European Higher Education Area
Call for papers – “Global Bolognaization”: Central Asian Encounters with the European Higher Education Area
Are you a Central Asia based academic or practitioner with direct experience of the Bologna Process/European Higher Education Area? If so, we want to hear from you!
I am co-Chair of a proposal for a roundtable at the European Consortium of Political Researchers (ECPR) General Conference, which will be held in August 2018 in Hamburg, Germany.
The roundtable is called:
Central Asian Encounters with the European Higher Education Area
The call for papers is below and attached: CfP Global Bolognaization – ECPR 2018_forcirculation. Please share widely with your networks.
Paper proposals are due by January 10, 2018.
Call for proposals
Within the ECPR Section Politics of Higher Education, Research and Innovation, we invite proposals for a roundtable on:
Central Asian Encounters with the European Higher Education Area
The Bologna Process has now spread far beyond the borders of the European Union, a process we call Global Bolognaization. This makes it critical to understand how European higher education ideas and reforms are being transferred to other settings and what impact this is having in these expanded spaces.
This roundtable focuses on the ways in which the Bologna Process is impacting the region of Central Asia and its constituent countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. All five states have been engaging with the Bologna Process for some time: Kazakhstan has been a full member of the the European Higher Education Area (EHEA) since 2010; European-inspired reforms in the other Central Asian states are either ongoing or currently in the process of being implemented. Yet Central Asia is currently on the periphery of the EHEA, not just geographically but in terms of academic/practitioner research.
As such, the purpose of this roundtable is to bring the Central Asian experience of Global Bolognaization to the fore. As far as possible, presentations at this roundtable will be by academics and practitioners with first-hand experience of the EHEA as it is being encountered in Central Asia. We welcome research based case studies of how the Bologna Process has impacted individual or groups of higher education institutions, faculty members, students, and the public; comparative studies between and beyond institutions and/or Central Asian states; and reflective studies on the prospects of the Bologna Process in Central Asia.
All proposals for this roundtable must have an analytical component, even if they are empirical studies. Where appropriate, participants should draw on a theoretical or conceptual framework that is a suitable match for the Special Interest Group’s theme of the Politics of Higher Education, Research and Innovation.
We will select up to five papers for inclusion in this roundtable.
At the conference, each presenter will give a brief presentation (5-7 minutes) and must submit a short paper before the conference (2,000-3,000 words, in English). After the presentations, there will be a moderated discussion between the presenters and the audience lasting around one hour.
The roundtable will be conducted in English.
How to apply
Title of your paper:
Abstract (300-500 words):
Keywords (3-8) indicating the subject, theme and scope of the paper:
Presenter’s email address:
If you have a co-author(s), please also include their name(s), email address(es) and institution(s).
Late or incomplete applications will not be accepted.
Dr Aliya Akatayeva, Head, Social Studies Department, Satbayev Research University, Kazakhstan; email@example.com.
Section abstract for the Special Interest Group Politics of Higher Education, Research and Innovation
Knowledge policies are at the forefront of contemporary global politics and are seen as the foundation on which societies coalesce and economies thrive. This Section builds on the previous six Sections on the Europe of Knowledge and invites contributions to consider the various dimensions of knowledge policy development.
Specifically, we are interested in theoretical, empirical, and comparative contributions that investigate the role of politics and policy in the global, multi-level, multi-issue, and multi-actor governance of knowledge. By role, we refer to effects that ideas, actors (both individual and organisational), policy instruments/mixes, and institutions have had on the governance of knowledge, and vice-versa. We focus on roles to enable a multidisciplinary discussion on whether these factors share defining characteristics across different knowledge policy domains (i.e. research, higher education, and innovation), and between distinct governance levels and geographical regions.
This Section continues to welcome scholars, globally, from all theoretical and methodological approaches to critically discuss the reconfiguration of knowledge systems around the world.
Held at the stunning new purpose-built campus of the American University of Central Asia in Bishkek, Kyrgyzstan, ESCAS-CESS was the largest international conference of Central Eurasian regional studies scholars ever to be held in the region.
I organized a panel and convened a roundtable, contributing to the eight sessions dedicated to education during the course of the conference. You can see the program here.
