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

Taylor, Stan

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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.

Journal Article Type Article
Acceptance Date May 19, 2023
Online Publication Date Aug 21, 2023
Publication Date Sep 3, 2023
Deposit Date Aug 30, 2023
Publicly Available Date Aug 30, 2023
Journal Innovations in Education and Teaching International
Print ISSN 1470-3297
Electronic ISSN 1470-3300
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 60
Issue 5
Pages 606-622
Keywords Education
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Published Journal Article (820 Kb)


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Copyright Statement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

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