Challenges of Ph.D. training in social sciences and humanities in Kazakhstani universities
-
DOIhttp://dx.doi.org/10.21511/kpm.09(1).2025.01
-
Article InfoVolume 9 2025, Issue #1, pp. 1-15
- 20 Views
-
3 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
This study aims to identify challenges in the training of scientific personnel in the field of social sciences and humanities at the doctoral level in Kazakhstan. It proceeds from the assumption that successful completion of a Ph.D. program is conditioned by internal and external factors that influence the educational process and may lead to challenges in Ph.D. thesis defense. The study employs an explanatory-sequential approach within a mixed-methods design, incorporating economic-statistical, regression, and content analysis. Data were gathered through questionnaires from 61 current students and graduates of Ph.D. programs in the social sciences and humanities. Findings indicate that having a job made it more challenging for respondents to study and complete their Ph.D. programs, as employment requires time and effort; however, the additional monthly income besides scholarship helped reduce financial stress, thereby supporting their academic progress. Women found studying easier than men, while married respondents experienced fewer challenges than single ones. Although 36.1% of respondents expressed high satisfaction with Ph.D. training quality, the majority reported challenges, with 65.65% noting issues in the educational process, 52.5% identifying problems in scientific supervision, 33% raising concerns about teacher qualifications, and 25% highlighting infrastructure needs. Key factors influencing Ph.D. completion rates included an unstable study environment, characterized by frequent changes in regulations, and students’ difficulties in meeting government-imposed requirements, especially publication in a Scopus database journal. The study’s practical value is developing measures to enhance Ph.D. thesis defense rates by improving admission requirements, restricting external employment, increasing supervisor accountability, and adjusting publication standards.
Acknowledgments
This research has been funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (AP19680246 “Building up highly intelligent human resources in the conditions of digitalization of the economy of Kazakhstan: problems and prospects”, 2023–2025) and supported the Oxus Society for Central Asian Affairs (program “Advancing data-driven solutions by strengthening partnerships between the scientific, academic and civil sectors in Central Asia”, 2023–2024).
- Keywords
-
JEL Classification (Paper profile tab)I21, I23, I28
-
References60
-
Tables2
-
Figures2
-
- Figure 1. Perception of difficulty level in doctoral studies (% of respondents)
- Figure 2. Identified groups of problems in Ph.D. education (by number of respondents)
-
- Table 1. OLS regression model results
- Table 2. Problems encountered by respondents in the process of doctoral studies and/or defense of Ph.D. thesis
-
- Amani, J., Myeya, H., & Mhewa, M. (2022). Understanding the motives for pursuing postgraduate studies and causes of late completion: Supervisors and supervisees’ experiences. SAGE Open, 12(3).
- Bekova, S. (2021). Does employment during doctoral training reduce the Ph.D. completion rate? Studies in Higher Education, 46(6), 1068-1080.
- Bekova, S., & Dzhafarova, Z. (2019). Komu v aspiranture zhit khorosho: Sviaz trudovoy zaniatosti aspirantov s protsessom i rezultatami obucheniya [Who is happy at doctoral programs: The connection between employment and learning outcomes of doctoral students]. Voprosy Obrazovaniya – Educational Studies, 1, 87-108. (In Russian).
- BNS. (2022). Bulletin on “Postgraduate education in the Republic of Kazakhstan” at the beginning of the 2022/2023 academic year (Series 23).
- BNS. (2023a). Bulletin on “Postgraduate education in the Republic of Kazakhstan” at the beginning of the 2023/2024 academic year (Series 19).
- BNS. (2023b). Bulletin on “Wages of workers in the Republic of Kazakhstan by main professions and positions” (Series 14).
- Brailsford, I. (2010). Motives and aspirations for doctoral study: Career, personal, and inter-personal factors in the decision to embark on a history Ph.D. International Journal of Doctoral Studies, 5, 15-27.
- Bridgeman, B., & Cline, F. (2022). Can the GRE predict valued outcomes? Dropout and writing skill. PloS One, 17(6), e0268738.
- Castello, M., Pardo, M., Sala-Bubare, A., & Sune-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74, 1053-1068.
- Catalano, A. J., & Radin, S. T. (2021). Parents pursuing a doctorate of education: A mixed methods examination of how parents manage the roles of student and parent. International Journal of Doctoral Studies, 16, 253.
- Chakraverty, D. (2020). The impostor phenomenon among postdoctoral trainees in stem: A us-based mixed-methods study. International Journal of Doctoral Studies, 15, 329-352.
- Corner, S., Tikkanen, L., Anttila, H., & Pyhalto, K. (2024). Personal interest, supervisory and research community support and dropout intentions among Finnish Ph.D. candidates. Studies in Graduate and Postdoctoral Education, 15(1), 1-18.
- Dericks, G., Thompson, E., Roberts, M., & Phua, F. (2019). Determinants of Ph.D. student satisfaction: The roles of supervisor, department, and peer qualities. Assessment and Evaluation in Higher Education, 44(7), 1053-1068.
