Abstract
In an increasingly globalized academic environment, doctoral candidates in Kazakhstan face the challenge of navigating parallel research paradigms—local scholarly traditions and international academic standards—particularly as the country aligns its higher education system with Bologna Process requirements. This study employs interpretative phenomenological analysis to explore how eight recent PhD graduates in humanities and social sciences, who have published in both local and international venues, reconciled these divergent expectations in their dissertation writing and publication endeavors. Data collected through semi-structured interviews in March 2024, analyzed via thematic and constant comparative techniques, revealed three interlinked themes: initial recognition of divergent writing expectations, development of adaptive writing strategies, and navigation of publication-specific challenges. Participants' strategies progressed from basic adaptations—such as creating separate sections for national policy references and international theoretical debates—to more sophisticated, integrative approaches that synthesized the practical and theoretical dimensions of their work. These adaptive frameworks enabled candidates to respond effectively to diverse supervisory feedback, satisfy local regulatory requirements, and position their studies within broader global research conversations, while meeting publication demands in both local and international journals. Ultimately, this negotiation process facilitated the emergence of integrative scholarly identities, demonstrating that navigating parallel research paradigms can strengthen doctoral candidates' writing practices and enhance their engagement with multiple academic audiences. The findings contribute to discussions on academic literacies, scholarly identity formation, and global-local knowledge dynamics, offering insights for doctoral programs in transnational contexts.
Author Information
Askat Tleuov, KIMEP University, Kazakhstan
Paper Information
Conference: ACE2024
Stream: Higher education
This paper is part of the ACE2024 Conference Proceedings (View)
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