ABSTRACT
Who is responsible for writing in doctoral education? What difference might it make to current framings of doctoral education if serious attention were to be given to writing as fundamental rather than ancillary to research? What kinds of practices and pedagogies might be imagined? Conversely, what effects are the changes in the purpose and the outcomes of doctoral education having on practices of doctoral writing? What new challenges and possibilities for writing and for pedagogy are emerging in the changing scene of doctoral education?
