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• Weak research capacity leads to university-industry partnerships that are limited to a 'Doing, Using, Interacting' model of innovation. • Poor development of human capital with limited resources result in weak university–industry partnerships that are not knowledge-intensive. • Top-down management, coupled with poor research and working environments for university faculty impede university-industry partnerships. This paper examines university–industry partnerships (UIPs) in Kazakhstan. The study described here explored the kinds of collaborations with industry that universities have undertaken, their purposes and benefits, and the contextual barriers to such partnerships. Our findings suggest that UIPs in Kazakhstan remain weak and are largely limited to employers' involvement in teaching, the provision of internships for students, and technical consultancies. We argue that the goal of policy makers to develop robust research partnerships that contribute to innovation and economic growth is constrained by heavy faculty teaching loads, poor institutional support for research, constant reforms in the higher education system, and little consistency in the priorities of the fast-changing Ministers of Education. [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]