If you should find yourself in Pittsburgh, PA, today – October 27, 2018 – please join us at the Central Eurasian Studies Society’s 2018 Annual Conference for our roundable on Global Bolognaization: Central Asian Encounters with the European Higher Education Area.
Followers of my blog may remember the call for proposals that co-convenor Aliya Akatayeva and I put out at the end of last year when we first started planning the roundtable. We had an excellent response and our original line-up of panellists included colleagues from Kazakhstan, Kyrgyzstan and Tajikistan (and me!) all ready to share experiences and analyses of the impact of the European Union inspired Bologna Process reforms on higher education in Central Asia.
At our roundtable today, we will be taking three directions of travel to reflect the research and experiences of the three panellists who will be present:
Professor Gulnara Mendikulova, a distinguished scholar of Kazakh and world history, will set the general scene for the roundtable, considering questions such as: what is the history of the Bologna Process across Central Asia? What were the drivers for Kazakhstan to adopt the Bologna Process? What have been the challenges and opportunities presented by the reforms?
Aliya Akatayeva, Head of the Social Studies Department at Satbayev University (Kazakhstan), will focus on the knotty issue of academic freedom. Whilst academic freedom – including autonomy for universities – is a core value of the European Union higher education ‘package’, there are a number of tensions and challenges in embedding this broad principle in Kazakhstan. As one of the universities in the country that has been given some degree of autonomy under a 2017 law, she will offer a case study of the journey of Satbayev University towards academic freedom.
I will discuss Tajikistan, not (yet) a signatory to the Bologna Process but aspiring to follow in the footsteps of Kazakhstan and become one. By highlighting findings from in-depth interviews in two cities in the country, I will draw out the experiences of some of the faculty members who are on the front line in living with the new higher education reforms. Whilst many are positive about the potential of related changes to the curriculum on the quality of the learning experience, others expressed resistance and resentment towards a series of changes they felt they were not consulted on or given time to adapt to.
We’d love to see you at the roundtable – 11am today in Posvar 4217!
I realized I didn’t blog about a recently published article I co-authored with Prof Creso Sá, my supervisor at the University of Toronto. How remiss of me! (?!)
So, let me tell you about our article, The politics of the great brain race: Public policy and international student recruitment in Australia, Canada, England and the USA, which was published in leading journal Higher Education in February 2018.
For regular readers of the blog, the first thing you may notice is that this is not about Central Asia or indeed anywhere in the former Soviet space. Keep breathing!
The rationale for looking in depth at Australia, England, Canada and the US, four majority Anglophone jurisdictions, was based on their historic ability to attract significant numbers of international students – just under 40% of the world’s total in 2015. The fact that all have similar linguistic and cultural characteristics in their higher education systems was a deliberate choice to compare similar cases (take a look at this article by Chris Pickvance for more on types of comparative analysis).
We wanted to find out how governments in these four jurisdictions have used public policy to deal with (I wouldn’t go as far as to say ‘manage’) international students in the period 2000-2016. To do this, we looked at legislation that had been passed, new programmes, and other policy changes. Overall, I read somewhere around 200 articles, books, reports and other publications to learn more about student mobility in the four case study jurisdictions.
A nice addition to this was a comprehensive table I compiled that gives you a side-by-side comparison across the four jurisdictions in the policy areas of immigration, labour market, family and health, finance, education and quality assurance, and promotion/marketing. So if you want to know, for example, which is the only jurisdiction that has legislation protecting the (financial) rights of international students, check it out!
Creso has written up a very nice summary of our findings in the most recent issue of International Higher Education. This is open access and the article, with the excellent title, Forget the Competition Trope, can be downloaded here.
The title of his piece makes the key idea pretty clear. As he notes in the article (page 11):
we argue that none of these major countries have dealt coherently with international student attraction and retention. Furthermore, the long-term outlook required to cope with the assumed global competition for students is glaringly absent.
International student growth has been fairly consistent over the 16 years we studied (despite the odd dip e.g. after violence against a small number of students from South Asia studying in Australia).
That was a real surprise to us.
Not only is policy towards international students fragmented across a range of goverment ministries and agencies, but there were no clear patterns of governments facilitating international student mobility. This is not the kind of behaviour you would expect to see of a truly competitive jurisidiction engaging in the so-called ‘great brain race’.
