This paper explores recent developments in relation to doctoral research training in music. Drawing on the findings of a case-study of a recently established practice-led doctorate at an Australian conservatoire, we offer insights into the attributes of its expanding cohort. We interrogate a blended research training structure of academic supervision, coursework, web-based tools and administrative resources in order to reveal the obstacles to, and opportunities for improvement. The paper concludes by arguing programme design refinements which contribute to a deeper understanding of practice-led doctorates in music while inviting readers to similarly consider their own experiences.
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