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In the context of growing postgraduate numbers, this article focuses on key questions concerning the quality and nature of the PhD by questioning how one can identify what constitutes a “good enough PhD”. Building on international research and a large British National teaching fellowship funded project “Doctoral learning journeys”, it suggests that key quality features include research design, development and final thesis which evidence conceptual, critical and creative enough work. Research and the article consider ways in which strategies, practices and performance help students engage with research to such a doctoral level, as well as develop their practice beyond the PhD itself to help build sustainable research communities.