结论
我们提出将博士生教育理解为一种社会实践或实践领域，这一点很有用。这一视角使得我们关注到日益复杂的一系列治理和塑造博士生培养的活动。博士生培养现在远非在封闭的学科和系所范围内进行的、在本质上是个体的私人活动，而是扩大到治理、规制和计划实践的更加复杂的、公共的场所，它也包含研究本身、指导与教学的教育工作以及学位候选人的活动和经历。
有关博士生培养的现有文献通常论及博士生培养的某个方面。由于不同国家的高等教育系统已在经济驱动变化的议程内就大力增加对博士生培养的治理和管制达成一致协议，大多数文献都是基于政策或者由政策主导的；或者重点放在实践的微观层面，通常关注指导的动态过程以及学位候选人的经历。这些所描述的变化讲述了关于博士生培养的不同故事，服务于不同的目的。但是每种研究都限定了范围，结果博士生教育新兴的研究相当零散。任何一个新的学术领域或许都是如此，博士生教育研究在许多方面仍处于萌芽阶段或者不成熟的阶段。
在这重意义上，我们支持文章开头Pearson 所提倡的进行宏观和微观层面的经验研究（Pearson，2005a：130），包括对地方性实践的细腻分析以及增强对利益相关者利益的识别。然而，在朝着全面综合的实证调查前进的同时，我们也注意到对博士生教育的大多数研究和学术都缺乏坚实的理论基础。鉴于此，我们认为各种形式的实践理论，例如由Schatzki 和Kemmis 所提出的理论（Schatzki，2001；Kemmis，2005），都可能会丰富我们的理解。在诸如活动理论、行动者网络理论或者实践共同体理论，以及Green 所提出的博士生教育环境的“生态社会”概念（Green，2005）等复杂性理论所提供的概念框架内，我们或许可以找到进一步研究所需的有效资源，以探索在很大程度上仍然未被研究的博士生训练活动、大学角色的变化以及博士生训练的场所。
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