This study seeks to examine the lasting benefits of an induction course developed to support new postgraduate students in becoming ’self organising agents’ and managers of their own personal and professional development. A cohort of course participants were interviewed 18 months after they participated in the course, and the study shows that 50% of respondents continue to use tools and methods provided at the induction course, and that the course had supported them significantly to take charge and manage their own learning environment. This paper describes the rationale behind the course design based on a theoretical grounding in situated learning in communities of practice, and concludes with suggesting seven essential elements of the course: Self perception, Meeting PhD students as whole persons, Personal Development Planning – working with them, Intercultural, Safe haven - 5 days off campus residential, Inclusiveness – sense of belonging, Managing relationship with and reducing distance to supervisors. The study confirms that viewing research education in terms of situated learning, using a pedagogy which mobilizes the resources of the research (learning) environment, can support the development of PhD students to become self organising agents and enable them to take up opportunities available in their environment.