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ABSTRACT Drawing on empirical research in a number of academic disciplines, and on contrasting doctoral research training in laboratory sciences with that in social sciences, the article examines the notion of ‘critical mass˚s, which has informed recent policy and debate about research training in the UK. Based on a critique of the Harris Review of Postgraduate Education, it is argued that such policy perspectives are insensitive to the fundamental differences between academic cultures and modes of organisation in different academic disciplines.
Delamont et al. (Wed,) studied this question.