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Globally, scholarships for international higher education play a critical role in human capital development. While substantial research has documented the benefits such scholarships provide for individuals, their impact on the creation of pathways for social change remains under-researched. This paper bridges this gap by examining the extent to which a government scholarship for international education has created pathways for social change in Kazakhstan. Data were collected through interviews with 67 scholarship alumni. Drawing on Dassin et al.'s (2018) framework for pathways to social change, the findings reveal that international education fosters social change in Kazakhstan in four ways. First, the scholarship program develops local talent and builds agents of change. Second, it widens access to international education, particularly for individuals from marginalized communities, who would otherwise lack access owing to their scarce financial resources. Third, the program develops alumni's cosmopolitan and intercultural competencies and strengthens international collaborations. Finally, it creates associations and groups through which alumni can collectively contribute to society. The findings highlight that while the interviewed alumni foster strong patriotic feelings and are determined to contribute to the prosperity of their country, underdeveloped industries, economic volatility, and top-down bureaucracy in workplaces limit their potential contributions to social changes. These findings may help policymakers and administrators to reconsider and improve on the design and structure of scholarship programs. [ABSTRACT FROM AUTHOR]

This article explores the employment experiences of government scholarship graduates from one master's degree programme at a flagship university in Kazakhstan. Analysis of interviews with graduates of a master's degree programme designed in response to a national policy agenda shows that graduates encountered numerous challenges transitioning from university to work despite obtaining a degree from a top Kazakhstani university. The key challenges included limited employment opportunities, hostile attitudes toward younger graduates, difficult working conditions and employers' misunderstanding of the new master's programmes. We argue that despite significant government financial investment in education, a weak enabling support system hinders graduates' career advancement and results in job mismatch and underutilization of skills. We suggest that policymakers need to shift debates on human capital development and graduate employability from supply-side factors to a more comprehensive model in which graduate employment is supported through the collaboration of the higher education system, industry, policymakers and graduates themselves. [ABSTRACT FROM AUTHOR]

The use of international scholarship programmes is part of a long‐standing approach to human capital development in many developing and middle‐income countries that finance studies at universities abroad and locally. Yet, many scholarship alumni struggle to thrive in their home country and encounter numerous difficulties in their transition to the job market. This paper examines the employment experiences of Kazakhstan's government scholarship alumni in science, technology, engineering and mathematics fields and identifies the challenges they encounter navigating the labour market. Our analysis of 45 interviews demonstrated that although alumni hold a positional advantage in the job market and many succeed, there are also many alumni whose employability and career success are impeded by an intersection of socioeconomic and cultural factors, intergenerational clashes and scholarship programme regulations. The implications for scholarship programmes and government policy goals are discussed. [ABSTRACT FROM AUTHOR]

University-industry research partnerships are crucial for promoting university entrepreneurship. Faculty as key instigators play a critical role in developing such partnerships. Previous studies demonstrate that faculty engagement depends on a diverse set of factors. Drawing on individual interviews with 76 faculty members from eight public and private universities in Kazakhstan, this study explores factors affecting faculty decisions to engage in industry research partnerships in a developing country. Applying the personal engagement theory, we found that despite perceiving industry partnerships as personally meaningful and being driven by extrinsic and intrinsic motivations, faculty engagement in industry research partnerships in Kazakhstan is limited. The reasons for this are faculty members' feelings of low safety and availability caused by structural-, organisational- and individual-level barriers and challenges. We also found that some of these barriers and challenges can be more specific for developing countries that tend to have immature economies, suffer from corruption, have limited research capacity, and invest less in research activities. [ABSTRACT FROM AUTHOR]

Drawing on Tomlinson's graduate capital model, this paper examines the contribution of international education to the development of different forms of graduate capital and the experiences of international education graduates in applying graduate capital while navigating the job market. Interviews with 50 social science graduates in Kazakhstan demonstrated that human, social, and psychological capitals played a greater role in adjusting to various labour market factors and securing employment. We also contend that the utilization of specific forms of capital was contingent upon the particular industry where participants were seeking career opportunities. • Human, social, and psychological capitals contribute to job acquisition and retention. • Utilization of specific forms of capital are contingent upon a particular industry. • International education from abroad fosters a greater graduate capital development than international education at home. [ABSTRACT FROM AUTHOR]