Framing doctoral education as practice

Abstract

In order to think clearly about doctoral education and identify priorities for change, it is necessary to frame it in ways that open up productive discussions about what doctoral education does and how it might do it. The perspective we take on this task is to view doctoral work, and doctoral education, as forms of social practice. We do this in order to understand the complex features of current debates and to direct attention to new kinds of question about how doctoral education might be pursued.