The Impact of Publication Requirements for Doctoral Degrees in Kazakhstan: The Perceptions of Doctoral Supervisors

• In Event: Roundtable Session 9
  In Refereed Roundtable Session: Enhancing Doctoral Education in Kazakhstan: Evaluating the Publication Requirement Reform

Proposal

The introduction of a publication requirement for obtaining doctoral degrees in Kazakhstan reflects a multifaceted approach aimed at enhancing academic standards and aligning the country's research output with global norms. Rooted in the adoption of the Bologna system in 2010, this policy primarily seeks to integrate Kazakhstani research into the international academic community by meeting European standards. Additionally, it addresses concerns over the historical variability in research quality from the Soviet era, aiming to enforce stricter criteria for doctoral publications to promote higher-quality academic contributions.
The publication requirement serves not only academic purposes but also political and administrative functions. It aims to demonstrate the return on investment in higher education by increasing research outputs, particularly in international databases, thus justifying governmental funding. However, the implementation of this policy reveals both benefits and challenges. Universities support doctoral candidates through seminars, workshops, and intensive supervision, which are crucial for developing strong research skills and ensuring adherence to publication standards. Students benefit from detailed feedback, enabling them to produce higher-quality papers.
Despite these efforts, significant obstacles hinder the successful fulfillment of the publication requirement. These include long delays in the publication process, a scarcity of reputable local journals, and recurring changes to the requirements, which destabilize students’ academic progress. Furthermore, the rise of predatory journals has become a widespread issue, with students often being misled into publishing their work in unethical outlets, undermining the integrity of their research. The shortage of qualified international advisors and insufficient expertise among some local supervisors exacerbate the problem, leading to student frustration and prolonging their academic journey.
The pressures associated with meeting publication requirements have also had a negative impact on the mental health of some doctoral students, with reports of nervous breakdowns and exploitation by supervisors. These supervisors sometimes demand to be included in their students’ publications for personal gain, further complicating the already challenging process.
Despite these challenges, the policy has produced several positive outcomes. The introduction of academic writing courses has significantly improved students' writing skills, while engagement with research fosters a deeper interest in their fields and contributes to national academic growth. Younger supervisors and their students, in particular, have shown a capacity to meet international publication standards, indicating that with proper guidance, students can navigate the challenges effectively.
To address the existing difficulties, policy recommendations suggest maintaining consistent publication guidelines over the course of a student’s doctoral program to ensure stability. Additionally, increasing the number of local academic journals, reconsidering the Scopus requirement, and allowing conference participation as a valid alternative to publication are proposed to make the process more flexible and accessible. Clarifying journal guidelines is also essential to help students avoid predatory publications and protect the integrity of their research.
Ultimately, while the publication requirement has successfully aligned Kazakhstani research with international standards and improved research quality, addressing the outlined challenges through clear, stable, and flexible policies is crucial for fostering an effective and supportive academic environment for doctoral candidates.

Authors

• Duishon Ali Shamatov, Nazarbayev University Graduate School of Education

• Kanat Baikenov, Nazarbayev University