This study argues that the recent higher education reforms in Kyrgyzstan are nationally domesticated constructs of globally travelling reforms. The analyses of the post-socialist transformation visualize that this domestication takes place through discourses of quality, modernization and internationalization. Theoretically this study contributes to the wider discussion in comparative education on adopting travelling reforms in the post-socialist space and practically, it provides information to international educational organizations and local policymakers on the challenges and opportunities that affect the localization of global reforms. I have used two recent concepts – ’domestication’ and ’travelling reforms’ – to analyse the post-socialist transformation in the context of Kyrgyzstan’s higher education. Notwithstanding the standard meaning of domestication in the context of taming farm animals or domestic pets, here the concept refers to local acceptance of global ideas, especially those that might have seen to be too ’foreign’ in the past. (Alasuutari & Qadir 2014). The other concept used in this study is the concept of travelling reforms, by which the intended meaning refers to reforms which have ’travelled’ to other countries and been adopted by them and adapted to local conditions (Steiner-Khamsi 2012). In Kyrgyzstan those travelling reforms are such as the Bologna Process, quality assurance and evaluation systems, and reform of independent accreditation. Following what various scholars have already shown, I argue that post-socialist educational transformation is a contingent and complex process that is not possible to interpret through a western neoliberal education framework and by examining the process as a linear development. Thus, the theoretical approach applied in this dissertation is closely related to the studies of post-soviet education transformation and studies of domestication, in which I employ the concept of ‘domestic field battle’ to examine the localization of educational reforms (Alasuutari & Qadir 2014). Empirically this research is based on policy document analyses of the key guiding policy documents of higher education, and interviews with the rectors of the universities and other actors from the field of higher education. The research method applied in this dissertation is the discursive analysis method. Domestication of travelling reforms takes place through three discourses: the discourse on quality, the discourse on modernization, and the discourse on internationalization. Actors in the field utilize these discourses to justify or resist travelling reforms by referring to cultural, social, economical and historical considerations of the country. The findings of this study show that the actors in the field of higher education integrate national features into these travelling reforms. In referring to national and cultural aspects of society, actors make travelling reforms seem more adoptable for the society of Kyrgyzstan. I argue that the post-socialist education transformation is simultaneous process with global and local influences, in which travelling reforms evoke local actors consider their national beliefs, practices and identities. Theoretically these findings have been analyzed by using Bourdieu’s social field theory and notions of discursive space of social reality to understand the discursive construction of domestication of travelling reforms. In Bourdieu’s framework, fields such as higher education have their own doxa, fundamental beliefs that are shared by actors. The doxa is challenged by opposing heterodoxical discourse, which simultaneously unveils the current doxa but also changes the dynamics of the doxa. This theoretical analysis unveils historical, social and cultural aspects of the higher education system of Kyrgyzstan – the local higher education system – which is evolving with global influences of travelling reforms.

Domestication of Travelling Reforms in Higher Education of Kyrgyzstan

Higher education institutions (HEIs) are today considered an essential component of sustainable development, not only at the level of the state but also at the global level. Universities play an important role in political, economic, and social life. The emerging markets nowadays are turning toward education, technologies, and knowledge creation. Combining foreign practices and their own specific features, the universities from emerging economies are building their own original education systems.

Combining Internationalization and Autonomy: The Case of Russia

A workable balance between autonomy of universities and state control of Russian higher education has not yet been achieved, even though Russia is subject to the requirements of the Bologna Process and must bring its universities into conformity with those in Europe.

On the Question of the Current State of Autonomy of Higher Educational Institutions in Russia

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On the Question of the Current State of Autonomy of Higher Educational Institutions in Russia