Balancing Research and Teaching in Kazakhstani Universities: Insights from Global Literature on enhancing Teaching Quality in Research-Intensive Institutions

• In Event: Higher education: Internationalisation, quality and governance

Proposal

Since gaining independence in 1991, Kazakhstan's higher education system has undergone profound strategic and institutional transformations aimed at aligning with global academic standards. A key priority has been the development of robust research universities capable of competing on an international scale and achieving recognition in prestigious ranking systems, such as Times Higher Education and QS World University Rankings. As a leader in Central Asia, Kazakhstan has made significant strides in integrating its universities into these rankings, thereby demonstrating a strong commitment to enhancing its global academic reputation. However, this pursuit of research excellence has also brought to the forefront a challenging dynamic: how to balance the dual imperatives of research productivity and teaching quality within higher education institutions (HEIs). This paper investigates how Kazakhstani universities, amidst an increasing emphasis on research output, can sustain and enhance the quality of teaching by drawing contextually relevant lessons from leading international research universities.

Background and Context

In its efforts to boost global recognition, the government of Kazakhstan has prioritized building a knowledge-based ecosystem, with research productivity and international scientific collaboration being key performance indicators for university rankings and prestige. As Dr. MacFarlane, QS Rankings Manager, asserts, scientific research is a fundamental measure of a university's effectiveness (Orda, 2022). While Kazakhstani universities have advanced in promoting research activities, the shift toward research prioritization has raised concerns among education policymakers and stakeholders regarding its potential impact on the quality of teaching and learning. Historically, Kazakhstani universities were categorized into either pedagogical or research institutions, each serving a distinct purpose, without integrating both roles—an approach shaped by the Soviet educational system. The establishment of Nazarbayev University marked a departure from this dichotomy, creating a unique context where both research and teaching are expected to coexist and thrive. Therefore, understanding this historical and institutional context is crucial to formulating effective strategies for balancing research and teaching missions in Kazakhstan.

Research Questions and Objectives

This study addresses the following research questions: (1) How can Kazakhstani research universities achieve an effective balance between research excellence and teaching quality? (2) What are the critical challenges and institutional barriers to attaining this equilibrium? (3) Which international best practices can be adapted to Kazakhstan’s unique educational landscape to support this balance? By exploring these questions, the study aims to provide evidence-based policy recommendations tailored to the institutional cultures and strategic goals of Kazakhstani universities. This paper will first contextualize the Kazakhstani educational framework, thereby building a foundation upon which it integrates relevant global solutions and educational reforms.

Methodology

Employing a comparative case study approach, this research examines the practices of internationally renowned research universities—such as the University of Utrecht, the University of Oslo, the University of Oxford, and the University of Copenhagen—that have successfully navigated the dual demands of research intensity and high-quality teaching. The study leverages qualitative data from academic literature, institutional reports, and policy documents to identify models and strategies potentially adaptable to the Kazakhstani context. The analysis is grounded in theoretical frameworks related to educational leadership, pedagogical competence, and organizational change management, enabling a nuanced interpretation of how these international strategies could inform policy and practice in Kazakhstan.

Findings

The analysis identifies three core challenges in integrating research and teaching in universities: normative challenges, institutionalization of teaching and learning, and organizational challenges (Stensaker, 2017). Normative challenges arise from tensions between traditional academic roles and emerging functions that prioritize research over teaching. Institutionalization challenges involve the disparate expectations of stakeholders concerning what constitutes excellent teaching, complicating efforts to reform teaching practices. Organizational challenges center on the complexity of aligning internal university networks, partnerships, and external stakeholder relationships with evolving teaching and research policies.
Insights from international case studies offer valuable lessons. For instance, the University of Utrecht and the University of Oslo have implemented bottom-up initiatives, leadership development programs, and a professionalized administration to strengthen teaching quality. Mechanisms such as "teaching academies" and systematic "module review assignments" encourage faculty to critically assess and innovate their pedagogical practices. The University of Oxford prioritizes academic development through peer evaluation and cross-disciplinary feedback, enhancing teaching practices across faculties.
Similarly, research-intensive institutions like the University of Copenhagen emphasize inclusive decision-making by incorporating students into governance processes related to teaching and learning. By establishing the Centre for Excellence in University Teaching (CEUT) and mandating pedagogical training for graduate students, the University of Copenhagen underscores the importance of cultivating a culture that values both teaching and research excellence.

Implications for Kazakhstani Universities

For Kazakhstani universities to successfully balance research excellence with teaching quality, several strategic interventions are proposed. First, the adoption of a merit-based system that rewards teaching excellence, akin to models in Norwegian universities, could incentivize faculty to prioritize effective pedagogy alongside research. Second, the creation of centers for teaching excellence and structured professional development programs could provide a continuous improvement environment for teaching practices. Third, integrating discipline-specific training and digital literacy courses for faculty, as implemented at Utrecht University, can align teaching methods with contemporary educational demands.
The study further recommends developing a dual-track professional development system managed jointly by Human Resources (HR) and Academic Development Units (ADU) to address the diverse needs of faculty across various disciplines. Additionally, fostering participatory governance structures, wherein both students and faculty collaboratively engage in decision-making processes, could enhance the effectiveness and relevance of teaching reforms.

Conclusion

This paper provides a comprehensive and contextually sensitive analysis of how Kazakhstani universities can balance the competing demands of research and teaching by learning from international best practices. By grounding these strategies in Kazakhstan's unique historical and institutional context, the paper offers targeted policy recommendations for university leaders and policymakers to develop sustainable approaches that support both research excellence and high-quality teaching. These strategies are expected to not only enhance the global standing of Kazakhstani universities but also contribute to a more holistic and equitable educational experience for all stakeholders involved.

Author

• Meruyert Bizhanova, Graduate School of Education, University of Pennsylvania