Research Training Strategy: A Case Study of Information Systems School, Queensland University of Technology
Professor Guy Grant GABLE
Information Systems School
Queensland University of Technology
Information Systems (IS) Higher degree research students (HDRs) in universities must develop quite different skills and capabilities from those acquired through their undergraduate or other coursework qualifications. Such skills and capabilities are acquired through self-study, in-sourced or out-sourced formal training, mentor-mentee and peer interaction, writing and presentations, and conference and other visits. Such skills and capabilities may be highly focused on the student’s specific research design, or broad, aimed at exposing the student to a representative range of research in the discipline. Further, less research specific experience sought may pertain to generic (e.g. project management) or aligned (e.g. teaching) capabilities for employment and career advancement. A key assumption is that all IS HDRs and supervisors aspire to world-class research outcomes and international competitiveness. International competition for top-tier in the IS discipline is fierce. The effort and expertise required to achieve a top-tier publication is huge. Using Information Systems School at Queensland University of Technology as a case example, this presentation will explore many of the contingencies influencing decisions around Why, What, When, How Much, How and Who, with regards HDR research training strategy.