Kiley, MargaretCumming, Jim2015-04-222015-04-220729-4360http://hdl.handle.net/1885/13299The focus of this paper is on student learning pathways – with particular reference to the factors motivating coursework master's students to seek entry to a doctoral programme – along with the implications for higher education policy and practice. It is argued nationally and internationally that although a number of challenges continue to confront those with responsibility for teaching and supervising coursework master's students, there are opportunities for renewal especially in terms of the provision of enhanced student support. Located within an international context of postgraduate education, a case study from Australia is provided to highlight the need for more flexible doctoral pathways at a time when calls for revitalised and expanded research workforces are intensifying.Support for this research has been provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.© 2014 HERDSAcoursework master's degreedoctoral educationhigher education policypostgraduate educationresearch training201510.1080/07294360.2014.9343352015-12-10