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Bachelor in Psychology (BAP)

About the program

Statement of Purpose

The Bachelor in Psychology program is designed to train specialists integrated into the international professional community, demonstrating systematic theoretical knowledge in various fields of psychology, as well as competent in the field of practical psychology; capable to work effectively following nationals and international standards (in particular, in accordance with the recommendations of the American Psychological Association); competitive when applying for master’s programs at leading European and American universities, ready for continuous professional growth, social and professional mobility in various fields of activity.

Program Learning Outcomes

  1. Knowledge Base of Psychology. Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology for analyzing psychology of individuals, society and cultures.
  2. Research Methods in Psychology. Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation; use scientific reasoning to interpret psychological phenomena.
  3. Critical and Creative Thinking Skills in Psychology. Use critical and creative thinking, skeptical inquiry, and, opt for the scientific approach for solving problems related to behavior and mental processes. Engage in innovative thinking and problem solving for research and practical tasks
  4. Application of Psychology and practical skills. Understand and apply psychological principles to personal, social, and organizational issues; exhibit professional self-reflection, project-management skills and teamwork capacity.
  5. Values in Psychology. Be familiar with international and national formal regulations that govern professional ethics in psychology;
  6. Embrace values that contribute to positive outcomes in work settings.
  7. Information and Technological Literacy. Students will demonstrate information competence and the ability to use computers and other technology for many different purposes.
  8. Communication Skills. Demonstrate effective professional and interpersonal communication skills and proficiency in oral and written communication in a variety of social, professional and academic contexts.
  9. Sociocultural and International Awareness. Recognize and respect the complexity of sociocultural and international diversity;
  10. Embrace values that contribute to building of an inclusive society responsive to global challenges.

BAP Curriculum

Requirements for the BA in Psychology are as follows:

Category of Courses Credits ECTS
General Education 36 56
Required Courses 33 51
Elective Courses 3 5
Program Foundation 68 112
Required Courses 35 57
Elective Courses 33 55
Program Specialization 36 60
Required Courses 18 30
Elective Courses 18 30
Final Attestation 6 12
Total Required for Graduation 146 240

General Education (36 credits/56 ECTS)

See the General Education section in the KIMEP Catalog.

Program Foundation (68 credits/112 ECTS)

Program Foundation Courses KIMEP credits ECTS Prerequisite
Required Courses


35 57  
ENG/GEN1121 Academic Reading and Writing II 3 5 ENG/GEN1120 Academic Reading and Writing I

Academic English Speaking

3 5 ENG/GEN1110 Academic Listening and Note Taking Common European Framework: B2 upon completion



Professional Kazakh/Russian 1

2 3 KAZ1502-2204/RUS1301-2001
Professional Kazakh/Russian 2



Fundamentals of (Introduction to) Psychology


3 5  









COGN2103 Introduction to Cognitive Psychology 3 5 COGN1201 Introduction to Psychology



Mind and Brain





Introduction to Sociology





Developmental Psychology




Introduction to statistics (for major in psychology) 3
COGN2101 Social psychology





Academic Internship


3 4 minimum of 56 credits in program (90 ECTS)

Elective Courses


33 55  



Learning and Memory


3 5 COGN1201 Introduction to Psychology



Philosophy of Psychology


3 5


Psycholinguistics: Language and Mind 3 5 COGN1201 Introduction to Psychology





3 5 COGN1201 Introduction to Psychology



Organizational Psychology


3 5




Child Development

3 5




Family Psychology



Counseling 3 5




Psychology of Human Adjustment

3 5


Personal Development 3 5

Program Specialization (36 credits/60 ECTS)

Program Specialization Courses KIMEP credits ECTS Prerequisite
Required Courses


18 30  



Introduction to Educational psychology


3 5



Psychological Testing


3 5

Experimental Methods and Data Analysis 1


3 5

Experimental Methods and Data Analysis 2


3 5

Introduction to Clinical Psychology

3 5



Professional Internship


3 5  

Academic Internship


Elective Courses

18 30  

Conditioning, Learning, and Behavior


3 5

Seminar in cognitive psychology


3 5

Seminar in Social/Personality Psychology


3 5
PSYxxxx Seminar in Personality Psychology

Seminar in Developmental Psychology


3 5
PSYxxxx Seminar in Educational psychology


3 5


Psychopathology 3 5
PSYxxxx Seminar in Psychological Testing 3 5
PSYxxxx Statistical Methods in Psychology 3 5

Final Attestation (6 credits/12 ECTS)

Final Attestation courses KIMEP credits ECTS Prerequisite
CLP4102 Thesis I 3 6 90 credits of course work
CLP4103 Thesis II 3 6 Thesis I

Total for program: 146 course credits (240 ECTS)

COGN/PSY1201 Introduction to Psychology.