- Ertem, H. Y., & Gokalp, G. (2022). Role of personal and organizational factors on student attrition from graduate education: A mixed-model research. Journal of College Student Retention: Research, Theory and Practice, 23(4), 903-928.
- Fang, D., & Zhan, L. (2021). Completion and attrition of nursing Ph.D. students of the 2001 to 2010 matriculating cohorts. Nursing Outlook, 69(3), 340-349.
- Feizi, S., Knäuper, B., & Elgar, F. (2024). Perceived stress and well-being in doctoral students: effects on program satisfaction and intention to quit. Higher Education Research & Development, 43(6), 1259-1276.
- Fung, A. S. K., Southcott, J., & Siu, F. (2021). Exploring mature-aged students' motives for doctoral study and their challenges: A cross border research collaboration. International Journal of Doctoral Studies, 12(1), 175-195.
- Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383-406.
- Gasskov, V. (2018). Methodology for analysis of the short-term demand for skilled workforce. ILO.
- Geraghty, S., & Oliver, K. (2018). In the shadow of the ivory tower: Experiences of midwives and nurses undertaking Ph.Ds. Nurse Education Today, 65, 36-40.
- Geven, K., Skopek, J., & Triventi, M. (2017). How to Increase Ph.D. Completion Rates? An Impact Evaluation of Two Reforms in a Selective Graduate School, 1976-2012. Research in Higher Education, 59(5), 529-552.
- Guzman, A., Barragán, S., Cosenz, F., & Cala-Vitery, F. (2023). Prevention and mitigation of rural higher education dropout in Colombia: A dynamic performance management approach. F1000Research, 12, 497.
- Hunter, K. H., & Devine, K. (2016). Doctoral students’ emotional exhaustion and intentions to leave academia. International Journal of Doctoral Studies, 11(2), 35-61.
- Jaksztat, S., Neugebauer, M., & Brandt, G. (2021). Back out or hang on? An event history analysis of withdrawal from doctoral education in Germany. Higher Education, 82(5), 937-958.
- Kangalakova, D., Dzhanegizova, А., Satpayeva, Z., Nurgaliyeva, K., & Kireyeva, А. (2023). Distribution of knowledge through online learning and its impact on the intellectual potential of Ph.D. Students. Journal of Distribution Science, 21(4), 47-56.
- Kaur, M., Singh, M., & Saini, M. (2024). Analyzing the relation among different factors leading to Ph. D. dropout using numerical association rule mining. Education and Information Technologies, 29(1), 375-399.
- Kireyeva, A.A., Kangalakova, D.M., Kredina, A.A., Satpayeva, Z.T., & Urdabayev, M. (2021). Managing research and development process in conditions of economic growth of Kazakhstan: Methods and analysis. Problems and Perspectives in Management, 19(3), 185-196.
- Kis, A., Tur, E. M., Lakens, D., Vaesen, K., & Houkes, W. (2022). Leaving academia: Ph.D. attrition and unhealthy research environments. PLoS ONE, 17(10), e0274976.
- Kozhakhmet, S., Moldashev, K., Yenikeyeva, A., & Nurgadeshov, A. (2020). How training and development practices contribute to research productivity: a moderated mediation model. Studies in Higher Education.
- Kuzhabekova, A., & Mukhamejanova, D. (2017). Productive researchers in countries with limited research capacity: Researchers as agents in Post-Soviet Kazakhstan. Studies in Graduate and Postdoctoral Education, 8(1), 30-47.
- Kuzhabekova, A., & Ruby, A. (2018). Raising research productivity in a post-soviet higher education system: A case from Central Asia. European Education, 50(3), 266-282.
- Lott, J. L., Gardner, S., & Powers, D. A. (2009). Doctoral student attrition in the STEM fields: An exploratory event history analysis. Journal of College Student Retention: Research, Theory & Practice, 11(2), 247-266.
- Maloshonok, N., & Terentev, E. (2019). National barriers to the completion of doctoral programs at Russian universities. Higher Education, 77(2), 195-211.
- Mantai, L. (2019). 'A source of sanity': The role of social support for doctoral candidates' belonging and becoming. International Journal of Doctoral Studies, 14, 367-382.
- Mendoza-Sanchez, I., deGruyter, J. N., Savage, N. T., & Polymenis, M. (2022). Undergraduate GPA predicts biochemistry Ph.D. completion and is associated with time to degree. CBE – Life Sciences Education, 21(2), е19.
- Meyer, H. S., Preisman, K. A., & Samuel, A. (2022). Get connected: A scoping review of advising online graduate students. Online Learning, 26(3), 274-292.
- Mogaji, E., Adamu, N., & Nguyen, N. P. (2021). Stakeholders shaping experiences of self-funded international Ph.D. students in UK business schools. The International Journal of Management Education, 19(3), е100543.
