The changing landscape of doctoral education: A framework for analysis and introduction to the special issue

ABSTRACT

Traditionally, doctoral education was a matter of the talented few being apprenticed to learn how to research from masters in their discipline; it was conducted in private in spaces far removed from normal teaching or industry or commerce; the only requirement to supervise or to examine candidates was to be research active; many candidates dropped out in the course of their studies; for those who persisted their research took as long as it took; and the majority of graduates went on to become academics. But, over the past three decades or so, there have been a number of changes which have transformed doctoral education almost beyond recognition. The purpose of the present article is to provide a general analysis of these factors in order to provide an overall framework for the discussion at the international level of the changes in doctoral education in a sample of case studies drawn from across the globe.

KEYWORDS:

• The Humboldtian doctorate
• developments in doctoral education
• the modern doctorate

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Stan Taylor

Stan Taylor was formerly Director of the Centre for Academic and Researcher Development at Durham University in the UK where he is currently an Honorary Professor in the School of Education. He has many years of experience working with doctoral supervisors to enhance their practice. He is co-author of A Handbook for Doctoral Supervisors (Routledge 2018) and co-editor of The Making of Doctoral Supervisors (Routledge 2021) and Doctoral Examination: Exploring Practice Across the Globe (Routledge 2023). He is an Honorary Life Member of the UK Council for Graduate Education and author of its Framework for Good Supervisory Practice