Reflections on change in doctoral education: an Australian case study

Purpose This paper aims to reflect on the development of Australian doctoral education after the program commenced, initially at the University of Melbourne, following the end of the Second World War. Design/methodology/approach While utilizing the rich literature on doctoral education in Australia, the paper adopts a chronological approach to key issues that have had particular impact on the Australian doctorate since the mid-1980s. Findings Three major reports have had particular impact on the Australian PhD which was based on the Oxbridge model of supervisor/candidate with little or no coursework. Originality/value This reflection brings together a number of threads in Australia’s PhD program based on a wide range of historical and contemporary literature.