The professional socialization of doctoral students is a complex, fluid process that extends beyond the formal training period (Weidmann, 2020). This study explores the multidimensional aspects of doctoral students' socialization in Hungary, focusing on the role of family, research topic selection, supervisor-student relationships, and career perspectives. The socialization process begins well before entering doctoral programs and continues after degree completion, involving personal communities, higher education spaces, and professional communities outside academia (Platow, 2012; Austin, 2002). The primary research question of this study is: How do Hungarian doctoral students experience and navigate their professional socialization process across multiple dimensions, including personal, academic, and professional spheres?

Ethnic affiliation, family background and personal experiences significantly influence research topic selection and motivation (Gay, 2004; Yosso et al., 2009), and the values associated with the doctoral process. The study identifies distinct patterns in how students engage with their parental families versus their own families (Breitenbach et al., 2019) during their doctoral journey. While parental families primarily offer emotional, professional, and sometimes financial support, students with their own families face additional role expectations (Rockinson-Szapkiw, 2019) that can impact the duration and success of their doctoral process.

The supervisor-student relationship plays a crucial role in successful degree completion and career development (Kiley, 2011; Barnes & Austin, 2009). When this relationship is dysfunctional, students often seek support from mentors who are experts in their research area. These mentors often emerge as important supports (Carpenter et al., 2015) and can become crucial allies in future employment opportunities.

The study reveals that the timing and method of research topic selection significantly influence the success of the doctoral process and the likelihood of remaining in a research career. Students who were actively involved with their research topic before entering the doctoral program, either through work, civic engagement, or personal interest, did not report feelings of alienation from their research topic. Conversely, those who chose their topic primarily to enter a doctoral program or joined their supervisor's research often expressed a desire to move away from their doctoral research topic after completing their degree.

Students with personally meaningful, often interdisciplinary research topics frequently struggle to gain acceptance within their academic disciplines. In their narratives, experiences of rejection and exclusion frequently emerge, and they consider it a significant achievement when their choice of research topic is finally accepted and met with interest at a scientific forum after prolonged struggles.

Regarding career perspectives, the findings indicate that doctoral students and recent graduates rarely envision purely academic or research careers (Neumann, 2009). Despite doctoral programs primarily preparing students for academic and research roles, students often view these as supplementary to other career paths and extend their career plans beyond academia (McAlpine, 2012). Yet they often lack experience and connections in non-academic sectors (O'Meara et al., 2014). Hungarian doctoral students consider multiple sectors (government, for-profit, non-profit, and academic) for their future careers, but few possess concrete knowledge about non-academic sectors. If they are dedicated to stay in academia, Hungarian doctoral students often consider international careers as alternatives to the Hungarian academic system, primarily for financial and political reasons.

This study contributes to the broader European discourse on doctoral education and early career researcher development. It highlights the need for doctoral programs to provide a more comprehensive view of career opportunities and prepare students for diverse career paths, aligning with European initiatives for researcher mobility and intersectoral collaboration. The findings suggest that doctoral education in Hungary could benefit from more integrated career guidance, increased exposure to non-academic sectors, and support for interdisciplinary research topics, reflecting trends in European research policies that emphasize interdisciplinarity and societal impact.

This study employed a qualitative approach, conducting semi-structured interviews with 18 Hungarian doctoral students and recent graduates. Participants were recruited from various disciplines using the doktori.hu open database. The researcher sent 257 personal emails, with approximately a 10% response rate. The interview protocol covered topics such as motivation for entering and continuing doctoral studies, professional and personal support during the doctoral process, financial aspects, skill development, familiarization with the field, development of professional representation, and career perspectives. Interviews were conducted online using the TEAMS application, with a median duration of 1.5 hours. They were transcribed using the AIrite program, followed by manual correction and anonymization. The anonymization process was rigorous, removing any information that could potentially identify participants based on their field of study. Data analysis was performed using deductive thematic analysis with a codebook, facilitated by MaxQDA software. This approach allowed for the comparison of different texts and the identification of recurring patterns while focusing on specific aspects of the data set (Braun & Clarke, 2006). The research questions guiding the study were: 1. When does the professional socialization process of doctoral students studying in Hungary begin and end? 2. What significant stages and spaces can be described in the process? 3. How do doctoral students imagine and build their participation in the international research community? 4. What career paths do doctoral students and recent graduates plan?

The study reveals that doctoral students' professional socialization is a complex process that spans multiple dimensions and extends beyond the formal training period. The study identifies several cross-cutting motifs that connect different socialization spaces, forming a network in time and space. The findings underscore the need for doctoral programs to provide a more comprehensive view of career opportunities and to better prepare students for diverse career paths. This includes fostering connections with non-academic sectors and integrating career development into the doctoral curriculum. From a European perspective, these findings align with broader trends observed across the continent. The European Higher Education Area has been emphasizing the importance of preparing doctoral students for diverse career paths, both within and outside academia. This reflects a growing recognition that many PhD graduates will pursue careers in various sectors, including industry, government, and non-profit organizations. The study's emphasis on the need for better career preparation and integration with non-academic sectors resonates with European initiatives aimed at enhancing the employability of doctoral graduates and fostering stronger links between academia and other sectors. The challenges identified in this study, such as the importance of supervisor-student relationships and the need for mentorship, are also recognized as key issues in doctoral education across Europe. European initiatives have been focusing on improving doctoral supervision and providing additional support structures for PhD students, which aligns with the findings of this research. The study's insights into the complex socialization process of doctoral students could contribute to ongoing discussions about improving doctoral education and career development support within the European context.

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