Abstract

Situated within a renewed focus on ‘practical ’ research, this paper explores candidates ’ experiences of the culture of three doctoral research degrees in a School of Education in an Australian university. The research design was underpinned by Bourdieu’s theory of practice and three meta-themes emerged: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates ’ issues.