QUT Research Graduates Yearbook, 2021

HDR research activity remains at the heart of QUT’s real world research ambitions and our HDR cohort is one of the key the engine rooms of our innovation pipeline. In 2021, our HDR cohort showed great resilence in a world that continues to be challenged by a pandemic, complex international relations and an increasingly fractured world. Our HDR students find answers to questions that touch the very fundamentals of the human existence.and its embedding into our societies, explore ways towards innovative health solutions, understand the complexities of nature from the very small to planetary and extra-terrestrial dimensions on a fundamental level and engineer the innovations that support a sustainable environment. QUT will continue to place great importance on the HDR journey including both the research and career development components. Our graduates continue to take up leadership position ranging from industry to government agencies to academia in Australia and abroad, enabling positive change. We are continuously striving to enhance our HDR experience and research leaders across our schools, centers, faculties and divisions continue to work in partnership with our HDR cohort to maximize their impact. The year ahead will continue to challenge us as a society and a global community on several fronts, thus resilience building remains a key learning outcome for our HDR students, enabling them to thrive in pushing the boundaries of knowledge forward. I hope you enjoy the read. (Professor Christopher Barner-Kowollik Deputy Vice-Chancellor and Vice-President (Research

Productivity of Nanobiotechnology Research and Education in U.S. Universities

The National Science Foundation (NSF) estimates that nanotechnology will become a trillion-dollar industry by 2015 and that 800,000 workers will be needed in this field in the United States. Nanobiotechnology ― the interface of nanotechnology and the life sciences ― is one of the most active and promising application frontiers in nanotechnology. To assess the productivity of basic and applied research and education in this field, I construct a structural model composed of a system of three equations which respectively represent the productions of a university’s scientific publications, patents, and graduate training outputs. The model is estimated using a unique data set on thirty universities that participated in nanobiotechnology during the 1990-2005 period. Ten of them are private universities, ten are public land-grant universities, and ten are public non-land-grant universities. Universities indeed serve as a principal seedbed for future development of the cutting-edge nanobiotechnology. NSF investment in nanobiotechnology strongly affects the university’s basic science research and graduate education. The university’s research expenditures in life sciences, engineering, and physical sciences contribute to its nanobiotechnology fields. Importantly, there is no evidence that science and graduate training compete strongly with one another. Rather, basic science research and graduate education serve as strong complements to one another, while basic science and applied research, and applied research and graduate education serve as weak complements. On average, public non-land-grant universities are more efficient in applied research. Such characteristics of universities, however, do not significantly affect the universities’ efficiencies in basic research and graduate education in nanobiotechnology. Presence of a nanotechnology research center on campus enhances the university’s basic science research and a formal nanotechnology education program promotes the university’s graduate education.nanotechnology, graduate education, university research, productivity, Productivity Analysis, Research and Development/Tech Change/Emerging Technologies,

Graduate education and research

CER61ARC21.Presented at the joint meeting of the Joint Budget Committee and the Legislative Committee on Education Beyond High School of the Colorado General Assembly.Includes bibliographical references (page 32).September 22 and 23, 1961

Mentoring Experiences of Women in Graduate Education: Factors that Matter

This exploratory study focused on the mentoring experiences of women faculty members and graduate students within a counseling psychology graduate program. Results from semi-structured interviews and focus groups identified the women’s contextual mentoring experiences in higher education and highlighted several factors that contribute to mentorship experiences unique to women in graduate higher education. Findings demonstrate the importance of relational mentoring relationships and investment by mentors. Implications for building upon mentoring theories for women and future research are discussed

Graduate student dissonance: Graduate students of color in a U. S. research university

This qualitative investigation examined the experiences of a population of graduate students - graduate students of color - in a U. S. research university (a) to indicate reasons for their dilemmas, ambiguities, and decisions about choosing an academic career, and (b) to identify the practices of one research university's graduate programs that have considerable influence upon graduate students' decisions about pursuing an academic career. For graduate students of color, professional and social identity alignment is a significant condition for decisions about academic career choices, and the institution's norms and behavioral patterns have considerable influence on graduate students' experiences and career choices. © 2013 National Association of Diversity Officers in Higher Education

Enhancing Graduate Education, Advancing Research

The relationship between research and graduate education is considered of tremendous value to both faculty and students. Why are the two so mutually beneficial