Professional doctorates are frequently described as research degrees that combine workplace and professional engagement with the scholarly rigour of the university. This paper draws on findings from an empirical study of a professional doctorate program in nursing. During this study, a curriculum model that focuses on the intersecting spheres of university, profession and workplace was used as a prompt in interviews. Although this curriculum model has become a reference point for any discussion about the framework for professional doctorates in Australia, it became clear during the study that the predominant themes in the nursing program were different to those in the model. The disparity between the accepted model and the findings from the nursing program are discussed and an alternative model is offered. In this alternative model, the university retains its central role, combined with the themes of professional practice and change. These themes provide a curriculum framework that reflects the knowledge, experiences and intentions of both the students and the staff. The broader implications of the alternative model are also discussed.