Burton, Stephanie G.Faller, FrancisKaniki, AndrewLeitch, AndrewNtshoe, Isaac2022-12-072022-12-072022-11Burton, S., Faller, F., Kaniki, A., Leitch, A. & Ntshoe, I. Are South African doctoral qualifications educating the thinkers we need? South African Journal of Science 2022;118(11/12), Art. #14314. https://doi.org/10.17159/sajs.2022/14314.0038-2353 (print)1996-7489 (online)10.17159/sajs.2022/14314https://repository.up.ac.za/handle/2263/88696SIGNIFICANCE : The recently completed national review of the doctoral qualifications offered by South African higher education institutions has provided important insights into the national landscape of doctoral education, and raised many questions. One key question is whether our doctoral qualifications educate our students to be the broad and critical thinkers needed to address current and future scientific and societal challenges. In the South African higher education context, we must ask ourselves whether we are providing the academic and intellectual depth required to enable our doctoral graduates to achieve the graduate attributes that we express as our national aspirations, and we need to consider new approaches to doctoral education.en© 2022. The Author(s). Published under a Creative Commons Attribution Licence.Doctoral qualificationDoctoral trainingSouth African national reportPhDPostgraduate educationArticle