Undertaking a doctoral study has traditionally considered as a form of academic apprenticeship, and training inevitably has a part to play in producing the well rounded academician. PhD in Architecture is comparatively new in Indian Universities. Present paper discusses what a PhD stands for today with reference to architectural education in India. There are numerous misconceptions about the process and product of doctoral work which is adversely affecting the architectural education as a whole. True meaning of PhD is not known and the role of doctoral research in architectural profession and practice is largely under estimated. There is an urgent need to define PhD education process as well as product in architectural discipline which is aimed at the student’s empowerment and transformation as a professional and academician. It is stressed that doctoral study is not just an academic apprenticeship but it possess capability to develop and promote creative talent and enable students to become professional researchers or researching and scholarly professionals. This paper talks about epistemological and methodological considerations in doctoral studies. Various aspects of PhD education are highlighted , characteristic of a good PhD thesis is put forward which essentially is scholarship, which examiners defined as originality, coherence and student autonomy in addition, a well-argued, logical progression of ideas. Various initiatives to promote doctoral research are discussed in addition to its current status in India. The overarching aim of this paper is to provide an overall picture of doctoral studies in architecture in India in the interests of ensuring the best possible form of doctoral education. It has been found that the doctoral research in Indian architectural schools needs a paradigm shift in order to promote research culture in academia and practice holistically. To achieve this adoption of practice oriented research approach is suggested considering the demand of architectural discipline which is a nascent area of concern in current educational scenario in the country.

Modern education requires technological facilities and technological applications but some educational organizations do not care about technological requirements. Modern life requires technological base and technological equipments but many educational organizations ignore requirement of technology in education. Modern life is based on technological base and most of people use technology in their business and in their daily lives. Economical sectors work with technology and educational organizations naturally have to work with technology too. Because of requirement technology, everybody has to learn to use technolgy and educational organizations have to own all technological facilities to teach. Communication is the base of life and almost all people use communication technology. The problem is that many people do not aware of details of communication technology or do not use technology correctly Technological facilities and technology use has to be taugt in communication schools or in communication departments.

Experiential learning in higher education is identified as one of the most impactful learning methods and recent trends by which students’ academic and social development can be fostered. Additionally, the role that reflexivity plays as a bridge between the experience and learning is underscored as a catalyst to making learning authentic and long-lasting for each learner. To answer the latest demands of the increasingly globalized and cosmopolitan society for our students entering the marketplace, it becomes important to arm them with the ability to think about themselves as a part of an interconnected global system, development of global citizenship. However, there is little shared on how these learning experiences manifest to cultivate a global mindset as a foundation to the higher education experience when applied to co-curricular initiatives within the first-year seminar context. Using the latest trends in high impact adult learning methodologies as a conceptual framework of first-year learning, experiential education, and reflective learning to underpin this study, the researchers investigate how students make meaning about their academic, professional goals, and course themes in a weeklong all-expenses paid, learning-by-doing excursion to Washington, DC. The aim of this co-curricular leaning initiative is to cultivate new understandings centered around building global citizenship by using guided visits to various governmental and nongovernmental organizations in the nation’s capital while reflecting about those experiences using guided prompted questions, group discussion, and journaling techniques.