This is the final report of a three year study into doctoral learning journeys - exploring and thinking about students' intellectual and personal  development and the ways in which students, supervisors and examiner characterise and help  develop a good PhD . The research project was funded by the Uk Higher Education Academy and conducted at the University of Brighton and Anglia Ruskin University with many UK partners. It is based round the theory of conceptual theshold crossing (Wisker et al) which explores when students make 'learning leaps' and work critically, creatively and conceptually- and how supervisors can 'nudge this' .It  looks at the learning journeys of doctoral students and at what examiners are looking for.....