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Histone lysine-specific methyltransferase 2 (KMT2A-D) proteins, alternatively called mixed lineage leukemia (MLL1-4) proteins, mediate positive transcriptional memory. Acting as the catalytic subunits of human COMPASS-like complexes, KMT2A-D methylate H3K4 at promoters and enhancers. KMT2A-D contain understudied highly conserved triplets and a quartet of plant homeodomains (PHDs). Here, we show that all clustered (multiple) PHDs localize to the well-defined loci of H3K4me3 and H3 acetylation-rich active promoters and enhancers. Surprisingly, we observe little difference in binding pattern between PHDs from promoter-specific KMT2A-B and enhancer-specific KMT2C-D. Fusion of the KMT2A CXXC domain to the PHDs drastically enhances their preference for promoters over enhancers. Hence, the presence of CXXC domains in KMT2A-B, but not KMT2C-D, may explain the promoter/enhancer preferences of the full-length proteins. Importantly, targets of PHDs overlap with KMT2A targets and are enriched in genes involved in the cancer pathways. We also observe that PHDs of KMT2A-D are mutated in cancer, especially within conserved folding motifs (Cys4HisCys2Cys/His). The mutations cause a domain loss-of-function. Taken together, our data suggest that PHDs of KMT2A-D guide the full-length proteins to active promoters and enhancers, and thus play a role in positive transcriptional memory. Graphical Abstract

Aim/Purpose: The goal of this essay is to critically reflect on the emerging trend for PhDs by Prospective Publication (PbPP) in Australian Business Schools and to explore its appropriateness for fledgling academics. Background: The PbPP is a relatively new and increasingly popular alternative to traditional PhD by monograph (PbM). It is the idea that a doctorate can be completed by writing a series of papers that are published, or close to being published, as journal articles or book chapters. For students, it offers the chance to get a head-start on their publishing careers and helps them find their first academic jobs. For supervisors working in an academic environment increasingly characterized by ‘publish or perish’ dynamics, it guarantees meaningful rewards from doctoral supervision. However, despite the attractiveness of publishing during candidature, it is a very different way to complete a doctorate with many challenges for students, supervisors, and institutions. Methodology: We adopted critical collaborative autoethnography. Through this method, we reflect on our experience supervising and administrating PbPP students and integrate our reflections with the literature on PbPPs to highlight policy concerns and our position on them. Contribution: We argue that the primary goal of the PbPP is to produce students who can conduct research collaboratively after graduation, as opposed to people who can conduct independent research, although the two outcomes are not mutually exclusive. We also argue that assessment of PbPP should be significantly enhanced to determine the nature of the student’s contribution to the thesis, their understanding of research design, and their broader understanding of their subject. Finally, we argue that despite the attractiveness of PbPP, it can only be successfully attempted by students with elite levels of intellect, dedication, critical analytical skills, language skills, resilience, and patience and supervisors with expertise in the field of study, experience of publishing different types of paper, familiarity with the working of the journal publication process, and workload capacity. Findings: PbPP theses should be examined by viva voce. Viva voce examinations of PbPP theses should determine (1) the nature of the doctoral candidates’ contribution to the thesis, (2) whether it is sufficient for the award of a doctorate, (3) the contributions of the papers to advancing the field of research, and (4) the students’ understanding of the theory in their field. Viva voce examinations of PbPP theses should seek to discover the student’s ability to contribute to collaborative efforts of research teams. PbPP students should also sit an examination of their understanding of research philosophy, design, methodologies, and related topics. It should be externally set, administered, and marked by an independent examination board. PbPP candidates need to demonstrate excellent ‘research English’ language skills before commencing. Recommendations for Practitioners: PbPP candidates need excellent intellectual skills – as a rough guide, probably in the top quartile of doctoral candidates. PbPP candidates need to be resilient and able to cope with failure, criticism, and rejection. PbPP candidates need high levels of patience. PbPP candidates should be encouraged to produce their first manuscript early in their candidature. PbPP supervision requires supervisors with advanced levels of subject knowledge, research skills, and publishing outputs. PbPP supervision requires expertise across various forms of research and types of output. Due to the wide range of skills and experience, PbPP supervision is likely to require a team approach. Recommendation for Researchers: As the PbPP grows in popularity, it challenges educational researchers to explore this emerging phenomenon. Does it take a particular type of person to thrive through this process? Does it need supervisors with particular characteristics? How does the experience of PbPP supervisors differ to the experience of PbM supervisors? Do PbPP graduates differ in their abilities to PbM graduates? Impact on Society: People graduating with PhDs typically enter influential and important jobs in society. It is vital that they have the knowledge, skills, and abilities that the qualification confers. In Australia, the PbPP challenges this credibility due to issues of co-authorship, selective study, and shallow assessment. These matters need to be understood and rectified to prevent a loss of credibility in Australia’s Higher Education institutions and its graduates. Future Research: Are there any differences in the knowledge, skills, and abilities of PbPP and PbM graduates? Studies are needed of the characteristics prospective PbPP students need to be successful taking this doctoral route. How does the nature of supervision differ between PbPP and PbM? What is the impact on the skills and abilities supervisors need and the implications for workload? What jobs do PbPP graduates go into and does this differ to PbM graduates? What resistance will the proposals made in this essay meet?

The training of PhD students and early-career scientists is largely an apprenticeship in which the trainee associates with an expert to become an independent scientist. But when is a PhD student ready to graduate, a postdoctoral scholar ready for an independent position, or an early-career scientist ready for advanced responsibilities? Research training by apprenticeship does not uniformly include a framework to assess if the trainee is equipped with the complex knowledge, skills and attitudes required to be a successful scientist in the 21 st century. To address this problem, we propose competency-based assessment throughout the continuum of training to evaluate more objectively the development of PhD students and early-career scientists.

Many students complete PhDs in functional programming each year. As a service to the community, twice per year the Journal of Functional Programming publishes the abstracts from PhD dissertations completed during the previous year.

Many students complete PhDs in functional programming each year. As a service to the community, the Journal of Functional Programming publishes the abstracts from PhD dissertations completed during the previous year.

Many students complete PhDs in functional programming each year. As a service to the community, the Journal of Functional Programming publishes the abstracts from PhD dissertations completed during the previous year.