Prerequisite: ENG/GEN1121 Academic Reading and Writing II

This course provides an overview of the foundational subfields and theories in psychology. Students will be introduced to the breadth of the research and topics in psychology, and the basics of subfields like cognitive psychology, social psychology, and human psychological development. They will learn about classic theories in psychology and be introduced to the ways that psychological research is conducted

PSYxxxx Psychology of Human Adjustment.


Introduction to basic theoretical principles of psychological coping and adjustment. Students will learn greater insight and efficacy in dealing with social and behavioral forces they encounter and will acquire an appreciation for the importance of psychology and its reliance on other disciplines to understand and improve complex social and behavioral phenomena.

PSYxxxx Experimental Methods and Data Analysis I.


Scientific method as the means through which knowledge advances in the field of psychology. Developing and researching hypotheses, collecting data, testing hypotheses using appropriate statistical techniques, interpreting and reporting statistical results. Research methodology, descriptive statistics, and inferential statistics, as well as use of the computer software Statistical Package for the Social Sciences (SPSS) to analyze psychological data. Students will be responsible for researching a topic and creating a research proposal.

PSYxxxx Experimental Methods and Data Analysis II.


Statistical techniques that build on concepts introduced in PSYC 211. Mastering inferential statistics and nonparametric statistical procedures. Students will carry out the research study outlined in their proposals from PSYC 211 and complete an APA-style research paper. This course must be taken in the semester immediately following PSYC 211 and with the same instructor. Prerequisite: PSYC 211 with a grade of C or better.

PSYxxxx Organizational Psychology


This course will explore the history, advances and contemporary trends in the field of industrial/organizational psychology. Students will learn about the application of psychology to the world of work as achieved through the use of science and practitioner collaboration as the main tools of this discipline. Students will study the factors that contribute to an optimal fit between the worker, the job and the organization with the goals of improved worker performance and well-being. Students will critically examine the psychological implications that come with the challenge of meeting these commonly competing goals in our current society.

PSYxxxx Philosophy of Psychology.


An examination of philosophical and empirical theories of the mind. Main questions will be: What is the mind? How does the mind relate to the brain and behavior? Can the mind be studied scientifically? What is the nature of conscious experience? Different accounts of the nature of mind will be discussed such as behaviorism, materialism, and functionalism. In addition, we will survey main approaches to the mind found in contemporary cognitive science, a multi-disciplinary field consisting of (among other things) artificial intelligence, cognitive psychology, cognitive neuroscience and philosophy.

COGN/PSY2103 Introduction to Cognitive Psychology (3 credits/5 ECTS)

Prerequisite: COGN1201 Introduction to Psychology

This course will discuss the major fields of human cognition, particularly how we take in information about the world (perception and attention), how we interpret and store that information (learning and memory) and how we retrieve and use that information (higher cognitive function / decision-making).

COGN/PSY1202 Psycholinguistics: Language and Mind (3 credits/5 ECTS)

Prerequisite: COGN1201 Introduction to Psychology

In this course, students will become familiar with major topics and theory in psycholinguistics, the study of how the human mind processes and uses language. We will examine the brain structures relevant to language processing and production, and learn about current theory and research methods. We will consider the psychological implications of multilingualism as well as some discussion of psychological aspects of first and second language acquisition.

COGN2201/PSY Perception (3 credits/5 ECTS)

Prerequisite: COGN1201 Introduction to Psychology

How do we perceive and interpret the world around us? This course will explore the psychological and neurological bases of perception and sensory processing. We will discover how the brain is able to process the stimuli it perceives, including some discussion of visual and auditory perception of language.

COGN/PSY220 Learning and Memory (3 credits/5 ECTS)

Prerequisite: COGN1201 Introduction to Psychology

How do our brains store information? How do we retrieve that information and use it to draw new conclusions? In short, how do we learn? This course will explore those questions and more, introducing students to more advanced theory of learning and memory. We will consider major theories in the field, the way research in this field may be conducted, and their implications for education and other applied fields.

