Aim/PurposeThis phenomenological study investigates cross-cultural relationships between international doctoral students and their academic advisors in Turkish universities.

BackgroundThrough in-depth interviews with 12 international doctoral students from diverse backgrounds in Istanbul and Ankara, this paper explores how Turkish academia’s blend of hierarchical structures and interpersonal warmth influences advising dynamics.

MethodologyPhenomenological design using semi-structured interviews with 12 international doctoral students from various countries and disciplines studying in Türkiye.

ContributionAdvances understanding of international doctoral education by examining non-Western academic contexts and revealing how cultural-educational frameworks shape advisor-student relationships.

FindingsMajor findings include: (i) meaning-making processes involve transformation of expectations and identity formation, (ii) challenges encompass communication difficulties and academic expectation misalignments, (iii) effective coping strategies include peer networks and proactive skill development, (iv) successful advising relationships transcend cultural accommodation to create intellectual synergies beneficial for both parties.

Recommendations for PractitionersEngage in mutual cultural learning, establish trust through consistent communication, and adopt transformative guidance approaches that balance hierarchical respect with collaboration.

Recommendation for ResearchersExplore longitudinal outcomes, examine institutional support policies, and develop frameworks for cross-cultural mentoring beyond Western models.

Impact on SocietyEnhances global academic mobility, improves international student retention, and promotes inclusive higher education systems that leverage cultural diversity.

Future ResearchInvestigate applications across different national contexts, examine technology’s role in cross-cultural advising, and develop targeted training programs for international student advisors.