Adipose-derived stem cells (ASC) are multipotent stem cells that show great potential as a cell source for osteogenic tissue replacements and it is critical to understand the underlying mechanisms of lineage specification. Here we explore the role of primary cilia in human ASC (hASC) differentiation. This study focuses on the chemosensitivity of the primary cilium and the action of its associated proteins: polycystin-1 (PC1), polycystin-2 (PC2) and intraflagellar transport protein-88 (IFT88), in hASC osteogenesis. To elucidate cilia-mediated mechanisms of hASC differentiation, siRNA knockdown of PC1, PC2 and IFT88 was performed to disrupt cilia-associated protein function. Immunostaining of the primary cilium structure indicated phenotypic-dependent changes in cilia morphology. hASC cultured in osteogenic differentiation media yielded cilia of a more elongated conformation than those cultured in expansion media, indicating cilia-sensitivity to the chemical environment and a relationship between the cilium structure and phenotypic determination. Abrogation of PC1, PC2 and IFT88 effected changes in both hASC proliferation and differentiation activity, as measured through proliferative activity, expression of osteogenic gene markers, calcium accretion and endogenous alkaline phosphatase activity. Results indicated that IFT88 may be an early mediator of the hASC differentiation process with its knockdown increasing hASC proliferation and decreasing Runx2, alkaline phosphatase and BMP-2 mRNA expression. PC1 and PC2 knockdown affected later osteogenic gene and end-product expression. PC1 knockdown resulted in downregulation of alkaline phosphatase and osteocalcin gene expression, diminished calcium accretion and reduced alkaline phosphatase enzymatic activity. Taken together our results indicate that the structure of the primary cilium is intimately associated with the process of hASC osteogenic differentiation and that its associated proteins are critical players in this process. Elucidating the dynamic role of the primary cilium and its associated proteins will help advance the application of hASC in generating autologous tissue engineered therapies in critical defect bone injuries.

Neoliberal education policiesviewing students' life as human capital, economic investment for the labour market and consumer powermay increase students' workload in higher education. In this mixed methods study, we examined music students' experiences of workload in Finland and the United Kingdom in connection with stress and livelihoods. We used Bayesian mixed effects ordinal probit regression modelling to estimate effects of countries and livelihoods as predictors for music students' experienced workload in relation to their main subject of study (or principal study) and stress. We analysed music students' lived experiences of workload to find further predictors for the developmental work in universities and educational policies. Results indicate that where neoliberal university culture impacts on music students' livelihoods alongside their studies, this is likely to increase stress but not necessarily impact on the workload associated with their main subject of study. However, stress has a notable effect on students' experiences of workload. We suggest paying attention to certain aspects in universities in relation to workload, such as the gap between well-off students compared to low-income students who need to work, and stress, particularly with female and non-binary gender students. Furthermore, we propose alternative ways to navigate neoliberal university culture.

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While there is extensive research on student workload in higher education, research-based findings relating to music students’ workloads are, to a great extent, lacking. In this study, we aim to review the literature systematically (a) to identify the factors that have an impact on students’ experiences of workload ( experienced workload) and (b) to better understand music students’ experiences of their workloads in relation to their studies. The overall aim is to offer recommendations for students, teachers, administrators, and student health and well-being services as to how to deal with music students’ workload. We conducted a systematic search of literature in 23 electronic databases and 19 music research journals following the Preferred Reporting Items for Systematic Reviews guidelines. Eligibility criteria consisted of design, sample, phenomenon of interest, evaluation, and type of research. Twenty-nine qualitative, quantitative, and multistrategy studies fulfilled the inclusion criteria. Data were extracted and the quality of the studies was appraised. Extended meta-ethnography was used to create a synthesis revealing specific themes offering recommendations for good practice to (a) increase music students’ ability to cope with their workload, (b) provide tools for teachers to support music students to manage and cope with workload, and (c) develop learner-centered environments in higher music education. In addition to presenting recommendations for good practice, we conclude that more research using high-quality designs is needed to investigate music students’ discipline-specific experienced workload.