EHELF-2016
http://nur.nu.edu.kz:80/handle/123456789/2344
2024-03-28T22:24:50ZHigher Education and Modernisation of the Economy: Innovative and Entrepreneurial Universities.
http://nur.nu.edu.kz:80/handle/123456789/2838
Higher Education and Modernisation of the Economy: Innovative and Entrepreneurial Universities.
Sagintayeva, Aida; Kurakbayev, Kairat
This collection of papers is the fifth of a series of annual proceedings of the Eurasian Higher Education Leaders’ Forum. The annual Eurasian Higher Education Leaders’ Forum was held on the 26 May, 2016 at Nazarbayev University, Kazakhstan. It has provided an international platform to discuss issues, rationales, transformation stages and pathways towards development of entrepreneurial universities in the context of regional engagement of higher education. The quality of debate and argument has benefited from the participation of local and international delegates that have shared their perspectives on the role of higher education sector in social and economic development.
2016-05-26T00:00:00ZTHE INSTITUTIONAL MIDDLE-INCOME TRAP
http://nur.nu.edu.kz:80/handle/123456789/2352
THE INSTITUTIONAL MIDDLE-INCOME TRAP
Tray, Dennis
Most students of international development are familiar with the term “middleincome
trap,” which refers to the penchant for countries to reach middle-income status
and then stagnate1. In this short note I am proposing a similar and related phenomenon:
the “institutional middle-income trap” or “institutional reform trap” whereby institutional
development in middle-income developing countries starts out well but then stagnates, or
does not reach its goal – which is usually to develop a world class institution. Universities
are a particular example of this phenomenon. These observations are based on extensive
institution building experience in 10 developing countries, more than half of which are
classified as middle-income. They are also initial thoughts on which I plan to build in the
future
2016-01-01T00:00:00ZMOOCS AND THEIR IMPLICATIONS FOR TRADITIONAL HIGHER EDUCATION INSTITUTIONS
http://nur.nu.edu.kz:80/handle/123456789/2351
MOOCS AND THEIR IMPLICATIONS FOR TRADITIONAL HIGHER EDUCATION INSTITUTIONS
Zhussupbekov, Abay
This paper discusses MOOCs as a trend in higher education 1. It starts with a brief discussion
of the history and role of MOOCs in changing the future of education. It then focuses on
implications of online open courses on the traditional system of education in higher
educational settings. The paper highlights a high student dropout rate on MOOCs, MOOCs’
impact on new instructional practice and their role in student’s independent learning with the
tutor’s little guidance. The paper concludes with providing a critical analysis of the question if
MOOCs could supersede traditional classrooms of higher education institutions.
2016-01-01T00:00:00ZLINKING RESEARCH TO KAZAKHSTAN’S STRATEGIC PRIORITIES: THE CASE OF INTERNATIONAL FACULTY AT NAZARBAYEV UNIVERSITY
http://nur.nu.edu.kz:80/handle/123456789/2350
LINKING RESEARCH TO KAZAKHSTAN’S STRATEGIC PRIORITIES: THE CASE OF INTERNATIONAL FACULTY AT NAZARBAYEV UNIVERSITY
Kuzhabekova, Aliya; Lee, Jack; Amangazy, Magzhan
The purpose of this study is to examine the extent to which international faculty in
a non-Western country align their research output to the research priorities determined
by the government. To address the research purpose, we used content analysis method.
The study relied on secondary publication data from abstracts of articles published by NU
international faculty in peer-reviewed journals included in the Thompson Reuters’ Web of
Science. The results of the content analysis revealed that international faculty from NU
largely produce research relevant to the country’s needs. This is particularly typical of
researchers in sciences whose research generally aligned to the country’s research priorities;
meanwhile, researchers in social sciences and humanities produce a greater number of
irrelevant articles in their total number of publications. Several possible explanations for
the revealed results were discussed. This study attempts to provide a comprehensive picture
on the role of NU and its international faculty in pursuing the country’s needs.
2016-01-01T00:00:00ZINTERNATIONALIZING CURRICULUM FOR INNOVATION: OPPORTUNITIES AND CHALLENGES FOR ENTREPRENEURIAL UNIVERSITIES IN KAZAKHSTAN
http://nur.nu.edu.kz:80/handle/123456789/2349
INTERNATIONALIZING CURRICULUM FOR INNOVATION: OPPORTUNITIES AND CHALLENGES FOR ENTREPRENEURIAL UNIVERSITIES IN KAZAKHSTAN
Tazabek, Sholpan
Internationalization of higher education has become an ever-increasing imperative of a
modern society. Mainly led by theories of globalization and knowledge economy discourse,
internationalization is reshaping the university functioning – even on the margins. This
has been emphasized in a large-scale survey conducted by the International Association of
Universities. In this survey, 87% of respondents identified internationalization as a central
element in the strategic development of their institutions (Egron-Polak & Hudson, 2010).
While some scholars explain the importance of internationalization by the challenges of a
globalized world (van der Wende, 1997; Altbach & Knight, 2007), it is also true that each
university has its own sociocultural context that can shape its perceptions and experiences
of internationalization (Yang, 2002).
2016-01-01T00:00:00ZFOSTERING INNOVATION AND ENTREPRENEURSHIP: THE TAU MODEL
http://nur.nu.edu.kz:80/handle/123456789/2348
FOSTERING INNOVATION AND ENTREPRENEURSHIP: THE TAU MODEL
Klafter, Joseph
Despite being one of the youngest research institutions in Israel, at 60 years old, Tel
Aviv University is the biggest, with 30,000 students. Almost half of the student body is at
the master’s or doctoral level. It is the most comprehensive institution of higher education
in Israel, with 9 faculties spanning the humanities, arts and sciences, and 125 schools and
departments.
Most of the fields that are taught at Nazarbayev University – such as law, economics,
medicine, public policy and engineering – are also strong areas at Tel Aviv University. Our
graduates and faculty members play leading roles across Israeli society and beyond. They
are Supreme Court Justices, cabinet ministers, political leaders, CEOs of top companies,
health system managers, educators, famous film and theater directors and much more.
In terms of rankings, I think the two most significant ones for this occasion are as follows.
First, Tel Aviv University was recently ranked as a top 100 World Innovation University, and
number 1 in Israel. Second, Tel Aviv University ranks 9th in the world for producing successful
start-up founders. We are the only school among the top 10 outside of the United States. In
other words, our graduates are leading in the entrepreneurship arena right up there with
Stanford and MIT.
Over the past five years, TAU produced 250 founders of startups, each of which attracted
an average of $1.7 million in venture capital investments. One of these companies, whose
co-founder studied economics and philosophy at Tel Aviv University, was sold for over $1
billion to Google.
Now, Tel Aviv University is not a wealthy private university. We do not throw billions of
dollars at our R&D. Rather, we are a public, state-funded, highly regulated institution. Let me
give you some figures for other recognized innovation universities: Stanford and Harvard
spend $800–900 million on research per year. The University of Michigan, which, like us, is a
public university, spends $1.3 billion. By stark contrast, Tel Aviv University spends only $160
million annually on research.
So how do we do it? How do we cultivate a spirit of innovation that translates into patents,
viable technologies and businesses? I believe innovation-building requires at least 6 core
ingredients, and these can be adapted and replicated across different kinds of organizations
2016-01-01T00:00:00Z