Panel: The shifting landscapes of post-Soviet higher education
Together with presenters Dmitry Semyonov* and Daria Platonova of the Higher School of Economics (HSE) in Russia, Martha C. Merrill of Kent University in the US and Sari Eriksson of the University of Helsinki in Finland, we discussed our research on the forces that have driven changes in the size, the shape, and the governance arrangements of higher education systems in Central Asia and the wider post-Soviet space.
We collectively aimed to advance our understanding of how change happens in higher education and the implications these changes have had in particular post-Soviet settings.
My paper analysed how change in higher education since 1991 in Central Asian countries has been conceptualized, responding to a gap in the understanding of how theories of change are applied to higher education.
The paper was based on a document analysis of 34 purposively selected peer-reviewed English language academic journal articles published between 1991 and 2017. Articles were identified through the use of words such as ‘change’, ‘development’, ‘post-Soviet’, ‘reform’, ‘transformation’ and ‘transition’ in the title, abstract, keywords, or introduction.
As I study shifts and continuities in higher education through the theoretical lens of institutional change, I analysed the articles using a typology of modes of change I adapted from Streeck and Thelen**. This delineates both the process of change (as being on a scale between incremental and abrupt) and the outcome of change (as being on a scale between continuity and discontinuity).
Below is the visual I used to show how I mapped the articles on to the typology. During the presentation, I went through each of the quadrants in more detail to explain the rationale for placing the articles there and give some indication of the content / viewpoint that you might expect to find in each.
Roundtable: From Soviet to European to Global? Future Directions for Higher
Education in Central Eurasia
Over the last 25 years, the broad narrative of higher education reform in Central Eurasia has been a shift away from a Soviet model towards a model aligning with many European policies. More recently, efforts at adopting global norms are emerging.
Of course, such a concise synopsis overlooks the many intricacies of change in the very different Central Eurasian states. Furthermore, it might suggest that such a Soviet-European-Global ‘transition’ is not only linear, but that it (inevitably) leads from one starting point to one shared destination.
Thus, the aim of the roundtable was to question these assumptions from multiple perspectives. Some of the questions we focussed on were:
Is it meaningful to compare higher education across Central Eurasia?
Is there a crisis in the academic profession?
Who and what is higher education for?
Joining me at the roundtable were Martha C. Merrill of Kent University in the US, Sari Eriksson of the University of Helsinki in Finland and Zumrad Kataeva of the Higher School of Economics in Russia.
It was an excellent conference: interdisciplinary, a mix of newer and more established researchers, new contacts and old friends, and a chance to try out some of my PhD research through my panel presentation.
Were you at ESCAS-CESS? How did you find it?
*Shortly after publishing this blogpost, I received the tragic news that Dmitry died on 17 August 2017 following a car crash. Dmitry was a great young researcher with a promising future and his death is simply terrible news. My condolences go out to his family, friends and colleagues at the Higher School of Economics.
**Streeck & K. Thelen (2005) Beyond continuity: Institutional change in advanced political economies
New article published: The policy challenges of creating a world-class university outside the global ‘core’
I’m pleased to share the publication of my latest journal article. Out online in the European Journal of Higher Education now (and in print in June), my article is called The policy challenges of creating a world-class university outside the global ‘core’ and takes a fresh look at the now commonplace idea of the world-class university.
I used a case study of recently founded Nazarbayev University in Kazakhstan to highlight some of the challenges and opportunities for policymakers and people working/studying at the university arising from this new and in many ways experimental project.
You can download the article in full at: http://www.tandfonline.com/eprint/BugJKtrEFRnhfJpkeDya/full, and the abstract is below.
Although the idea of the world-class university is not a new one, it has become increasingly commonplace in public policies around the globe, also gaining traction in states outside the global ‘core’. Kazakhstan, the only Central Asian member of the European Higher Education Area, is no exception as it too aspires to have a world-class university. This paper examines the policies of the Kazakhstani government towards a recently founded institution, Nazarbayev University, as it seeks to position Kazakhstan as a credible global knowledge economy, but also use the university as a means of fulfilling domestic nation-building objectives. Addressing the policy challenges of creating a world-class university in this particular Central Asian context, the paper contributes to a reshaping of our understanding of how certain states currently outside the global ‘core’ are using higher education as a neoliberal development strategy. This paper offers the prospect that there might not just be multiple paths to the creation of a world-class university, but also multiple interpretations of what it means to be a world-class university.