The project aimed to gain a better understanding of the doctoral education experience. Doctoral students' educational experiences across four discipline groups and six universities were examined. Over 130 interviews were conducted, two-thirds with students, the remainder with experienced supervisors, departmental and faculty coordinators and deans, postgraduate association presidents and senior managers. Consideration was given to type of doctorate (PhD or professional doctorate), mode of enrolment (full or part time), and stage of research (early, middle or late). The intention was to... [+] Show more
The project aimed to gain a better understanding of the doctoral education experience. Doctoral students' educational experiences across four discipline groups and six universities were examined. Over 130 interviews were conducted, two-thirds with students, the remainder with experienced supervisors, departmental and faculty coordinators and deans, postgraduate association presidents and senior managers. Consideration was given to type of doctorate (PhD or professional doctorate), mode of enrolment (full or part time), and stage of research (early, middle or late). The intention was to give doctoral students a 'voice' and to enhance the understanding of the complexity and diversity of their educational experiences. The study captures doctoral education at a time of transition. The report documents a wealth of findings from the interviews, supplemented by documentary data. It covers the doctoral education experience from initial recruitment and topic and supervisor selection (chapter three) through the research and supervision process (chapter four), skill development and support structures (chapter five), quality assurance aspects (chapter six), to the changing nature of the doctorate (chapter seven). The large majority of students are positive about their doctoral programs. For some however the experience is at best neutral or mildly disappointing and for a small number fairly traumatic.
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