PSYxxxx Mind and Brain.


This course investigates how the brain serves as the basis for our thought processes and behavior.  Topics may include attention, perception, learning and memory, language, emotion, social interactions, and consciousness.  We start with an overview of the structure of the brain.  Emphasis is placed on brain-behavior relationships, especially in relation to cognitive processes.  Students will learn about techniques used to understand the general relationships between the brain, thought, and behavior.

PSYxxxx Conditioning, Learning, and Behavior.


Procedures, phenomena, and processes of conditioning and learning in animals and humans. Major issues, research findings, and contemporary theories of conditioning and learning. Behavioral approach to the study of learning. Topics include classical (Pavlovian) and instrumental (operant) conditioning and their interaction; reinforcement; stimulus generalization, discrimination, and control; biological constraints on learning; and cognitive components of conditioning and learning. Laboratory work.

PSYxxxx Social Psychology


A survey of the major theoretical and empirical research in social psychology, including person perception and social cognition, attitudes and persuasion, prejudice and stereotyping, interpersonal attraction, and helping behavior. Some theoretical applications will be discussed, as will methodological approaches to social psychological questions and problems. Students will complete research projects and writing assignments.

PSYxxxx Psychopathology


Analysis of disordered behavior: description, possible origins, prevention, treatment, and social significance. Current research and new developments. Class lectures and discussions, case studies. Prerequisite: HLTP 190/189 (or MATH 107) AND HLTP 230 or PSYC211.

PSYxxxx Psychological Testing


Opportunity to develop the skills for assessing quality of commonly used measures of human behavior. Basic material on norms, reliability, and validity leads to evaluation, administration, and interpretation of tests currently in use in clinical, industrial, and educational settings. Topics include ethics, testing and the law, and test construction. Prerequisite: PSYC 211.

PSYxxxx Seminar in Social Psychology


Contemporary issues in social psychology and/or personality psychology. Issues will vary to reflect new disciplinary developments or instructor interests.

PSYxxxx Seminar in Cognitive Psychology


New developments and contemporary issues in experimental and cognitive psychology.

PSYxxxx Seminar in Developmental Psychology


Contemporary issues in developmental psychology, focusing on how developmental theory and methodology can promote health and welfare across the lifespan. Topics vary from year to year. Practical approaches for developmental psychologists in explaining, assessing, and intervening in current social challenges. Individual and societal implications of various issues from the perspective of developmental science. Ethical and cultural influences on developmental psychology.

PSYxxxx Seminar in Educational psychology

Prerequisite: PSYxxxx Intro to Educational psychology

Role of psychology in education. Contributions of educational research to current classroom practice and curriculum design. Applications of educational psychology research to current problems in education. Theoretical and practical approaches to understanding learning and teaching.

PSYxxxx Seminar in Organizational Psychology


In-depth study of emerging areas in organizational psychology. Issues will vary to reflect new developments and contemporary approaches.

PSYxxxx Child Development


Development of the child from prenatal period through pre-adolescence. Theories, research, and current issues in cognitive, social-emotional, and physical development with emphasis on stability and change across these stages of development. Topics include physical changes, attachment, emotions, parenting, morality, language, memory, education, peer relations, aggression, and gender identity. Developmental methodology and empirical evidence.

PSYxxxx Neuropsychology


This undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behavior. Topics covered will include foundations of neuropsychology, structure of the nervous system, functional specialization of the brain, cognitive functions, assessments and presentations of brain disorders

PSYxxxx Introduction to Clinical Psychology


This course introduces students to clinical psychology, including topics such as the history of treatment, the role of science in clinical psychology, and the main paradigms that inform treatment and research. The course also explores some of the most common mental illnesses.

PSYxxxx Human Biology


This course is a general science course for non-science majors. It covers general topics in biology including science, chemistry, cells, cell division, genetics, protein synthesis, biotechnology, and bioethics. Several body systems including the circulatory, respiratory, digestive, and immune systems are also covered

PSYxxxx Family Psychology


The family environment is critical for the development of children and for adult adjustment. In this course we will explore key theories and models of the development of parenting and family interactions. We will also look at functional and dysfunctional family relationships and behaviors, and effective ways to assess such interactions. Finally, the course will focus on applications of developmental models to intervention and clinical applications, and the role of parenting interventions in the prevention and management of social, emotional, behavioral and health problems.

