Features of foreign internships and educational process of PhD and DPhil doctoral programs

Abstract

The aim of this study is to explore ways to integrate the best international practices in doctoral education with the national context of Kazakhstan, including through the professional development of academic supervisors in the field of academic mentoring. The article presents a comparative analysis of international internships and the specific features of the educational process in PhD programs (mainly in the USA and continental Europe) and DPhil programs (typical for Oxford and some other British universities). It examines current challenges and global trends in doctoral studies, including the growing number of doctoral candidates, the internationalization of the academic environment, the transformation of requirements and formats of dissertation research, the evolution of doctoral degrees, and more. Special attention is given to the role of international internships in the scientific and professional development of doctoral students, particularly in the context of international academic mobility programs (Erasmus, Fulbright, Chevening) and bilateral agreements. Drawing on the experience of the University of Oxford, the article highlights effective approaches to organizing the educational process, developing a research environment, and enhancing the competencies of academic supervisors. It also describes the requirements of doctoral programs at the University of Helsinki, where a dissertation can be submitted in the form of a monograph or a series of scientific articles. The article proposes strategies to improve the quality of doctoral training, foster international academic collaboration, and ensure the continuity of scientific schools.