ABSTRACT
Over recent decades the doctorate has been steadily changing. Several factors have driven this gradual shift, including: the demand of doctorates to connect with the economy, industry, employers and the professions; the rise of the ‘audit culture’ bringing about time pressures to complete and transparency in supervision and assessment; the demand for ‘flexible delivery’ linked with the huge rise in student numbers undertaking PhDs and professional doctorates (PDs/Prof Docs). Rising student numbers have necessarily been matched by the rising numbers of higher education (HE) staff who now engage with supervision and doctoral assessment. This chapter outlines these changes and their implications for doctoral assessment.
