Training programmes for doctoral supervisors have received increasing attention as universities seek to improve the quality of doctoral education. However, their development is shaped by institutional forces. This study examines how coercive, normative and mimetic isomorphic pressures influence the establishment and implementation of these training programmes in three different contexts: Australia, Scotland and Spain. The study aims to explore the institutional drivers behind the creation of doctoral supervision training programmes. By examining the presence of coercive regulations, professional norms and mimetic behaviours, it seeks to uncover patterns of influence across different national and institutional settings. A qualitative comparative approach was used, analysing data from policy documents and semi-structured interviews with stakeholders involved in the design and delivery of supervision training programmes. Institutional isomorphism provides the theoretical framework for categorising and interpreting the data. The study identifies the presence of coercive, normative and mimetic isomorphic pressures in all three contexts. These findings demonstrate how global trends in doctoral supervision training intersect with local adaptations, reflecting different institutional responses to similar challenges. By highlighting the influence of institutional forces, this research provides valuable insights for policy makers and university leaders in designing effective and context-sensitive doctoral supervision training programmes. This understanding supports the alignment of institutional practices with broader academic standards while maintaining local relevance. This study advances institutional theory by applying it to the context of higher education and doctoral supervision. It provides an empirical analysis of how isomorphic pressures interact in different national contexts, contributing to a deeper understanding of the mechanisms that shape professional development for doctoral supervisors.
