Learning autonomy: higher education reform in Kazakhstan

Higher education is a key economic and social priority in the global arena. Many countries have sought to advance reforms aimed at increasing access, promoting greater educational quality, and ensuring financial responsibility and sustainability. Often, strategies for achieving these aims are informed by experiences elsewhere. However, transporting education policy reforms can be problematic. Kazakhstan, a signatory of the Bologna Process, offers an example of a country seeking to improve student access and success and promote greater fiscal efficiency to advance the overall quality of its higher education system (Merrill in Int High Educ 59:26–28, 2010). A key strategy for achieving these goals is through reforms in university governance. In Central Asia, policy makers advance education reforms in order to accomplish several goals, including meeting “the new demands of ethnic nationalism, a globally competitive economy, and a labour market freed from administrative control” (Anderson and Heyneman 2005, p. 361). In Kazakhstan, policy makers have concluded that a system predicated on decentralized control with greater institutional autonomy (and accountability), along the lines of the US system, offers a promising strategy for improving the overall quality of its higher education system. This research collected on-site data on Kazakhstani higher education and presents the most recent data since efforts from OECD and World Bank in 2006 [OECD in Higher education in Kazakhstan (reviews of National Policies for Education). OECD, Paris 2007]. This research utilized semi-structured interviews with senior higher education administrators (53), members of the Ministry of Education and Science (6), a representative from the government (1), and experts from the World Bank (2) for a total of 62 participants. The results of the study show that academic leaders in Kazakhstan want greater autonomy. However, there is no clear consensus about what level of fiscal and academic autonomy is desirable and whether all institutions are prepared to manage themselves without Ministerial oversight. The roles of key constituents in academic governance have also not yet been clearly defined

FACULTY PERCEPTIONS AND EXPERIENCES OF AUTONOMY REFORMS IN KAZAKHSTANI HIGHER EDUCATION INSTITUTIONS

The aim of this study was to explore faculty perceptions and experiences of autonomy reforms at three Kazakhstani public higher education institutions. Kazakhstan has taken great steps toward institutional autonomy since the first years of its independence since 1991. However, the official movement toward autonomy was announced only in 2010 (MoES, 2010), so it is a relatively new phenomenon and an ambitious reform for Kazakhstan. The term autonomy is not conceptualized on the national level yet. This influences the procedures and policies that play a role in implementing institutional autonomy. A national understanding of what autonomy means is required. Within this context, the study explored faculty individual perceptions (Vygotsky, 1986),) of academic autonomy at Kazakhstani public higher education institutions to explore their understanding of autonomy reforms. The study is focused particularly on understand faculty experiences of autonomy in terms of teaching, research, and service within the context of reforms in organizational structures and cultural values in Kazakhstani HEIs. The study adopted a qualitative approach to explore how faculty construct their understanding of academic autonomy and interpret their experiences of autonomy reforms. The research draws a distinction between two related terms, “academic autonomy” and “academic freedom.” Institutions and faculty have a different understanding of autonomy. Some faculty indicated support of education reforms focused on autonomy, although they believe they currently have sufficient academic autonomy. Other faculty believe their work should be guided by the ministry, even though they are granted academic autonomy. In a few instances, faculty rejected the concept of autonomy outright. Institutional culture is a mindset, framed by values from the Soviet system together with power structures such as policy and legislation that could resist academic autonomy reforms. Faculty mindset, including strong traditions and habits, also influences perceptions of academic autonomy. Thus, one of the key elements of the theoretical framework is a case of cultural beliefs and norms within the institutions considered through faculty perspectives. A strong governmental power structure exists in Kazakhstan with the Ministry of Education and Science wielding considerable influence. The interplay of culture and organizational structure is considered through the Mintzberg’s theory (1979) and Hierarchy cultural dimension of Knien, Greven, Bending and Brettel (2019). Based on the investigated case study, the research has practical implementation on how the autonomy has been implementing within the Hierarchical structure of Mintzberg (1979) and how it impacts on the cultural environment. Such interplay of the cultural and structural environments may cause the restriction of autonomy. Vygotsky’s theory of human cultural and biosocial development (Vygotsky, 1986, p. 54, 59) is considered as a tool that can be used in mediating autonomy reforms to manage the cultural and structural environment of HEIs. The considered theoretical framework is useful in providing the alternative perspective in implementing autonomy reforms at the state and institutional level. The research found five key factors: national overregulation, financial dependence, external pressure, lack of trust, and lack of shared understanding of the concept of autonomy, that restrict autonomy reforms

Research Project: Advancing Models of Best Practice in Academic Governance and Management in Higher Education Institutions in Kazakhstan

In the course of implementation of the research project entitled “Advancing Models of Best Practice in Academic Governance and Management in Higher Education Institutions in Kazakhstan” in 2014-2016 (carried by Nazarbayev University Graduate School of Education and the University of Pennsylvania’s Graduate School of Education), the research team developed two teaching cases that illustrate the challenges of implementing governance reform and promoting innovation in Kazakhstan. The cases can be used as exemplary practice. They can facilitate the discussion at a conference or in a workshop for senior managers or prospective managers in higher education. They can also be used by policy makers to understand higher education’s challenges. Furthermore, they can serve as an effective classroom tool for university students in social sciences to brainstorm solutions to a certain situation and to polish their decision-making skills. Each case includes a briefing document which offers the discussion leader some analysis and questions to explore

Learning autonomy: higher education reform in Kazakhstan

Higher education is a key economic and social priority in the global arena. Many countries have sought to advance reforms aimed at increasing access, promoting greater educational quality, and ensuring financial responsibility and sustainability. Often, strategies for achieving these aims are informed by experiences elsewhere. However, transporting education policy reforms can be problematic. Kazakhstan, a signatory of the Bologna Process, offers an example of a country seeking to improve student access and success and promote greater fiscal efficiency to advance the overall quality of its higher education system (Merrill in Int High Educ 59:26–28, 2010). A key strategy for achieving these goals is through reforms in university governance. In Central Asia, policy makers advance education reforms in order to accomplish several goals, including meeting “the new demands of ethnic nationalism, a globally competitive economy, and a labour market freed from administrative control” (Anderson and Heyneman 2005, p. 361). In Kazakhstan, policy makers have concluded that a system predicated on decentralized control with greater institutional autonomy (and accountability), along the lines of the US system, offers a promising strategy for improving the overall quality of its higher education system. This research collected on-site data on Kazakhstani higher education and presents the most recent data since efforts from OECD and World Bank in 2006 [OECD in Higher education in Kazakhstan (reviews of National Policies for Education). OECD, Paris 2007]. This research utilized semi-structured interviews with senior higher education administrators (53), members of the Ministry of Education and Science (6), a representative from the government (1), and experts from the World Bank (2) for a total of 62 participants. The results of the study show that academic leaders in Kazakhstan want greater autonomy. However, there is no clear consensus about what level of fiscal and academic autonomy is desirable and whether all institutions are prepared to manage themselves without Ministerial oversight. The roles of key constituents in academic governance have also not yet been clearly defined