PSYxxxx Counseling


The course will focus on a variety of counseling approaches, the therapeutic relationship, legal and ethical issues, and the realities of therapeutic practice. Specialty areas of counseling to be addressed will include: marital, family, sexuality, substance abuse, child abuse, domestic violence.

PSYxxxx Introduction to Educational Psychology


This course provides an introduction to concepts, theories, and research in educational psychology. The topics covered include cognitive, social and physical development during the school years, learning theories, instructional approaches, motivation, assessment, and individual differences

PSYxxxx Developmental psychology


This course is a study of human growth and development. Emphasis is on major theories and perspectives as they relate to the physical, cognitive, and psychosocial aspects of development from conception to death. Upon completion, students should be able to demonstrate knowledge of development across the lifespan.

Admission requirements & Scholarships
Admission requirements
1. High school or professional vocational school diploma
2. Valid UNT certificate with an overall minimum score of 50 and with a minimum score of 5 on each subject, combination of the specialized subjects on UNT shall be Geography and Biology
3. English proficiency is identified through valid international certificates such as IELTS/TOEFL/Duolingo or internal test KEPT.Application deadline – August 25, 2022 The most talented candidates can apply for the internal scholarships. KIMEP University offers 100% and 50% scholarships covering full period of study. Selection and Distribution criteria can be found on our websiteScholarship application deadline – July 13, 2022 *Enrollment to the BAP program is subject to the program content approval and appearance of such in the national registry ESUVO.

Career opportunities
The program opens doors for a professional career and lays the groundwork for an academic career, especially in an international context. You will be a strong candidate for junior positions in all jobs that require skills in analyzing, designing, or improving human interaction, presentation, and communication.

Common Jobs for Psychology Degree Holders:

  • Therapy and counselling
  • Training and development
  • Private healthcare education
  • Mental health support
  • Career counselling
  • Human resources
  • Social work

Psychology Careers in Education:

  • Behavior specialist
  • Professional coaching
  • Educational program researcher*
  • School psychologist*
  • Guidance counselor*
  • Educational psychologist*
  • Many others

BAP complies with international standards. Duration of the BAP program is 4 years of study.

The faculty of the program is provided by experienced foreign and Kazakhstani teachers with world-class doctoral degrees received from universities in the USA, Canada, South Korea and the UK.


Juldyz Smagulova, PhD

Associate Professor, Dean


Ph.D. in Sociolinguistics

Dr. Juldyz Smagulova received her Ph.D. in Sociolinguistics from King’s College London (2012, UK), her Candidate of Philological Sciences from al-Farabi Kazakh National University (2004, Kazakhstan), and her MA in Linguistics from the University of Minnesota (1999, USA).

Her research interests and expertise include language bilingualism, language socialization, interactional sociolinguistics, language education and teacher training, language policy and planning. She co-edited the Language Change in Central Asia (Mouton de Gruyter, 2016); and co-authored the bilingual Kazakh-Russian Dictionary of Sociolinguistics (Arman PV, Kazakhstan, 2008) and the Kazakh language textbook for Russian-medium schools (Grade 5, Atamura, 2015). She has articles published in Journal of Sociolinguistics, International Journal of Bilingualism, and International Journal of Bilingual Education and Bilingualism.

Dr. Smagulova teaches graduate courses Introduction to Second Language Acquisition, Second Language Acquisition Research, Introduction to Sociolinguistics, and Introduction to Bilingualism as well undergraduate Academic English courses. She provides consulting in the areas of language planning and policy and conducts trainings for language teachers.


