Abstract
In this article we analyze a recent development in educational reform in Kazakhstan, which presents interest to researchers of policy transfer/borrowing. We argue not only that international policy transfer has become the main approach to educational reform, but also that the approach has been institutionalized by the establishment of a specialized organizational structure, represented by a system of flagship institutions at different levels of education, which were assigned the role of identifying, adapting, testing, and disseminating the best international practices. Reconsidering policy transfer at the organizational level as knowledge transfer, we use ideas from interorganizational learning theory to interpret the narrative data from interviews with the employees of the flagships and of the educational organizations, to which they disseminate best practices. In doing so, we attempt to explore the factors which may influence the success of institutionalized policy transfer from brokers to downstream adopters of innovation.
| Original language | English |
|---|---|
| Pages (from-to) | 353-370 |
| Number of pages | 18 |
| Journal | European Education |
| Volume | 50 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Oct 2 2018 |
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ASJC Scopus subject areas
- Education
Cite this
Educational Flagships as Brokers in International Policy Transfer : Learning from the Experience of Kazakhstan. / Kuzhabekova, Aliya; Soltanbekova, Arailym; Almukhambetova, Ainur.
In: European Education, Vol. 50, No. 4, 02.10.2018, p. 353-370.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Educational Flagships as Brokers in International Policy Transfer
T2 - Learning from the Experience of Kazakhstan
AU - Kuzhabekova, Aliya
AU - Soltanbekova, Arailym
AU - Almukhambetova, Ainur
PY - 2018/10/2
Y1 - 2018/10/2
N2 - In this article we analyze a recent development in educational reform in Kazakhstan, which presents interest to researchers of policy transfer/borrowing. We argue not only that international policy transfer has become the main approach to educational reform, but also that the approach has been institutionalized by the establishment of a specialized organizational structure, represented by a system of flagship institutions at different levels of education, which were assigned the role of identifying, adapting, testing, and disseminating the best international practices. Reconsidering policy transfer at the organizational level as knowledge transfer, we use ideas from interorganizational learning theory to interpret the narrative data from interviews with the employees of the flagships and of the educational organizations, to which they disseminate best practices. In doing so, we attempt to explore the factors which may influence the success of institutionalized policy transfer from brokers to downstream adopters of innovation.
AB - In this article we analyze a recent development in educational reform in Kazakhstan, which presents interest to researchers of policy transfer/borrowing. We argue not only that international policy transfer has become the main approach to educational reform, but also that the approach has been institutionalized by the establishment of a specialized organizational structure, represented by a system of flagship institutions at different levels of education, which were assigned the role of identifying, adapting, testing, and disseminating the best international practices. Reconsidering policy transfer at the organizational level as knowledge transfer, we use ideas from interorganizational learning theory to interpret the narrative data from interviews with the employees of the flagships and of the educational organizations, to which they disseminate best practices. In doing so, we attempt to explore the factors which may influence the success of institutionalized policy transfer from brokers to downstream adopters of innovation.
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U2 - 10.1080/10564934.2017.1365306
DO - 10.1080/10564934.2017.1365306
M3 - Article
VL - 50
SP - 353
EP - 370
JO - European Education
JF - European Education
SN - 1056-4934
IS - 4
ER -