This paper reports a multi-year (2003-2007) institutional case study which illustrates how Australian government changes to the funding of research students have had a fundamental influence on how universities look at and manage their doctoral students. The case study shows how the doctorate is changing from an apprenticeship model of developing independent researchers to a professional model with a broad-based team extending beyond the individual supervisor. The study underlines how quickly major change can be effected. Fundamental to the change process are: the centrality of communication; the importance of information, the need for transparency, and, strong, proactive leadership.
CHER 23rd Annual Conference: Effects of Higher Education Reforms (CHER 2010). Proceedings of the CHER 23rd Annual Conference: Effects of Higher Education Reforms (Oslo, Norway 10-12 June, 2010)