Institutional Engagement in Internationalization of Higher Education: Perspectives from Kazakhstan

Li, Aisi; Ashirbekov, Adil

doi:10.6017/ihe.2014.78.5805

Cited by 5 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As mentioned in the introductory part of the paper, internationalization is centrally considered as the main instrument of higher education modernization and many internationalization activities are pushed to universities from the government, which is also responsible for providing a policy rationale about its advantages and disadvantages (Jumakulov et al, 2019;Kuzhabekova, 2020). In addition, the main responsibility for the implementation of government directives falls on the university administration, and internationalization initiatives are carried on in a centralized fashion at the institutional level (Li & Ashirbekov, 2014). The uniform view of the faculty members in our study could be just a symptom of their lack of agency and limited influence over institutional decisions about internationalization.…”

Section: Discussionmentioning

confidence: 94%

“…Higher education in Kazakhstan has been undergoing the process of radical reconceptualization and modernization since the country became independent after the dissolution of the Soviet Union in 1991. Internationalization has become a key mechanism of this reform process (Li & Ashirbekov, 2014). Uniquely for the context of the post-Soviet country, internationalization has been implemented in a top-down fashion, with the majority of internationalization initiatives pushed by the government rather than originating at universities (Kuzhabekova, 2020).…”

Section: Internationalization Of Higher Education In Kazakhstanmentioning

confidence: 99%

See 1 more Smart Citation

Faculty Views on Internationalization in Kazakhstan

Kuzhabekova¹,

Bilyalov²,

Mussabayeva³

2022

Yuksekogretim Derg

View full text Add to dashboard Cite

Internationalization is viewed as the main mechanism for the modernization of higher education in Kazakhstan. Despite the strong policy push for internationalization, research on the process of implementation of internationalization initiatives by institutions, as well as on the experiences with the internationalization of individual faculty members, students, and administrators remains rather scarce. This paper fills the gap in existing research by using the data from the international Academic Profession in the Knowledge Society (APIKS) survey to explore faculty views on internationalization. The study addresses the following research questions: (1) What are faculty views on internationalization? (2) How do the views vary among the faculty of different demographic and professional characteristics (e.g. gender, rank, discipline, age, experience)? (3) What is the relationship between the views on internationalization and faculty language ability? (4) What is the relationship between the views and the extent of faculty engagement in international experiences? To answer the research questions, we use both descriptive and inferential statistics. The study reveals that faculty generally hold a positive view of internationalization, although remain concerned about the effect of internationalization initiatives on brain drain and loss of cultural identity. In addition, they seem to be less satisfied with the number of opportunities for international mobility and research collaboration, which are available for them as compared to students. The study points to the importance of gathering faculty input on the development and approaches to implementation of internationalization initiatives, as well as of expanding faculty access to internalization programs.

show abstract

Section: Discussionmentioning

confidence: 94%

Section: Internationalization Of Higher Education In Kazakhstanmentioning

confidence: 99%

Faculty Views on Internationalization in Kazakhstan

Kuzhabekova¹,

Bilyalov²,

Mussabayeva³

2022

Yuksekogretim Derg

View full text Add to dashboard Cite

show abstract

“…The findings show that internationalisation of Kazakhstani universities is represented by highlighting the importance of languages, work with international agencies and attraction of international students. Although internationalisation is the main strategy, its realisation has been criticised by local researchers (Kuzhabekova, 2021; Li and Ashirbekov, 2014), who have argued that the centralised approach to management and universities with little understanding of the purpose and benefits of the approach make internationalisation inefficient. One of the inefficient strategies of self-representation in internationalisation is overuse of the word ‘foreign’ by Kazakhstani universities.…”

Section: Discussionmentioning

confidence: 99%

Comparative discourse analysis of Kazakhstani universities’ organisational identity

Tatyyeva

Zagidullina

2023

Discourse & Communication

View full text Add to dashboard Cite

The present study explored the discourses adopted by the Kazakhstani universities to represent their organisational identity. It analysed the information of 30 Kazakhstani universities as found in their websites. It then compared Kazakhstani universities with their UK and US counterparts. These data revealed the discourses created by Kazakhstani universities to represent their organisational identity, and the socioeconomic factors that influenced them. A corpus-assisted discourse analysis was conducted by identifying the key semantic domains and keywords of Kazakhstani universities. Furthermore, the identified key semantic domains and keywords were analysed in detail utilising concordance analysis. In addition to the academic discourse; the organisational identity of Kazakhstani universities, involved marketing, change and managerial discourses. Kazakhstani universities construct their identity with an international outlook. The findings showed that the global trend in the marketisation of universities is relevant for Kazakhstani universities.

show abstract

“…Simultaneously, their incorporation does not always achieve the norm's goal, since the application of such norms becomes impossible if it is necessary to implement them. Acts of national law have been enacted to enforce the rule, but the presence of declarative provisions on international cooperation in the field of education in domestic legislation is not enough (Oralova, 2012). It should be noted that there is a multidirectional nature of agreements concluded at the interstate level regarding the establishment of equivalence of diplomas of doctors of science, certificates of professors, which does not contribute to the unification of legislation in education.…”

Section: Bologna Factormentioning

confidence: 99%

Factors influencing the legal regulation and management of education system in Kazakhstan: a review and analysis

Movkebayeva

Khamitova

Zholtayeva

et al. 2020

Problems and Perspectives in Management

View full text Add to dashboard Cite

Nowadays, the modernization of the education system is the basis of dynamic sustainable economic development and citizens’ well-being. The key agent for the implementation of educational policy and the developer of the legal framework governing the functioning of the educational sphere is the state and its bodies. The Kazakhstani state policy’s main priorities in the field of education are formulated in several strategic documents. Using the review approach, this article examines the current state of public policy and legal regulation in Kazakhstan’s education sector. The article analyzes key documents that define the contours and content of the main directions of public policy and legal regulation. This article attempts to identify, review, and analyze the legal characteristics of the key process and factors existing in the legal field of Kazakhstani education, such as “Bologna factor,” “soviet legacy,” “provision of quality,” etc. The article concludes that the existing legal tools do not fully comply with law enforcement practice. The interpretations of some legal acts are somewhat different, which causes difficulties for actors providing educational services. Based on the result of the analysis, the article provides the main recommendations for improving legislation in education. Acknowledgment This article was written under grant from Kazakhstan Ministry of Education and Science No. АР05135081 “Student with disabilities and distance education learning environment: socio-practical and legal dimensions” coordinated by Prof. Dr Zulfiya Movkebayeva (Abai Kazakh National Pedagogical University).

show abstract

Institutional Engagement in Internationalization of Higher Education: Perspectives from Kazakhstan

Cited by 5 publications

References 0 publications

Faculty Views on Internationalization in Kazakhstan

Faculty Views on Internationalization in Kazakhstan

Comparative discourse analysis of Kazakhstani universities’ organisational identity

Factors influencing the legal regulation and management of education system in Kazakhstan: a review and analysis

Contact Info

Product

Resources

About