Challenges of Studying at a Doctorate Level and Doctoral Candidates’ Expectations from Their Supervisors: A Diagnostic Research

Studying at the doctoral level is a challenging process that involves rigorous academic and research training. It requires producing original research, passing comprehensive exams, and defending a thesis. Throughout this journey, doctoral scholars often face setbacks and periods of doubt, in addition to financial pressures from inadequate academic stipends. Seeking help from advisors and fellows can alleviate these challenges and help students progress towards becoming independent experts in their respective fields.
This study aimed to investigate the main difficulties that doctoral candidates face during their studies in Uzbekistan, as well as their expectations from their supervisors regarding support. The research was carried out through an online survey, which was completed by 150 doctoral candidates and 21 supervisors across various disciplines and institutions in Uzbekistan. The survey consisted of structured questions about the challenges experienced by the candidates and their level of agreement with statements about the expected roles of their supervisors. Descriptive statistical methods were used to analyze the survey results, calculating the mean value, mode, and standard deviation for each question’s responses. 
The survey results have identified some challenges faced by doctoral candidates, including financial difficulties, nervousness, lack of work-life balance, inadequate academic skills, and time management issues. It was found that candidates expected their supervisors to provide them with frequent guidance, feedback, emotional support, career mentoring, assistance in navigating programs and processes, and advocacy when required. However, the results indicate that doctoral candidates are uncertain about whether to share their personal issues with their supervisors. The same uncertainty was observed in the responses given by supervisors, who also appeared to be unsure about dealing with such requests from doctoral candidates.
The research findings offer valuable insights into areas where supervisors can focus to support doctoral students more effectively and tackle challenges that impede timely completion. Enhancing the supervision process by promoting open communication of expectations and conducting periodic evaluations could help reduce stress levels. Additionally, ensuring that supervisors possess the necessary skills to address the diverse needs of doctoral students could significantly enhance their overall experience.