Universities are breaking away from the academic apprenticeship-type PhD model towards more individualised and collaborative programmes. Papers published in peer-reviewed academic journals on this topic were compiled to investigate the conversation surrounding PhD reform. Important considerations derived from the literature were that PhD programmes should encourage candidates to rethink their professional identity, acquire an interdependent suite of skills from a range of contexts and set goals in multiple working environments. Continued commitment to programmes that recognise the converging similarities and interdependencies between research and industry was supported, but with a flexible approach in order to maintain the uniqueness of the PhD as a process where academic identity is formed and academic rigour is respected as an important outcome. Best practice might be aimed at offering work placements in multiple environments to keep professional identities current. Areas for further exploration include perceived challenges, benefits and concerns when engaging in collaborative programmes.