ABSTRACT
The internationalisation of higher education has seen increasing numbers of international students coming to Australia to undertake doctoral studies. For students whose first language is not English, writing at doctoral level poses particular challenges, with cultural considerations adding another layer of complexity to the doctoral experience. Educators are thus challenged to develop new and appropriate pedagogical tools that acknowledge these students’ complex and diverse learning requirements. This chapter describes one project that aims to address these student needs, drawing on the notion of ‘capability’ to interrogate competing notions of the purpose of doctoral work. Capability is used as a lens through which to critique existing normalising constructions of doctoral study and to analyse the research data.
