Economic Rationale

In large sense, it focuses on long-term economic benefits in addition to the role of internationalization for the enhancement of skilled human resource of nations in order to improve global competitiveness of their national economies. Among the rationales, economic rationales better explain internationalization policies and efforts both in national and institutional level (Wende, 2001). Similarly, economic growth is seen as the leading rationale for internationalization rather than advancing human knowledge and understanding (Yang, 2002).

Higher education has been commoditized and was attracting a great deal of students from the underdeveloped countries. The tertiary institutions of the developed world conceive the term as an important source of income for a long time rather than university development. The recruitment of foreign students has become a significant factor for institutional income and of national income interest (Qiang, 2003: 249). It is stated that “internationalization in the UK can be summarized as the mobilization of the skilled human resources needed to make the UK a more internationally competitive trading nation and to maximize export earnings by selling education services to paying customers” (Wende, 2001: 438).

It is argued by Qiang (2003) that economic rationales refer to the components of:

• promoting marketing and income generation from educational products and services,

• enhancing economic, scientific and technological competitiveness.

The business sector also is favoring multi-cultural literacy and diversity in the tertiary education curriculum for “internationally-oriented graduates” so that develop international business skills, language proficiency and cultural awareness in the future managers in a knowledge-based global economy. The requirements include not only academic and professional knowledge, but also multilingualism, and social and intercultural skills and attitudes (OECD, 1996: 128-129; Qiang, 2003: 248). It is argued that “industrialized countries are recognizing the need to provide their students with a global consciousness and with experience in other countries in order for them to compete in global economy” (Altbach, 2004; 1). For this reason, the curriculums are enriched by international considerations.

Private sector recently has involved more in the higher education sector. It has established their universities much operating with economic motives. The commoditization of higher education in international scale forced them to establish university with entrepreneur motives so as to maximize thier incomes. Multinational corporations make HEIs to operate with entrepreneur concerns in the age of globalization. They need to provide quality education to attract more self-paying foreign students and increase their incomes, for this reason they emphasize more on stakeholder interests, e.g. MNCs. In addition to trade liberalization in educational services, HEIs force themselves to enhance their reputation and accreditation to compete in the international markets.

7.3.1. The Analysis of the Economic Rationale for AYU

Kabasakal claimed that the economic rationale of the internationalization does not comply with the foundation of AYU. In fact, AYU is a public university in private status and financed by the both states. It was not designed to earn more money or for financial contribution for the national budgets.

Kabasakal mentioned,

I personally believe to the internationalization process in higher education in the world. But, AYU is not the result of internationalization of higher education and capitalist motives. It is mission-oriented entity. It was not built upon economic motives so as to attract students from diverse region of Eurasia. It is projected to create a common conscious, solidarity and brotherhood among all Turks. It is a model based on humanizm. It is the gift of Turkey for Kazakhstan and Turkic world.

Therefore, any further efforts for internationalization are not for income, but for education quality supplied for the youth of Turkic geography. In addition to the large part of the Kazakh students, the students admitted from out of Kazakhstan are not based on self-paying. The university even offers scholarships for those students coming from abroad. Since the budget contribution of both states is not sufficient to develop the university in expected level, university intends to diversify its income sources to realize its economic sustainability relative to the foundation years. In that sense, AYU’s e-learning programs of distance e-learning faculty ensures the income generating activities.

AYU’s virtual department offered under the TÜRTEP are quite compatible with the arguments that the selected departments which supply education are closer to the market needs, e.g. management and computer sciences or industrial engineering.

Turkish and Kazakh economies benefit more from AYU graduates. Perhaps the economic rationale of the internationalization in terms of Turkey and Kazakhstan is greater than that of the university. The graduates are competent in Russian, Turkish, and English in addition to Kazakh language and recruited by multi-national corporations. Budak noted “some of Turkish students do not return Turkey. They prefer to stay in Kazakhstan and employed in Turkish companies in Kazakhstan and other Central Asian countries. They contribute to the development of economic relations of Turkey with Central Asia”. The graduates who have competency in Russian and English are demanded more by Turkish tourism sector¹. It is claimed that a tourism foundation from Antalya (Turkey) has demanded 500 students from the authorities of AYU².

1 Yalçın Bayer, “Turkistan’da Bir Üniversite” in Turkish daily Hürriyet, 21.09.2004.

2 Güntay Şimşek, “Ahmet Yesevi Üniversitesi” in Turkish daily Sabah, 22.09.2004.