This contribution introduces the general principles of doctoral education in Germany first and then describes and discusses four key drivers of change: the increase in numbers, the diversification of degree models, the impact of the Bologna reforms on doctoral education, and changes induced by the COVID-19 pandemic. In the conclusions the implications of these key drivers for change in doctoral education are analysed, namely the extension of the policy field focusing on doctoral education, the gradual loss of the traditional university monopoly in terms of doctoral degree awards, the shift from the dissertation as product to the process of doctoral education and training, and finally the extension of requirements in terms of skills and competences to be acquired in the process in order to make doctoral degree holders fit for non-academic labour markets.