David Boud and Alison Lee
2. Framing doctoral education practice.
Alison Lee and David Boud
Section I. Disciplinarity and change
3. Converging paradigms for doctoral training in the sciences and humanities.
4. Disciplinary voices: A shifting landscape for English Doctoral Education in the 21st century.
Lynn McAlpine, Anthony Pare and Doreen Starke-Meyerring
5. The doctorate as curriculum: a perspective on goals and outcomes of doctoral education.
Section II. Pedagogy and learning
6. Enhancing the doctoral experience at the local level
Diana Leonard and Rosa Becker
7. PhD education in science: producing the scientific mindset in biomedical sciences.
Margot Pearson, Anna Cowan and Adrian Liston
8. Writing for the doctorate and beyond.
Alison Lee and Claire Aitchison
9. Representing doctoral practice in the laboratory sciences.
10. Supervisor development and recognition in a reflexive space
Angela Brew and Tai Peseta
Section III. New forms of doctorate
11. Specialised knowledge in UK professions: relations between the state, the university and the workplace,
David Scott, Andrew Brown, Ingrid Lunt and Lucy Thorne
12. Projecting the PhD: Architectural design research by and through projects.
Brent Allpress and Robyn Barnacle
13. Building doctorates around individual candidates' professional experience.
Carol Costley and John Stephenson
Section IV. Policy and governance
14. Doctoral education in risky times.
15. New challenges in doctoral education in Europe.
16. Policy driving change in doctoral education: an Australian case study.
17. Regulatory regimes in research education.
Section V. Reflections
18. Changing perspectives, changing practices: doctoral education in transition
University of Technology Sydney, Australia Alison Lee, University of Technology, Sydney, Australia