This led us to the conclusion that international student enrolments are likely to continue to grow and that this happens despite not because of political and policy changes.
This article was the result of a nine month long project funded by the Ontario Ministry of Training, Colleges and Universities under their OHCRIF scheme. Miigwetch / Thanks / Merci!
Sá, Creso M. 2018. “Forget the Competition Trope.” International Higher Education 0 (95): 11–12.
Seminar // March 5, 2018 // Comparing internationalization in higher education in Tajikistan and Iraq, plus other papers
I’m delighted to invite you to a seminar I have organized being held on Monday March 5, 2018 from 11.30am-1pm in Toronto and also livestreamed online.
The seminar showcases some of the student research on internationalization in higher education being done at my faculty, OISE, that will be presented at the prestigious Comparative & International Education Society Annual Conference in late March.
It’s an opportunity for us to give our presentations a trial run and get your feedback, and for you to learn about our research without travelling all the way to Mexico City where the conference is being held!
There will be four presentations, each lasting 15 minutes, with a question and answer session at the end moderated by OISE faculty member Dr Elizabeth Buckner.
I will be giving a presentation with Hayfa Jafar on our brand new study Iraq and Tajikistan, two countries where dramatic political, social and economic changes have taken place over the last 30 years. As these two states recover from the impact of conflict and international isolation, spaces are being created for higher education to open up and (re)connect with the international academic community. In our study, we look closely at internationalization of higher education as a symbol of change by examining and comparing the experiences of academics in both countries.
The other presentations, detailed in the poster below, take us on a global journey through the liberal arts curriculum in China’s Christian universities, the intersection of regionalization with internationalization in Chile and Brazil, and the experiences of leaders of internationalization in Ontario universities.
It promises to be a fascinating session and I hope you can join us. If you are in Toronto, the seminar is in room 7-105 at OISE (address in the poster below). If you would like to join us online, go to https://classroom.oise.utoronto.ca/cidec (enter as a Guest).
Test your connection ahead of time at https://admin.adobeconnect.com/common/help/en/support/meeting _test.htm
If you’re the Kazakh state, the answer is an obvious “yes”. No details have yet to emerge from the Centre for International Programmes, the government agency tasked with internationalizing Kazakh higher education, but you can bet that if the public policy agenda is leading in this direction, it won’t be long before the hub becomes a reality.
Higher education hubs have been successfully created in the Middle East (Dubai is a great example) and South-East Asia (Malaysia is another success story), and create special spaces for foreign universities to set up a branch campus or partner with a local university. Thus, students in the hub country and its neighbours can study for an overseas degree without leaving the region.
This has many advantages for students – hub-based campuses tend to offer a similar quality of education for a fraction of the regular tuition fee ticket, and with all the benefits of not having to travel far.
For the host country, acting as a hub can bring economic benefit by attracting more international students and staff/faculty, and enhance the country’s reputation through the legitimacy generated by the international universities. For Kazakhstan, reputation really matters and I imagine this would be seen by the state as a major benefit to creating an education hub.
This year, 14,000 international students are already studying in Kazakhstan, mainly coming from neighbouring countries. At the same time, 70,000 Kazakh students are studying abroad – not quite 10% of the total student population of a little under 650,000 – and there are plans to make the renowned Bolashak Scholarship more accessible in the coming years.
Interestingly, it was neighbouring Kyrgyzstan that until recently seemed the most likely Central Asian country to set up a regional education hub. In the 2000s, Kyrgyzstan was hosting up to ten times more international students each year than Kazakhstan, despite a population seven times smaller.
A 2012 study by Nurbek Jenish found that relatively low tuition fees and a low cost of living were the main reasons that international students head to Kyrgyzstan. International students – mainly from Central and South Asian countries – also perceived the quality of higher education and the opportunity to study in Russian or English to be beneficial, as well as the perception that admission requirements were soft.
But it is dynamic Kazakhstan that now appears to be running with the hub idea. This is not just because of the economic and reputational benefits, although those are evidently highly influential policy considerations. As Zhanbolat Meldeshov, President of the Centre for International Programs, pithily puts it:
«Студенческая и академическая мобильность, это мировой тренд в эпоху глобализации. Нельзя остановить этот процесс, можно только в нем активно участвовать.»
“Student and academic mobility is a global trend in the era of globalization. It’s impossible to stop this process, so you can only actively participate.”
