The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan
Yelibay M. Karabassova L. Mukhatayev Z. Yermukhambetova A.
September 2022John Wiley and Sons Inc
European Journal of Education
2022#57Issue 3484 - 496 pp.
Higher and doctoral education in Kazakhstan underwent a systemic reform since independence in 1990. Reforms have been determined by dynamic socio-economic developments in Kazakhstan, the countrys entry into the global market, and the need to increase the competitiveness of its human capital. Kazakhstan joined the Bologna Process and switched to a three-cycle education system in 2010. However, the transition process did not happen smoothly. Doctoral education in the country is challenged by a low graduation rate of doctoral students. The purpose of the qualitative study on which this article reports was to explore doctoral students perceptions of doctoral training and their experiences in Kazakhstani universities in the context of recent reforms.
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Faculty of Education and Psychology, Eötvös Loránd University, Budapest, Hungary
K. Zhubanov Aktobe Regional University, Aktobe, Kazakhstan
The Public Association Young Researchers Alliance, Nur-Sultan, Kazakhstan
Faculty of Education and Psychology
K. Zhubanov Aktobe Regional University
The Public Association Young Researchers Alliance
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