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This study aims to investigate social sciences PhD scholars’ research experiences through a qualitative lens. Researchers explored the doctoral students’ research conceptions, supervision-related expectations, reasons to join PhD, key learning areas and advantages of PhD in this study. Education sector is rigorously seeking PhD faculty and simultaneously offering a number of research degree programs and scholarships to boom the research culture. The amount of time, energy, finance and dedication involved in it urges researchers to investigate this phenomenon holistically.

Qualitative research approach, phenomenology (semi-structured interviews) is used to conduct this research, and interpretative phenomenological analysis technique is used to analyze the collected data.

Findings have been reported comprehensively through interpretative phenomenological analysis. Respondents had a number of expectations from supervisors and viewed this journey as challenging and at the same time beneficial for their professional and personal life.

This study is unique in nature, as it depicts research conceptions of doctoral students, benefits of PhD, challenges in pursuing PhD and supervision expectations from a developing country perspective. This study’s outcomes have impressions for policymakers, researchers and supervisors. The findings have insights for educators to produce more constructive researchers and scholars.

The present study focused on information literacy education through a unique research lens, i.e. the Delphi process in developing countries. The primary aim of the study is to formulate an information literacy framework for higher education.

In total 13 experts from the field, including academicians and practitioners, were invited to build consensus on the components of an information literacy curriculum for library and information sciences or management postgraduate students.

The Delphi process was completed in three reasonable rounds to build consensus on eight information literacy course units, including computer, research, critical, information, domain-specific knowledge and copyright literacies in line with learning and communication skills. The panelists considered computer, research and critical literacies as the most significant components of an information literacy curriculum for postgraduates.

The proposed framework of information literacy curriculum may have considerable implications for educators, practitioners and researchers.

The study is unique as it focuses on developing a contextual and comprehensive information literacy education framework for information professionals.