This is another classic example of Kazakhstani policy pragmatism: if you can’t beat them, join them… and ultimately seek to beat them at their own game.
New education research on Central Asia – “Reverse Flow in Academic Mobility from Core to Periphery: Motivations of International Faculty Working in Kazakhstan” by Jack Lee and Aliya Kuzhabekova
This is the second in an occasional series on the blog called New education research on Central Asia. In this series, I review new books/book chapters and journal articles written about education in Central Asia. My aims are to raise awareness of these new publications and offer a summary of the key points and my views on the piece.
If you would like to suggest a publication for review – or would like to review something yourself for this blog – please use the Comments section underneath this post to get in touch.
I’m very pleased to review (and recommend) a new article by Jack T. Lee (now at University of Bath, UK) and Aliya Kuzhabekova (Nazarbayev University, Kazakhstan) called Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan.
Lee and Kuzhabekova used to work together at Nazarbayev University and this article is the result of a Kazakh Ministry of Education and Science funded research project they undertook to interview international faculty members working in Kazakhstan.
The article seeks to answer two questions:
- What factors persuade faculty members to relocate to Kazakhstan for full-time employment?
- What types of individuals pursue this relocation?
Using a well-recognized “push-pull” framework to analyse the reasons that faculty are pushed from their home country to work in Kazakhstan and pulled towards Kazakhstan, the authors identify the following motivational factors amongst their interview participants:
- Job market – lack of employment opportunities in home context, (for junior scholars) avoid a post-doctoral position or contract position;
- Unsatisfactory work conditions – mismatch between academic’s interests and that of their previous institution, workplace bullying, desire for greater freedom/creativity;
- Age and marital status – youth and lack of family obligations (those in their 20s and 30s), good health and grown up children who have left home (older participants), purposefully seeking international/intercultural experience for children (30s and 40s).
- Salary – whilst not the most important pull factor, a decent financial package acts as a good incentive to move;
- Adventure – wanting to explore a new geographic context, curiosity about Kazakhstan;
- Institution building – opportunity to engage meaningfully in building something new, from a new program through to a new university;
- Research opportunities – especially important for junior scholars and regional experts.
These factors are largely in line with findings from other studies, which Lee and Kuzhabekova review very helpfully in the literature review section.
The article adds to our understanding of recent trends in internationalization in higher education in three ways:
Firstly, Lee and Kuzhabekova are very clear that the push and pull factors they identify should not be viewed in isolation. They recognize that “a person’s reasons for mobility are often enmeshed with other push and pull factors” (p. 8) and thus a more nuanced analysis is critical. They very skilfully demonstrate the need for this nuance when they discuss the push factor of age and marital status, which as the bullet point above demonstrates, they break down by different groups.
Secondly, in the Discussion section, they bring up two extremely pertinent points which I think are worthy of further resarch (both p.14). The authors suggest that the era of “permanence”, when academics remained at one university or country for their entire career, is now far less common. This fluidity is driven at least as much by universities as by individual faculty members, they suggest.
They then ask whether “Perhaps international faculty mobility is a rite of passage for contemporary academics rather than a voluntary pursuit?” This is a great question and I would be curious to know how this might be addressed in future studies.
Thirdly, although the authors begin by emphasizing Kazakhstan as a “peripheral” country in the world system (partly, I think, to show the novelty of their research), they nevertheless treat Kazakhstan as a serious player in higher education. I applaud all efforts seeking to move beyond the notion of North/South, developed/developing (etc) because I feel that these binaries strongly limit our ability to understand and analyse the contemporary world.
This sentence in the conclusion suggests a future research agenda that continues to raise Kazakhstan’s visibility and explore what we can learn from policymaking in the country: “While Kazakhstan may not be very visible in the international arena, the country touts a dynamic policymaking landscape that affirms a strong desire to change and improve society.”
Lacking in the article is any discussion of the social and political situation of Kazakhstan, and the impact this may have on faculty members’ decision to move and then stay in the country. This is hinted at e.g. on p.7 when they mention “a largely traditional Kazakhstan” in the context of faculty marital status, but not fleshed out. Recent reports on global student mobility show that domestic politics does make a difference: applications from European Union students are down in Brexit-era Britain; applications to study in Trump-era USA are also down – and I would be surprised if faculty members were totally unaffected by this broader context.
