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Abstract

Since 2017 Uzbekistan has embarked on a comprehensive package of socio-economic reforms aimed at modernising its economy and strengthening national research capacity. Central to these efforts are doctoral education (DE) reforms, aligned with global trends that position doctoral training as a key driver of innovation, knowledge creation, and national advancement. This study critically examines the intentions, implementation, and outcomes of Uzbekistan’s DE reforms through the Institutional Analysis and Development (IAD) framework, applying a mixed-methods approach that combines document analysis with in-depth interviews of 29 key stakeholders including doctoral students, supervisors, and higher education administrators. Findings reveal two research capacity gaps. The first comprises tangible resource and skills deficits, e.g. deficiencies in infrastructure, equipment, and research facilities, that are amenable to targeted investment and operational improvement. The second involves less tangible norms and governance gaps, rooted in longstanding challenges related to impartial rule enforcement and sustained collective participation and norm-building among academics. The IAD framework illustrates that while addressing material and skills gaps is necessary, it is insufficient to eliminate entrenched informal practices such as ghostwriting and predatory publishing. Lasting reform requires participatory, meritocratic structures grounded in shared ethical values that reduce enforcement costs and foster adherence to academic standards. A persistent disconnect between policy aspirations and lived realities highlight the enduring influence of command-administrative governance and the need for robust stakeholder engagement. This study offers theoretical and practical insights into the institutional foundations essential for sustainable research capacity building in Uzbekistan and comparable post-Soviet contexts.