  • Smagulova, J. (2017). Ideologies of language revival: Kazakh as school talk. International Journal of Bilingualism. Special issue “Ideology, agency, and imagination in multilingual families” edited by K. King and E. Lanza. DOI: https://doi.org/10.1177/13670069166849202015
  • Smagulova, J. (2019). (adapted with Bekzhanova G., Tutbayeva Zh., Tutbayeva N. and Akisheva R.) English Sciences: Student’s Book. Grade 10. Cambridge University Press.
  • Ahn, E. & Smagulova, J. (Eds.) (2016). Language change in Central Asia. Berlin, Germany: Mouton de Gruyter. [In the Contributions to the Sociology of Language series edited by Joshua Fishman].
  • Ahn, E. & Smagulova, J. (Eds.) (2016). Examining education change in urban Kazakhstan: A short spatial story. In Silova, I. & Niyazov, S. (Eds.), Globalization on the margins: Education and post-socialist transformations in Central Asia (2nd ed.). Charlotte, NC: Information Age.
  • Ahn, E., Bahry, S., Niyozov, S. , Shamatov, D. & Smagulova, J. (2016). Bilingual education in Central Asia. In O. García et al. (Eds.), Bilingual and multilingual education, encyclopedia of language and education, (3rd ed.) New York, NY: Springer International Publishing.
  • Smagulova, J. & Yernazarova, Z. (2016). Teaching Kazakh literature in Kazakh to Russian speakers: Symbolic value or effective pedagogy? In Bakić-Mirić, N. & Gaipov, D. (Eds.), Going Forward: Recent developments in higher education (pp. 127-136). Newcastle upon Tyne: Cambridge Scholars Publishing.

Phone:  +7 (727) 270 43 68, ext. 2112
Email: juldyz@kimep.kz
Address: 2 Abai Ave., Almaty, Kazakhstan, Dostyk Building, office #228

Karina Narymbetova (3)

Karina Narymbetovа, CSc

Assistant Professor, Associate Dean


CSc, Assistant Professor
LC Deputy Director

Karina Narymbetova received her Candidate of Philological Sciences from al-Farabi Kazakh National University (2009, Kazakhstan), and her MA in TESOL from KIMEP University (2016).

Her research interests are principally in the area of literary studies, language education, and teacher training. Her research on comparative literary studies was partly done under JFDP fellowship as a visiting scholar in 2004-2005 at the WSU and University of Washington, USA. She is a self-directed, action-oriented professional with over 20 years’ experience in education who has developed a diverse teaching and training record. As a British Council Researcher Connect Trainer she has worked in a training and consultancy capacity with teachers and researchers. She has made keynote and workshop presentations for many national and international conferences on various aspects of teaching & learning.

She teaches both undergraduate and graduate students and believes it is important to understand different learning styles and strengths that students bring to class. Her favorite part of teaching is searching for approaches to help struggling students to cope with challenging material.


  • Narymbetova, K. (2019, august). Elementary literacy program in Kazakhstan. Learning from the past for the future: Literacy for all. Copenhagen, Denmark.
  • Babeshko, Y. & Narymbetova, K. (2019, august). Are you “instateacher”? Academic literacy through social network sites. Learning from the past for the future: Literacy for all. Copenhagen, Denmark.
  • Narymbetova, K., Kulichenko Y. (2016). Literacy and Education: raising the intellectual potential of Kazakhstan. Symposium proceedings New trends in Science and Education. pp. 76-78
  • Narymbetova, K, (2016). Literacy Assessment and Evaluation Practices in Kazakhstan: Teachers’ Perspective. Paper presented at the international conference 3rd Baltic – 17th Nordic Literacy Conference. Turku, Finland
  • Narymbetova, K. (2016). Kazakhstan in the works of American writers. In Y.K. Kalizhanov (Eds), Kazakh-American Literary relations: Present and Future. pp. 82-115
  • Narymbetova, K. (2016). American image in Kazakh literature. In Y.K. Kalizhanov (Eds), Kazakh-American Literary relations: Present and Future. pp. 116-138
  • Narymbetova, K. (2016). Poetry of Kanapiyanov, Kenzheyev and Kodar in foreign publications. In Y.K. Kalizhanov (Eds), Kazakh-American Literary relations: Present and Future. pp. 212-231
  • Narymbetova, K. (2017, April). Literacy assessment and evaluation practices in Kazakhstan: teachers’ perspective. Paper presented at the international conference “Governance and Communication: Between Modernity and Post-Modernity”, KIMEP. Almaty

Karina Narymbetova,
Senior Lecturer, CSc
LC Deputy Director
Language Center, KIMEP University
2, Abai Ave., 050010, Almaty
tel # 7 727 270-43-71, ext 2617


John Sedwick Westbrook , MFA, MA

Senior Lecturer


John Westbrook holds an MFA in Creative Writing, with a concentration in poetry, from the University of Florida (2012, USA). He completed an MA in English at the University of Tulsa (2017, USA) and a BA in English at the Rice University (2009, USA).

