DOCTORAL STUDENTS’ SOCIALIZATION INTO THE ROLE OF ACADEMIC RESEARCHER

Abstract

This study examined how doctoral students at Nazarbayev University (NU), specifically within the Graduate School of Education (GSE) and the School of Engineering (SEng), develop their researcher identities through various stages of socialization. Grounded in Weidman et al. (2001) theory of graduate student socialization and Akerlind’s (2008) concept of researcher identity development, the research explored the dynamic transition from novice to independent scholar. The study employed an embedded multiple-case study design, focusing on the distinct socialization processes in GSE and SEng to capture disciplinary and institutional nuances. Data were collected through semi-structured interviews with 21 doctoral students across different cohorts and analyzed alongside institutional documents, such as program handbooks and syllabi. This approach provided a comprehensive view of how individual factors, like motivation, prior academic and research experience, and student agency interact with institutional factors, such as program structure, funding, research infrastructure to shape researcher identity development. Thematic analysis revealed that identity formation is non-linear and context-dependent, with GSE students emphasizing collaborative and reflective practices, while SEng students focused on technical research and industry collaboration. Despite disciplinary differences, both groups highlighted the critical role of mentorship and institutional support. The findings offer insights into the unique challenges and opportunities of doctoral socialization in NU’s transcultural, rapidly evolving academic environment. The study contributes to the broader theoretical understanding of researcher identity development in non-Western contexts and provides practical recommendations for enhancing doctoral education through structured mentorship, resource provision, and program flexibility.