Most universities around the world put in place administrative processes and systems to manage student progress. These processes usually involve filling out standardised forms and instruments: managerial tools intended to increase transparency, promote efficiency and ensure fairness by applying the same standards to all. The progress report is a widely used management tool in doctoral candidature in Australia and in other countries which look to the United Kingdom for degree structure and format. This reporting mechanism requires students and supervisors to make a retrospective account of the research done in a given period. The intention of the progress report is to provide a mechanism for recording feedback and an opportunity to clarify communication between supervisors, students and the institution itself on the progress of the research. However, whether these managerial tools achieve these aims in doctoral candidature is questionable. In this paper, we report on findings from a study of progress reporting in doctoral studies in one middle-band university in Australia. We found that men and women reported qualitative differences in their encounters with the progress reporting mechanisms, which called into question the idea that these management tools are gender neutral and fair in their effects or application.