Abstract
This article discusses the internationalization capacity building project at the Karaganda Technical University (‘KTU’) in Kazakhstan. The project, entitled “Capacity building for the internationalization of a technical university by means of digital learning technologies,” was supported by the fund “Scientific foundations “Mangilik el” (education of the 21st century, fundamental and applied research in the humanities)” for scientists 2020–2022. The project’s primary purpose was to explicate a sustainable strategy for internationalizing a Kazakh technical university, considering the national and international contexts, evaluating internationalization capacity needs, formulating and implementing a capacity-building response for internationalization, and enhancing the qualifications and abilities of students and teachers to an internationally comparable level. In addition, the project delivers a set of strategies for internationalization and a benchmarking methodology for evaluating the effectiveness of internationalization processes. The benchmarking analysis of the internationalization process of a university has been conducted through a classification method, comparative analysis, multi-factor SWOT analysis, and correlation analysis.
Highlights
An essential objective of the project has been to develop and implement a framework for internationalization capacity building at a technical university in Kazakhstan through the application of digital learning technologies as one of the essential components. To develop this framework for capacity building for the internationalization at a technical university, the SWOT analysis was developed and applied with a focus on seven categories: (i) institutional commitment; administrative leadership, structure, and staffing; curriculum, co-curriculum, and learning outcomes; faculty policies and practices; student mobility; collaboration and partnership; and research and development
A fragment of the SWOT matrix covering the internal commitment to internationalization factors is shown in Table 1
Within the framework of Task i of the study, an analysis of the literature and benchmarking practices in higher education was carried out with the choice of a process-oriented type of benchmarking, which provides for benchmarking the process and result of the internationalization of the technical education system
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. The Center for Internationalization and Global Engagement (CIGE) conducts mapping surveys and assesses the current state of internationalization at American colleges and universities, analyzing progress and identifying future priorities This survey addresses six critical areas specified in the Model of Comprehensive Internationalization: articulated commitment; administrative structures and staffing; curriculum, co-curriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships. The design of the international scientific and academic environments, supporting English as a foreign language learning for teachers and future professionals (e.g., through e-learning interventions, such as MOOCs), would lead to expanded intercultural contacts with opportunities for individual and collective activities and creative collaboration Such approaches would contribute to a deeper understanding of local–global connections and an improvement in the quality of higher education in general
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