Are Academics in Kazakhstan capable of self-regulation?


Rumyantseva, Nataliya L. and Caboni, Timothy C. (2012) Are Academics in Kazakhstan capable of self-regulation? Tertiary Education and Management, 18, (1), 1-16. (doi:10.1080/13583883.2011.597057).

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Description/Abstract

This paper investigates the state and structure of professional norms in the context of undergraduate teaching in a university in Kazakhstan. The purpose is to understand the belief system held by academics with regards to their professional duties in the context of teaching. Evidence of such normative structure would suggest that Kazak academic profession holds potential for effective and ethical self-regulation, its absence would raise a red flag for university administrators and policy makers. In order to place our findings in the meaningful context, we compare the normative structure in Kazakhstan to that of US academic profession previously studies by Braxton and Bayer (1999). We find that academics in Kazakhstan adhere to a normative structure which is quite similar to, although somewhat more relaxed than, that of US professors. We discuss the implications of these findings and empirical evidence for academic corruption in the context of decentralisation reforms and authority devolution.

Item Type: Article
ISSNs: 1358-3883 (print)
1573-1936 (electronic)
Alternative titles: A study of faculty's normative structure in the midst of higher education decentralization reforms
Keywords: higher education policy/development, institutional performance measures, management, academic profession, professional norms, corruption in education
Subjects: D History General and Old World > DK Russia. Soviet Union. Former Soviet Republics
L Education > LB Theory and practice of education > LB2300 Higher Education
H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management
Divisions: University Structure - Pre August 2011 > School of Education
Faculty of Social and Human Sciences > Southampton Education School > Leadership, School Improvement & Effectiveness
ePrint ID: 192571
Date Deposited: 06 Jul 2011 08:12
Last Modified: 27 Mar 2014 19:44
URI: http://eprints.soton.ac.uk/id/eprint/192571

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