The traditional master-apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the…

While supervision is often characterised as a relatively private relationship, we would argue it is strongly influenced by departmental, institutional, national and global factors. It is also intertwined with other academic work and life experiences -- with time playing an important role, not just as regards lifecourse but also changing…

This article explores how three doctoral candidates enrolled in the discipline of Higher Education gained an understanding of social justice, equity-mindedness and diversity in the academy. Prior to the admission of these three students, two faculty members had reformed the doctoral programme to align it with the principles of inclusive pedagogy.…

This article addresses why and how mobility has become central to the EU's idea of doctoral education, aiming to reconstruct, in a historical perspective, the gradual conceptualisation of mobility as a policy idea. This process began with the discussion of academic mobility in the 1970s, when the European Communities had as yet no responsibility…

This article discusses three kinds of mobility among early stage researchers: geographical mobility, mobility between disciplines -- or interdisciplinarity -- and cross-sectoral mobility. It focuses on how PhD fellows engage with and negotiate experiences of mobility. These types of mobility have largely been presented as inherently beneficial in…

EU policies promote mobility as a part of contemporary doctoral education. EU-funded doctoral candidates are expected to move country, establish international research networks; travel for workshops, conferences and research stays abroad; and collaborate across disciplines as well as work in other sectors during their doctoral training. As far as…

Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral "skills training",…

In the tradition of anthropological reflexivity, this article examines how the structure of early doctoral training contributes to the construction of particular kinds of anthropologists. Based on research conducted in an anthropology department in the U.S.A. during the late 1990s, the experience of the transition from undergraduate to doctoral…

In the training of doctoral researchers in the use of qualitative research methods, considerable effort goes into preparation for fieldwork and the collection of data. Rather less attention, however, goes into what happens when they have collected their data and begin to make sense of it. In particular, relatively little attention has been paid to…

This paper presents a workshop report that summarises the potentially far-reaching deliberations and results of a conference of experts in doctoral education from around the world. The conference was organised jointly by the U.S. Center for Innovation and Research in Graduate Education (CIRGE) at the University of Washington, Seattle and the…