However, I am told by one of the authors (personal correspondence) that the reason this is not raised in the article is that none of the 50+ participants raised the social or political dimension of Kazakhstan when asked about motivations for moving there.
Overall, however, this article is a solid contribution to the literature and an excellent addition to English language studies of contemporary higher education in Kazakhstan. As an open access article, the full text is available to download (see link below) and I hope you will enjoy reading it too.
Lee, Jack T., and Aliya Kuzhabekova. 2017. “Reverse Flow in Academic Mobility from Core to Periphery: Motivations of International Faculty Working in Kazakhstan.” Higher Education, November. https://doi.org/10.1007/s10734-017-0213-2.
It was perhaps only a matter of time before the rapid internationalization* of higher education in Central Asia made its ways outside the region’s borders, moving away from the current focus on internationalization within the region.
There are examples of internationalization reaching Central Asia littered all over the place. Here are just a few to illustrate the multitudinous growth: the first US branch campus to set up in Uzbekistan, the recently founded English-medium instruction International University of Humanities and Development in Turkmenistan, the recruitment of foreign faculty to work in Kazakhstani universities (a review of a new article on this is coming soon to the blog), and the introduction of Master’s degrees in Kyrgyzstan and Tajikistan as a new level of degree that would in the old system have slotted between the old five year “spetsialist” degree and PhD-equivalent Candidate of Science.
Like other states and regions, the countries of Central Asia are now thoroughly exposed to the range of ideas, influences and processes flowing through higher education systems around the world.
What differentiates one state or region from another is how it decides to deal with those flows, and how much power, legitimacy and money it has available in making those decisions.
Kazakhstan has long stood out from its Central Asian neighbours in terms of the attention given to higher education. As I have argued elsewhere, the state takes higher education seriously and the extensive activity in this sector demonstrates the importance of higher education to the country.
In that context, it is unsurprising that a Kazakh university has become the first in Central Asia to establish a branch campus [ru]** outside the region.
The South Kazakhstan Pedagogical University has opened an office in Brussels, Belgium, with the aim of opening a full branch campus in the future. The university also hopes to build international partnerships, support “integration into the international education space” and “promote the image of education and science of a Kazakhstani higher education institution abroad”.
These are lofty ambitions. It is interesting to see the reputational/brand-building element, as this suggests that the initiative is not just to be beneficial to the institution but to the Kazakh higher education system more generally. This stands out from other similar initiatives where the common motivation tend to centre on the benefits for the institution opening the branch campus – financial gain, opportunity to support exchange of their academics and students, etc.
South Kazakhstan Pedagogical University also has ambitions to open offices at the University of Barcelona, Spain, and the University of Aveiro, Portugal.
We should applaud the initiative of this Kazakhstani institution to bring Kazakh higher education to Europe and its efforts to broaden academic mobility beyond the longstanding “North to South” flow of students to what they perceive as “better” academic systems.
I just hope that in this rush to “internationalize”, higher education systems and institutions retain distinctiveness. By copying models and ideas seen elsewhere, we can’t help but become more similar to one another. That might be seen as beneficial if it uniformly raises the quality of higher education, the options available to students regardless of their geographic location, and the ability to share and produce knowledge.
But if we forget our histories and we no longer care about having a diversity of different types of institutions in different parts of the world, then I worry that higher education will lose the ability to inspire, engender and build on creativity. Without creativity, there will be no discovery, and without discovery our world would become a very small and limiting place.
*By internationalization – a now over-used term that runs the risk of becoming a catch-all term like globalization – I mean exposing higher education institutions, curricula, faculty, students and structural arrangements to ideas from other systems. For Central Asia this mainly means harmonization with European higher education standards propagated through the Bologna Process, although the American higher education system also provides a strong model.
This exposure to outside ideas is taken on board locally in three different ways (I am grateful for “finding” new institutional theory, which gives me the ability to identify and summarize this). Firstly, ideas can be voluntarily adopted by individuals/institutions/their states. Secondly, they can be taken on because there is a feeling of “catch up” (our system is less good than X’s system, we’d better adopt Y change in order to avoid the risk of falling behind) or stemming from a desire to join an imagined international higher education community. Thirdly, there may a coercive element to the adoption, usually as a condition of receiving funding from an outside body for reform – such as the World Bank/Russian government funded project in Tajikistan to implement changes to the system of admissions to higher education.
**Branch campus – see Wikipedia for a decent explanation