“We respectfully disagree with your perspective. We believe that a PhD candidate's publication should include the supervisor's name, even if a supervisor’s contribution to the publication is minimal. In our view, this practice demonstrates respect for a senior colleague and acknowledges their support and guidance to the student” (A&B Supervisors, 2024). This statement, voiced during a supervisor training session at a university in Kazakhstan, highlights a deeply rooted cultrual mindset. Despite Kazakhstan’s strives toward internationalisation of higher education since independence in 1991, many supervisors in the country continue to operate under the influence of Soviet-era traditions and cultural norms, such as the practice of "respect for the elderly at any cost”. These cultural values, while significant in their historical and social context, often hinder the adoption of democratic and transformative academic practices.

Since 1993, initiatives like the Bolashak programme have allowed Kazakhstani scholars to pursue master and doctoral studies at leading universities worldwide, exposing them to progressive academic environments far removed from the hierarchical norms back home. I was fortunate to complete my master and doctorate at the University of Cambridge, where I experienced one of the world’s most collaborative and innovative academic cultures. Reflecting on these experiences, I recognise profound differences between the academic environment I encountered at Cambridge and that of Kazakhstan.

Inspired by my study at Cambridge, I returned to Kazakhstan determined to create a supervisory approach that prioritizes a supportive, open, and ethical environment for my doctoral students. This philosophy has become central to my mission of fostering the growth and success of PhD candidates in Kazakhstan. However, translating these principles into practice has presented significant challenges. The lingering influence of Soviet-era academic culture and the difficulties of reintegrating into a traditional and hierarchical system have resulted in a form of reverse cultural shock (McLaughlin & Ayubayeva, 2015). Furthermore, what is often referred to as the "Cambridge curse"—the challenge of adapting world-class academic practices to a local context—has added another layer of complexity to implementing a more democratic and student-centered supervision model.

This study adopts an action research approach, systematically gathering data on my role as a supervisor. After each supervision session with three doctoral students, I maintained a reflective journal to capture observations and insights. Additionally, I facilitated a two-week training program for 30 current supervisors, which uncovered significant differences in perceptions and practices of supervision. To further examine these issues, a focus group discussion was conducted with PhD candidates, building on the topics and feedback from the training sessions. These findings were further complemented by an analysis of official documents regulating the work of supervisors in higher education institutions in Kazakhstan and their alignment with international practices.

This paper seeks to contribute to the ongoing dialogue on the internationalisation of PhD education in Kazakhstan. It proposes practical frameworks and strategies to align doctoral supervision with international ethical standards while respecting cultural values. By addressing the tensions between traditional norms and modern academic practices, the study seeks to chart a path forward for a more equitable and globally integrated doctoral education system. The key challenges under discussion include methodological differences, ethical considerations, approaches to data collection, and the publication of research results in academic journals.

Elliott, J. (1988). Educational research and outsider-insider relationships. International Journal of Qualitative Studies in Education, 155-166. Elliott, J. (1993). Action research for educational change. Buckingham: Open University Press. Faculty of Education. (2012). General Handbook 2012-2013: Information for PhD students and supervisors. Faculty of Education University of Cambridge, Cambridge. Government of the RK. (2007). Law of the Republic of Kazakhstan ‘On Education’. Astana, Kazakhstan. McLaughlin, C., & Ayubayeva, N. (2015). 'It is the research of self expereince': feeling the value in action research. Educational Action Research, 56-67.