In a questionnaire posed to doctoral students in architecture, enrolled in the Swedish research school in architecture ResArc, we find three issues – learning culture, communicational approach, and interdisci-plinarity – with a great divergence between what the students’ consider cru-cial for their educational development, and what is actually provided by ResArc and its extended research environment. The aim with this paper is to critically discuss this discrepancy with the help of five different conceptual approaches to doctoral supervision (Lee, 2008). Our purpose with this dis-cussion is to shine light on what we see as a ‘Hyperenculturation’ of doctor-al students, leading to a lack of critical thinking and emancipation.