His research interests include contemporary Anglophone poetry, poetry in translation, and creative writing pedagogy. He formerly served as assistant poetry editor for the American literary journal Subtropics and now serves as co-editor of KIMEP’s new humanities journal Language, Culture, Environment. His poems and translations have appeared in publications such as the Manchester Review, the New Criterion, and the Southern Review.

Mr. Westbrook teaches Academic Reading and Writing II and Introduction to Films.

Askat Tleuov

Askat Tleuov

Assistant Professor


PhD in Education

Dr Askat Tleuov received his PhD in Education from the University of Bath, UK in 2017. He has significant experience in English language teaching, working as an EFL teacher, lecturer, teacher educator and researcher in Kazakhstan and the United Kingdom.

Askat specializes in teacher cognition, teacher education, and teacher professional development. He has a particular interest in teacher knowledge, beliefs and perceptions; how these are enacted in practice; and the personal, educational and professional experiences which influence their development. Another strand of his research focuses on policy studies and politics of education. His recent research project involves the investigation of state and institution-wide research internationalization policies in Kazakhstan.

Dr Tleuov has been involved in teaching both undergraduate and graduate level courses that range from Academic English course to Introduction to Second Language Acquisition, Research Methods, and Learning Evaluation & Assessment in Language Education. He has supervised a number of Master level dissertations as well.

George Rueckert (5)

George Rueckert, PhD

Assistant Professor for English and Translation,
Director of Undergraduate and Graduate Programs


PhD in Comparative Literature

(PhD University of Washington; MA Kansas State University; BA College of William & Mary)

Dr. George Rueckert is the Director of Undergraduate and Graduate Programs at the KIMEP Language Center and teaches all levels of English, as well as Russian-English translation.  He earned his BA and MA degrees in English and his PhD in Comparative Literature, specializing in Russian and German.  He worked for the European Union in Seattle USA and later taught English and translation in Germany before coming to Almaty in 2011.

His scholarly interests include translation and translation theory, semiotic and hermeneutic theory, verse translation and poetics, and 19th and 20th century literature and culture, particularly the Russian Romantic and Symbolist Periods, on which he has published several articles.  He has also taught seminars on Cold War culture and extensively in TESOL.  He is a working practical translator.

Dr. Rueckert regularly  teaches graduate courses in Formal and Functional Grammar and in Grammar in Social Context, as well as undergraduate courses in Academic English, translation, and literature.   He is married and has two small children.

Rueckert, George (2001).  “A.A. Bestuzhev-Marlinsky and the Critical Theory of the Novel.”  Nineteenth-Century Prose 28:1.  21-45.

Rueckert, George and Yuzefpolskaya, Sofiya (2006).  “No Empty Game:  Arsenij Tarkovskij’s Memorial Poems to N.A. Zabolotskij and A.A. Akhmatova.”  Slavic and East European Journal 50.2.  274-309.

Rueckert, George (2008).  “Translation as sentimental education:  Zhukovskij’s Sel’skoe kladbishche.”  Sign Systems Studies 36.2.  399-416.


Sagadiev, Kenzhegali (2012).  Reforms in Kazakhstan:  An Analytical View.  Trans. Rueckert, George.  Almaty:  Business Media.  ISBN:  978-601-7144-65-4.

Tarkovskii, Arsenii (2016).  “Selected Poems.”  Trans. Rueckert, George and Yuzefpolskaya, Sofiya. Bulletin of the Pushkin Society in America 1:2.  24-28.

Konstantinos Kristofer Dimitriou (6)

Konstantinos Kristofer Dimitriou

Assistant Professor


Assistant Professor

PhD in Education (University of Bath, UK), MSc Educational Research (University of Manchester), M.A. Teaching of English as a Foreign Language (University of Birmingham), Post-graduate Certificate in Learning and Teaching in Higher & Professional Education (Institute of Education, London)

Dr. Dimitriou has over twenty years of teaching experience in Academic Literacy and Applied Linguistics. His previous experience ranges from Queen Mary University of London to the European University Institute in Florence, Italy. His doctoral research investigation was on tertiary academic literacy processes. His present research is into gamification and intercultural communication. Konstantinos has previously studied and presented on the topics of bilingual language development, bilingual parenting, academic culture, feedback processes, tertiary student writing voice & critical writing, corpora in teaching, and academic plagiarism.

