This article argues that a broader and more holistic conception of doctoral education is required to accommodate the changing nature of the doctoral interface--the points where education, training, research, work and career development intersect. The article begins by examining three different conceptions from the literature that have been used to represent postgraduate research training. It then draws on a research study conducted recently in Australia, from which an integrative model of "doctoral enterprise" has been derived. Underpinned by theories of practice, the model highlights the mutually constituted and continuously evolving nature of doctoral practices and arrangements. The article concludes with a discussion of the model and the implications arising for curriculum and pedagogy. (Contains 2 tables and 3 figures.)