Do Students Develop the Way Universities Say They Do? Staff Perceptions of Student Development Of Graduate Attributes in the Context of a Transnational Partnership in Kazakhstan

Abstract

There is a crisis in higher education internationally whereby the value of a degree is being called into question. One of the contributing factors to this problem is the growth of the sector internationally. Questions have arisen concerning the quality of provision, especially in the case of courses offered in different contexts as part of transnational partnerships. This research explores the perceptions of staff involved with the delivery of a unique transnational higher education partnership between a Russell Group university in the UK and a new university in Kazakhstan. The research sought to understand whether student development was perceived to be in line with the graduate attributes of the intuitions involved. The research was qualitative, using in depth semi structured interviews with members of faculty involved with the delivery of the foundation course, including administration staff, teachers and managers. Responses from participants indicated that the development of characteristics broadly aligned to those stated in graduate attributes did occur.

Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan

“…According to UNESCO (2015), the number of women in STEM careers is generally lower than the number of men. Consistent with this statistic, the share of women in the science and technology industry is small across Asian countries (Jean et al, 2015; Mahon & Murphy, 2019; McGee & Bentley, 2017; Yatskiv, 2017). In this regard, Kazakhstan is no exception.…”