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Abstract
The focus of this paper is on student learning pathways – with particular reference to the factors motivating coursework master's students to seek entry to a doctoral programme – along with the implications for higher education policy and practice. It is argued nationally and internationally that although a number of challenges continue to confront those with responsibility for teaching and supervising coursework master's students, there are opportunities for renewal especially in terms of the provision of enhanced student support. Located within an international context of postgraduate education, a case study from Australia is provided to highlight the need for more flexible doctoral pathways at a time when calls for revitalised and expanded research workforces are intensifying.
Acknowledgements
The assistance provided by the RAs, the interviewees and the institutions involved in this project is greatly appreciated. Support for this research has been provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the authors and do not necessarily reflect the views of the Australian Government Department of Education, Employment and Workplace Relations.