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

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.