The conventional approach to doctoral program management in Australia and New Zealand has been criticized for its failure to keep pace with changes to the educational context. Ongoing challenges associated with the system parameters of doctoral programs further support the need for an alternative perspective to this critical research training process. As a first step toward improved doctoral program outcomes, a management framework based on the concept of Service Design is proposed. This framework emphasises the value of incorporating students as co-designers of the doctoral program. The effectiveness of this approach is demonstrated by undertaking and reporting a student journey-mapping exercise. Future research activities that contribute toward the Service Design approach for doctoral program management are identified and discussed.