The changing nature of doctoral programmes

The changing nature of doctoral programmes For a long time doctoral programmes have been moving away from the traditional view of the ‘master–apprentice ’ model. This approach to doctoral education will soon become an anachronism as we see the growth and development of graduate schools, collaborative research groups and research networks. The way in which research is undertaken has also changed dramatically over the last 20 years. Globalization of the research community, assisted by the growth of the Internet, electronic communication and on‑line journals, helps to facilitate collaborative research. The way doctorates are perceived within the wider community is also changing. The doctoral qualification is no longer seen solely as a vocational qualifi‑ cation — as preparation for an academic career or to be a researcher. Increasingly, it is also seen as a generic qualification — as an indicator of intellectual abilities, such as advanced problem‑solving skills and reasoning. These competencies are increasingly attractive to a wider employer base, such as the financial, public an