- Nagy, G. A., Fang, C. M., Hish, A. J., Kelly, L., Nicchitta, C. V., Dzirasa, K., & Rosenthal, M. Z. (2019). Burnout and mental health problems in biomedical doctoral students. CBE Life Sciences Education, 18(2), 1-14.
- NAS RK. (2022). Natsional'nyy Doklad Po Nauke [National Science Report]. Astana; Almaty, 250 p. (In Russian).
- Nori, H., Peura, M., &Jauhiainen, A. (2020). From imposter syndrome to heroic tales: Doctoral students’ backgrounds, study aims, and experiences. International Journal of Doctoral Studies, 15, 517-539.
- Pasztor, A., & Wakeling, P. (2018). All Ph.D.s are equal but … Institutional and social stratification in access to the doctorate. British Journal of Sociology of Education, 39(7), 982-997.
- Petersen, S. L., Erenrich, E. S., Levine, D. L., Vigoreaux, J., & Gile, K. (2018). Multi-institutional study of GRE scores as predictors of STEM Ph.D. degree completion: GRE gets a low mark. PLOS One, 13(10), e0206570.
- Phan, H. P. (2023). Narratives of ‘delayed success’: a life course perspective on understanding Vietnamese international students’ decisions to drop out of Ph.D. programmes. Higher Education, 87(1), 51-67.
- Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being. Journal of Higher Education, 89(6), 988-1013.
- Posselt, J., Porter, K. B., & Kamimura, A. (2018). Organizational pathways toward gender equity in doctoral education: Chemistry and civil engineering compared. American Journal of Education, 124(4), 383-410.
- Qaz365. (2023). V Kazakhstane stipendiyu doktorantov povysiat do 500 tysiach tenge [In Kazakhstan, the stipend for doctoral students will be increased to 500 thousand tenge]. (In Russian).
- Quecano, L. I. V., Guzmán Rincón, A., & Barragán Moreno, S. (2024). Dropout in postgraduate programs: a underexplored phenomenon–a scoping review. Cogent Education, 11(1), е2326705.
- Rajcan, A., & Burns, E. A. (2021). Research productivity of sociology Ph.D. candidates at interdisciplinary schools of social science at elite Australian universities, 2013–17: a gender perspective. Journal of Sociology, 57(3), 501-521.
- Shin, J. C., Kim, S. J., Kim, E., & Lim, H. (2018). Doctoral students’ satisfaction in a research-focused Korean university: Socio-environmental and motivational factors. Asia Pacific Education Review, 19(2), 159-168.
- Skopek, J., Triventi M., & H.-P. Blossfeld. (2020). How do institutional factors shape Ph.D. completion rates? An analysis of long-term changes in a European doctoral program. Studies in Higher Education, 47(2), 318-337.
- Sverdlik, A., & Hall, N. C. (2020). Not just a phase: Exploring the role of program stage on well-being and motivation in doctoral students. Journal of Adult and Continuing Education, 26(1), 97-124.
- Sverdlik, A., Hall, N. C., & McAlpine, L. (2020). Ph.D. imposter syndrome: Exploring antecedents, consequences, and implications for doctoral well-being. International Journal of Doctoral Studies, 15, 737-758.
- Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The Ph.D. experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388.
- Van der Haert, M., Arias Ortiz, E., Emplit, P., Halloin, V., & Dehon, C. (2013). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research? Studies in Higher Education, 39(10), 1885-1909.
- Van Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2021). Factors that influence Ph.D. candidates’ success: The importance of Ph.D. project characteristics. Studies in Continuing Education, 43(1), 48-67.
- Van Tienoven, T. P., Glorieux, A., Minnen, J., te Braak, P., & Spruyt, B. (2022). Graduate students locked down? Doctoral students’ satisfaction with supervision during the first and second COVID-19 lockdown in belgium. PLoS ONE, 17(5), e0268923.
- Visser, M. S., Luwel, M., & Moed, H. F. (2006). The attainment of doctoral degrees at Flemish Universities: a survival analysis. Higher Education, 54(5), 741-757.
- Wall, S. (2008). Of heads and hearts: Women in doctoral education at a Canadian University. Women’s Studies International Forum, 31(3), 219-228.
- Wollast, R., Boudrenghien, G., Van der Linden, N., Galand, B., Roland, N., Devos, C., de Clercq, M., Klein, O., Azzi, A., & Frenay, M. (2018). Who are the doctoral students who drop out? Factors associated with the rate of doctoral degree completion in universities. International Journal of Higher Education, 7(4), 143-156.
- Yessimova, Sh. A., & Yergaliyev, D. N. (2023). Analiz i otsenka obrazovatelnykh programm «Gosudarstvennoye i mestnoye upravleniye» v vuzakh Kazakhstana [An analysis and evaluation of public and local administration educational program: the case of Kazakhstan universities]. Economics: the Strategy and Practice, 18(1), 145-164. (In Russian).