Social and networked conceptions of creativity highlight the key role of collaboration and connection making in the work involved in creating and imagining new knowledge. With governments around the world keen to harness the potential of research to foster innovation and economic growth, the question arises as to whether the research degree experience is preparing graduates to be creative, or mobilise creativity, in this way. In this chapter we explore this issue through examining the persistent figure of the 'independent scholar' in accounts of research education and practice. We draw on preliminary analysis of data collected on the role of the doctorate in mid-career research success based on a survey of Australian Research Council Future Fellowship recipients. Our analysis focuses on responses to two open ended questions concerning; a) to what respondents' attribute their mid-career research sucess, and d) the extent to which the PhD experience provides preparation for a research career. We identify intriguing tensions and contradictions in the ways in which being and becoming a successful researcher are conceived. Most notably, the findings suggest that success can be achieved through different modes of working - and being trained - as a researcher. These have implications for universities seeking to promote research collaboration and creativity
