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Abstract

The purpose of the paper is to examine the implementation of the western-style Ph.D. programs in the universities of the Kyrgyz Republic. The practice and model of a Ph.D. program were ‘borrowed’ from the European higher education system as part of higher education reforms in the transition to the Bologna system and a three-cycle education structure. As a postgraduate education of a new format, Ph.D. programs in universities play a vital role in increasing the institution’s competitiveness in the international educational arena, and in attracting talented students and scholars to work on research projects. However, the success of international educational policy transfer and its “implementation will depend on the contextual conditions of the 'borrower' country” (Phillips & Ochs, 2003, p.780). The ineffective efforts to implement the western-style Ph.D. program for more than ten years demonstrated that the universities do not have sufficient funding, well-qualified faculty and well-structured curriculum to support programs compliant with European standards. Thus, Ph.Ds. in Kyrgyzstan resemble the kandidat nauk more than the North American and European Ph.D.

The research among doctoral students, members of the dissertation councils, and participation in round table discussions with leadership of Ph.D. programs showed that the content of the Ph.D. and Kandidat nauk programs, admission exams, criteria for writing dissertations remain the same. The local dissertation supervisors cannot guide the students’ research differently since faculty themselves do not have Ph.D. degrees that requires wide knowledge of research methodologies. In addition, the key components such as Institutional Review Boards that evaluate whether or not research is ethical, course work with substantial research courses that develop students’ research skills, and comprehensive exams that ensure students’ knowledge and abilities in their field of study and research are missing in current Ph.D. programs.

Nevertheless, the Ph.D. programs have been accredited and universities are awarding Ph.D. degrees, while the discussions on improving research, doctoral programs and changing the requirements for Ph.D. programs are still ongoing. For example, the newly established Ministry of Science, Higher Education and Innovation is reducing bureaucratic procedures for obtaining an academic degree by eliminating candidacy exams, and overlapping expert committees under the Higher Attestation Commission, etc.

Overall, my research shows that there is a strong need to improve infrastructure, curriculum and research capacities of faculty and students to strengthen Ph.D. programs.