Learning environments for PhD students

The disciplines are known to have a significant influence on PhD student experiences, and the growth of interdisciplinary programs has drawn increased attention to disciplinary cultures. This chapter provides a synthesis of published empirical literature from a global perspective that examines the role of the disciplines in PhD programs. A systematic review of 64 peer-reviewed articles published between 2014 and 2024 demonstrates how disciplinary cultures shape the way that PhD students experience their learning environment. This environment includes such elements as supervision, content, assessment, interactions, professional development, and a virtual and/or physical setting. A conclusion of this systematic review is that, related to PhD learning environments, the discipline extends across the academic department, across the university, and beyond, to include a range of external settings. Future research might consider curriculum development, influences from external events and organizations, and the ways in which interdisciplinarity is conceptualized within the learning environment. Consideration is needed for students’ longitudinal experiences and outcomes, as well as ways in which the curriculum is shaped by internal and external influences.