance, within this sample, of personal and affective motivations to do research is at odds with the 'nation-building' objectives of the scheme that funds them. We exp-lore the implications of the apparently weak alignment between researcher motivation and objectives of funding scheme and innovation system more broadly

Investigating competencies needed by European-trained doctors in rural South African hospitals

Barnacle JR, Johnson O,Couper I. Investigating competencies needed by European-trained doctors in rural South African hospitals.Afr J Prm Health Care Fam Med. 2020;12(1), a2322. https://doi.org/10.4102/phcfm.v12i1.2322Barnacle JR, Johnson O, Couper I. Investigating competencies needed by European-trained doctors in rural South African hospitals. Afr J Prm Health Care Fam Med. 2020;12(1), a2322. https://doi.org/10.4102/ phcfm.v12i1.2322The original publication is available at http://www.phcfm.orgBackground: Many European-trained doctors (ETDs) recruited to work in rural district hospitals in South Africa have insufficient generalist competencies for the range of practice required. Africa Health Placements recruits ETDs to work in rural hospitals in Africa. Many of these doctors feel inadequately prepared. The Stellenbosch University Ukwanda Centre for Rural Health is launching a Postgraduate Diploma in Rural Medicine to help prepare doctors for such work

FULFIL Trial: Once-Daily Triple Therapy in Patients with Chronic Obstructive Pulmonary Disease

RATIONALE: Randomized data comparing triple therapy with dual inhaled corticosteroid (ICS)/long-acting β2-agonist (LABA) therapy in patients with chronic obstructive pulmonary disease (COPD) are limited. OBJECTIVES: We compared the effects of once-daily triple therapy on lung function and health-related quality of life with twice-daily ICS/LABA therapy. METHODS: FULFIL was a randomized, double-blind, double-dummy study comparing 24 weeks of once-daily triple therapy (fluticasone furoate/umeclidinium/vilanterol 100 μg/62.5 μg/25 μg; ELLIPTA(®) inhaler) with twice-daily ICS/LABA therapy (budesonide/formoterol 400 μg/12 μg; Turbuhaler(®)). A patient subgroup remained on blinded treatment for up to 52 weeks. Co-primary endpoints were change from baseline in trough forced expiratory volume in 1 second (FEV1) and in St George's Respiratory Questionnaire (SGRQ) Total score, at Week 24. MEASUREMENTS AND MAIN RESULTS: In the intent-to-treat population (N = 1,810) at Week 24 for triple therapy (n = 911) and ICS/LABA therapy (n = 899): mean change from baseline in FEV1 was 142 mL (95% confidence interval [CI], 126,158) and -29 mL (95% CI, -46,-13), respectively; mean change from baseline SGRQ was -6.6 units (95% CI, -7.4,-5.7) and -4.3 units (95% CI, -5.2,-3.4), respectively. For both endpoints, the between-group differences were statistically significant (P < 0.001). There was a statistically significant reduction in moderate/severe exacerbation rate with triple versus ICS/LABA therapy (35% reduction, 95% CI, 14,51; P = 0.002). The safety profile of triple therapy reflected the known profiles of the components. CONCLUSIONS: These results support the benefits of single inhaler triple therapy compared with ICS/LABA therapy, in patients with advanced COPD. Clinical trial registration available at www.clinicaltrials.gov, ID NCT02345161

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

Surgical jejunostomy and radiological gastro-jejunostomy feeding in children: Risks, benefits and nutritional outcomes

PURPOSE: Radiologically inserted gastrojejunal tubes (RGJ) and surgical jejunostomy (SJ) are established modes of jejunal feeding. The aim of the study is to review nutritional outcomes, complications and the practical consideration to enable patients and carers to make informed choice. METHODS: Retrospective review of patient notes with a RGJ or SJ in 2010, with detailed follow-up and review of the literature. RESULTS: Both RGJ and SJ are reliable modes to provide stable enteral nutrition. Both have complications and their own associated limitations. CONCLUSION: The choice has to be tailored to the individual patient, the social care available, the inherent medical disease and risk/benefit of repeated anaesthetic and radiation exposure. RGJ and SJ are important tools for nutritional management that achieve and maintain growth in a complex group of children. The risk and benefits should be reviewed for each individual patient