The Perception and Experience of Young Researchers in Doctoral Programmes in the Context of Recent Reforms in Kazakhstan

Autor/inn/en	Yelibay, Moldir; Karabassova, Laura; Mukhatayev, Zhussipbek; Yermukhambetova, Assiya
Titel	The Perception and Experience of Young Researchers in Doctoral Programmes in the Context of Recent Reforms in Kazakhstan
Quelle	In: European Journal of Education, 57 (2022) 3, S.484-496 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12513
Schlagwörter	Foreign Countries; Higher Education; Doctoral Programs; Graduation Rate; Doctoral Students; Student Attitudes; Student Experience; Educational Change; Program Effectiveness; Student Research; Researchers; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Studienerfahrung; Bildungsreform; Studentenforschung; Researcher; Forscher; Kasachstan
Abstract	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 country's 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01