1) CONTEXT AND INTRODUCTION

1. Globalisation of business, research and education is posing a number of challenges to senior management in both education establishment (Knight, 2004; Bogotch and Maslin-Ostrowski, 2010) as well as related ministries (KaHoMok, 2007; Chen, YatWai Lo, 2013). The attempts of the Bologna process to set the foundations for degrees mapping (and potentially reciprocal recognition), is way far from solving the problems presently faced by policy and decision makers in education. Establishing a common ground for the mapping of the present set of curricula is not enough, there is the need for a much deeper understanding of the implications (Pursiainen, Medvedev, 2005) that a globalised world places. Insourcing of educational models in a specific cultural context needs to be proved beneficial on a case by case context. Outsourcing Higher Education of the wealthiest part of the society by sending the best students abroad is not a solution either. While the experience of studying abroad is invaluable (it opens up the mind to a multi-cultural, multi-language and multi-faith context) it also entails some risks and not all of the gained experience may be directly applicable in one-own context. To cherry-pick from the best-of-breed education systems in a non-planned, systemic and organic manner leads to an inconsistent and potentially incomplete knowledge transfer. Bogotch,I. and Maslin-Ostrowski,P. (2010) Internationalizing Educational Leadership: How a University Department Jumps the Curve From Local to International, Educational Administration Quarterly, 46: 210 Crosier,D. Parveva, T. (2013) The Bologna Process: Its impact on higher education development in Europe and beyond, UNESCO: International Institute for Educational Planning, published by the United Nations Educational, Scientific and Cultural Organization Dorothy Iru Chen, William Yat Wai Lo (2013) Internationalization or commodification? A case study of internationalization practices in Taiwan’s higher education, Asia Pacific Educ. Rev., 14:33–41 Marta A. Shaw, David W. Chapman & Nataliya L. Rumyantseva (2013) Organizational culture in the adoption of the Bologna process: a study of academic staff at a Ukrainian university, Studies in Higher Education, 38:7, 989-1003 Pursiainen, C. and Medvedev, S.A. (eds.). The Bologna Process and its Implications for Russia. The European Integration of Higher Education. Ð M.: RECEP, 2005. Ka Ho Mok (2007) Questing for Internationalization of Universities in Asia: Critical Reflections, Journal of Studies in International Education, 11: 433 1) CONTEXT AND INTRODUCTION 4) PRELIMINARY RESULTS From the analysis of the interviews and questionnaires administered so far and the interaction occurred with 2 Vice Chancellors, 4 Pro-Vice Chancellors, 2 Head of Schools/Department, 4 senior member staff of the international departments and 4 faculty staff per level i.e. professor, associate professor and lecturers for a total of 24 interviews it is possible to argue that: the major problem encountered in the adoption of the Bologna process has been the translation of its principles into the local context. The process per se addresses only the tip of the iceberg related to harmonisation of educational policies across sectors and internationalisation It will be necessary to take into account also the pathway to university if real achievements are desired It is not enough to look at the correspondence in terms of equivalence of titles, it is necessary to examine the curricula in their composition and content in order to understand the possible equivalence in terms of knowledge acquisition Universities should play a deeper role in the process of formation of the new generations of scholars, researchers, technicians, managers, leaders and overall citizens. 7) REFERENCES 2) OBJECTIVES 8) CONTACTS Bella GAZDIYEVA David Luigi FUSCHI ShokanUalikhanovKokshetau State University Brunel Business School email:k-bella@mail.ru david.fuschi@brunel.ac.uk The research being carried out aims at helping universities meeting most of their expectations in respect of: the increased dimensions and demands of global educational environment, intra-sector competition (i.e. competition between universities), decreasing students intake per institution due to several factors, including aging population and immigration regulations, Bella GAZDIYEVA David Luigi FUSCHI Harmonisation of educational policies across sectors and internationalisation a proposal for a an innovative approach ShokanUalikhanovKokshetau State University Brunel Business School 5 DISCUSSION Overall, the work carried out in this respect for the adoption of the Bologna process (Shaw, at al 2013; Crosier, Parveva, 2013) has made clear that it is not enough to endorse a system, it is necessary to adapt it to the local culture. The changes cannot be confined to the higher education domain, but on the contrary need to be percolated in the entire education system. This requires adopting a transformative approach to the education system aiming at improving its effectiveness, efficacy and quality. Education needs to be revolving around values (aimed at building the new generation of citizens that can also become scholars, managers, leaders), critical thinking and strive for excellence. Positive experiences as well as negative ones must be taken into account. 4) progressive loss in correlation between acade-micqualification and employability given the substantial portion of the young population now holding a University degree compared with the past (i.e. scarcity meant more possibilities, present abundance means less relevance and appeal of the diploma for the prospective employers) 6) CONCLUSION The data collected so far hints that there is a clear understanding in the Higher Education (HE) sector that a substantial reform is needed if there is the will to enable students and organisations to interact, cooperate and compete on an equal basis. If excellence has to be achieved and nurtured, then it is mandatory to take into account that we are no more living in isolation. Last, but not least, there is a clear hint that HE senior management is aware that the future entails an organic integration and cooperation with industry, private and state research where results achieved are percolated both in the educational context (possibly by updating the CVs) and in the industry/society in terms improvements and wealth. 3) METHOD The qualitativeapproach is selected as a prior research method which based on observation and interaction with key stakeholders and decision makers. Primary data originates from interviews and surveys administered at different levels. (Chappin et al., 2008). Gained insights support the formulation of a model of the strategy definition as well as a model of the implementation policies (that take into account “ab-initio” the cultural and language facets of internationalisation) along with specific metrics and indicators to be used to the monitoring, assessment and evaluation of performance and outcome. Results collected in the context of the Kazakh-UK collaboration support and contribute to validate the abovementioned models. Thanks to the use of interviews with senior management and policy makers (2 Vice Chancellors, 4 Pro-Vice Chancellors, 2 Head of Schools/Department, 4 senior member staff of the international departments and 4 faculty staff per level i.e. professor, associate professor and lecturers for a total of 24 interviews) it is possible to understand aims and expectations while with surveys engaging beneficiaries and stakeholders it is possible to measure satisfaction, engagement and understand issues encountered (including but not limited to obstacles and bottlenecks). Key literatures and theories adopted for this proposed research: The history of the change of Kazakh/UK Universities towards development (domestic vs. international) Resource Based View Data Collection Methods: Primary: interviews and surveys Secondary: Kazakh and UK government and university policy documents, open-data information on internationalisation available via governmental or university websites, previous surveys carried out by the Kazakh and UK governmental institution.