However, implementation of the doctoral guidelines faces various challenges that may delay completion of doctoral training.
The last decade has heralded the introduction of an alternative form of doctoral education for nurses in the United Kingdom, the professional or taught doctorate.
Nonetheless, the only features of doctoral education that are legally stipulated at the national level by this law are the minimum period of study, the admission standards, and the minimum requirements for the completion of the PhD.
The learning environment for doctoral studies has been seen to be an important factor affecting the quality of doctoral education.
We link doctoral students' choice of research methods to this changed institutional setting of doctoral education in Sect.
Stark stresses that "transparent structures" should be in place for all aspects of doctoral education.
In particular, the introduction of more structured approaches to doctoral education and the emphasis being put on internationalisation and publication activities have changed the form and content of doctoral education in accounting (Pelger and Grottke 2015, 2016).
With regard to the institutional setting in which doctoral education takes place, we decided to focus on variables that reflect the development towards a more structured approach of doctoral education, as outlined, for example, by Pelger and Grottke (2015, 2016).
Next Wave takes a look at the data and what it says about the health of doctoral education in Germany.
Two papers use data from the same survey as the present paper: first, Pelger and Grottke (2016) provide a number of indications that doctoral education moves from a traditional towards a more structured model of doctoral education, which relates in particular to many students attending doctoral courses and participating in international conferences.
