Over the past three decades, researchers have studied doctoral research training programs using large scale surveys making visible trends in numbers of and kinds of research courses required, or using focused qualitative methods to gain rich, textured accounts of graduate school experiences. Both kinds of studies fail to capture the local, situated practices and processes, actions and interactions that this dissertation will show embody what counts as doctoral research training. This dissertation is comprised of theoretically driven, empirically grounded examinations of what counts as Doctoral Research Training from multiple angles of analyses, across multiple levels of program and within individual student take-up within a community. Analyses are grounded in university program documents, course catalogues, course syllabi, interviews with faculty and doctoral students, and student work. Implications are drawn for doctoral training program development, as well as for further research on research extensive doctoral training programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]