EHELF-2016
Permanent URI for this collection
Browse
Recent Submissions
Item Open Access Higher Education and Modernisation of the Economy: Innovative and Entrepreneurial Universities.(Nazarbayev University Graduate School of Education, 2016-05-26) Sagintayeva, Aida; Kurakbayev, KairatThis 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.Item Open Access THE INSTITUTIONAL MIDDLE-INCOME TRAP(2016) Tray, DennisMost 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 futureItem Open Access MOOCS AND THEIR IMPLICATIONS FOR TRADITIONAL HIGHER EDUCATION INSTITUTIONS(GSE; EURASIAN HIGHER EDUCATION LEADERS’ FORUM 2016, 2016) Zhussupbekov, AbayThis 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.Item Open Access LINKING RESEARCH TO KAZAKHSTAN’S STRATEGIC PRIORITIES: THE CASE OF INTERNATIONAL FACULTY AT NAZARBAYEV UNIVERSITY(2016) Kuzhabekova, Aliya; Lee, Jack; Amangazy, MagzhanThe 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.Item Open Access INTERNATIONALIZING CURRICULUM FOR INNOVATION: OPPORTUNITIES AND CHALLENGES FOR ENTREPRENEURIAL UNIVERSITIES IN KAZAKHSTAN(2016) Tazabek, SholpanInternationalization 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).Item Open Access FOSTERING INNOVATION AND ENTREPRENEURSHIP: THE TAU MODEL(2016) Klafter, JosephDespite 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 organizationsItem Open Access ENTREPRENEURIAL UNIVERSITIES IN THE FORMATION OF NATIONAL INTELLECTUAL AND SOCIAL CAPITAL(2016) Ibatov, Marat; Biryukov, Valeriy; Zhaxybayeva, Gulnar; Mussina, GulnazThis paper discusses challenges of developing entrepreneurial universities and their crucial role in building intellectual capital of the nation. Entrepreneurial universities position themselves not only as academic institutions of knowledge “transfer” but also as a generating system for social networks with higher levels of national and social capital that can solve complex intellectual tasks that have a direct impact on the real world. This feature can be implemented and continued through giving university graduates an opportunity to learn to solve applied research problems in their corresponding fields of study. From this perspective, the entrepreneurial university should sustain practice of formation of different research schools, uniting graduates not only by a certain body of knowledge but by research and development of schools outside the university as a social network. Entrepreneurial universities may become an important element of industrial clusters, overcoming the lack of financial resources and promoting the development of regions in which they operate.Item Open Access ENTREPRENEURIAL ECOSYSTEM AT UNIVERSITIES: FORMATION AND DEVELOPMENT(2016) Kozhakhmetov, Assylbek; Nikiforova, Nina; Maralbayeva, SholpanThis paper examines issues of developing an entrepreneurial ecosystem at higher education institutions in the context of Kazakhstan. Authors consider the entrepreneurial university as a system that has its own infrastructure and is an integral part of the ecosystem as a whole. State and businesses are active participants of entrepreneurial ecosystem’s formation process at university. Despite the fact that many studies (Röpke, 1998; Clark, 1998; Etzkowitz & Leydesdorff, 2008) focus on the problems of formation and development of entrepreneurial ecosystem and its infrastructure, there is no universally recognized definition of the term “entrepreneurial ecosystem”. In Kazakhstan, the formation of entrepreneurial ecosystem is at its early stage. This paper discusses problems related to the underdeveloped entrepreneurial ecosystem and defines main reasons that hamper the development of entrepreneurial universities as part of the ecosystem.Item Open Access PREFACE(2016) Kurakbayev, Kairat; Sagintayeva, AidaChapters presented in these proceedings shed light on global and local nuance of developing academic entrepreneurship. The authors invite the reader to take part in the discussion of eminent challenges and reflect on long-term issues of building an innovative and entrepreneurial university. It is hoped that these proceedings will be valuable to university leaders, faculty, graduate students and other stakeholders who have to interact with higher education institutions. Nation-specific chapters on Kazakhstan could be useful to scholars who research developments of higher education in this region.