In this conceptual article, I present a hierarchical view of the iterative process of learning and development as applied to the doctoral context and make a conceptual case for Doctoral Intelligence based on an analogous link to Cultural Intelligence. There are four proposed Doctoral Intelligence domains: Knowing (developing expertise), Doing (benefits of practice), Thinking (high-order mental processing) and Willing (open-mindedness for continual development). Insights into the hierarchical process of learning and development and the mindsets needed could provide clarity about what a doctorate entails and direction for doctoral education initiatives. Interventions focusing on student's unique research identity development through these knowing, doing, thinking and willing mindsets could contribute to not only enhancing the quality of the process, product and outcome of the doctorate, but for the development of lifelong researchers beyond the qualification.