ABSTRACT
Over the last two decades expectations of doctoral education have changed considerably, particularly regarding the career paths of doctorate holders and their future contributions to society. Universities have responded to these changes by implementing truly fundamental reforms in doctoral education. These pertain first and foremost to the ’professionalisation’ of university structures through doctoral schools and structured programmes and those involved in doctoral education, from supervisors and academic directors to professional administrators who provide specialised support, with the ambition of maintaining a balance between placing education through research at the heart of doctoral training and preparing doctoral candidates for a wide range of academic and non-academic careers.
