Abstract

Purpose
– The purpose of this paper is to highlight the significance of student‐led initiatives in PhD development.

Design/methodology/approach
– A case study is presented utilizing Kolb's model of learning from experience to identify with student‐led research training within the PhD process.

Findings
– The experiential role of the student in the development of their personal doctoral training and the resultant social interactions thereof, remain as important as the more structured supervisor‐student relationship and other forms of doctoral training within the PhD research process.

Originality/value
– This paper contributes new insights into the process of how PhD students can become more empowered by the process of “doing” a PhD, rather than being confined to their own specific discipline, whilst offering future recommendations for students embarking upon PhD research.