The range of graduate and undergraduate level courses which Dr. Dimitriou has taught include Research Methods, Thesis writing, Introduction to Second Language Acquisition Research and Writing for Law.

Maganat Shegebayev (1)

Maganat Shegebayev, MA TESOL

Associate Professor


KIMEP University, Kazakhstan, Almaty (2012)

Dr. Shegebayev is an associate Professor of KIMEP Language Center.  One of the Kazakhstan’s first-wave Bolashak International Scholarship awardees, he received a Master of Arts degree in TESOL from Fairfield University, USA; he then received a Doctor of Business Administration degree from KIMEP University.  Dr. Shegebayev has had twenty years of teaching and administrative experience and has been distinguished with the awards for academic and service achievements.  Three times in his pedagogical practice he has been awarded with the Certificate of Teaching Excellence.

In his activities, Dr. Shegebayev has served as a task force member to develop national program Intellectual Nation-2020 for the government of Kazakhstan.  He has authored and co-authored a number of international publications; he has been involved in various educational and research projects across Kazakhstan and abroad, which include collaboration with Indiana University (Bloomington, IN), Institute Aminuddin Baki (Kuala Lumpur, Malaysia), George Washington University (Washington, D.C.), and Norwegian Institute of International Affairs (Oslo, Norway).  His research interests include topics related to linguistics, language policy and planning, critical thinking, business communication and educational management.

The range of graduate and undergraduate level courses which Dr. Shegebayev has taught includes Academic English, Critical Thinking, Educational Technology, Business Correspondence and Communication, General & Business English, and Foundation English.  He has also taught Business English certificate courses of the London Chamber of Commerce and Industry (LCCI English for Business, levels 1, 2 and 3) to corporate clients from Central Asian countries.  As a part of the international teaching mobility, Dr. Shegebayev has been invited as a visiting professor to universities in Turkey and Hungary.


Selected research publications:

Shegebayev, M. (December, 2015).  Corpus Building in Kazakhstan: An Examination of the Terminology Development in the Oil and Gas Sector.  A chapter for Language Change in Central Asia, Berlin, Germany: De Gruyter Mouton. (E. Ahn & J. Smagulova (Eds.)), http://www.degruyter.com/view/books/9781614514534/9781614514534-010/9781614514534-010.xml

Ahn, E., Shegebayev, M. (in progress). In the Absence of Research Governance: Constructing a Contextually-Informed Research Ethic.  A chapter for Reimagining utopias: Theory and method for educational research in post-socialist contexts volume (I. Silova, N. Sobe, A. Korzh, & S. Kovalchuk (Eds.)).

Shegebayev, M., Seitova, A. (in progress).  A chapter on Kazakhstan in Perceptions of Educational Leadership and Culture: a Comparative Study book project coordinated by the National Institute of Educational Management and Leadership, Malaysia.

Shegebayev, M. (in progress).  Linguistic diversity and business communication in today’s Kazakhstan.  A  chapter for Sociolinguistic transition in former Soviet and Eastern Bloc countries: Recent developments in two decades after the regime change (P. Laihonen, M. Sloboda & A. Zabrodskaja (Eds.)) for Peter Lang’s series Prague Papers on Language, Society and Interaction / Prager Arbeiten zur Sprache, Gesellschaft und Interaktion, edited by Jiří Nekvapil, Tamah Sherman and Petr Kaderka.

Burkhalter, N. & Shegebayev, M. (2012) Critical Thinking as Culture: Teaching Post-Soviet Teachers in Kazakhstan.  The International Review of Education (Vol. 58, 1), http://link.springer.com/article/10.1007%2Fs11159-012-9285-5

Burkhalter, N. & Shegebayev, M. (2010).  The Critical Thinking Movement in Kazakhstan: A Progress Report.  Research in Comparative and International Education (RCIE), December issue, http://rci.sagepub.com/content/5/4/434.full.pdf+html

Smagulova, A., Shegebayev, M., Garkavenko, V. & Boolaky, M., (2009). Ethical Practices & Social Responsibility of Kazakhstani Tourism Business: A Pilot Study in the Tour Operator Sector. Central Asia Business Journal, November issue, Vol. 2, http://citeseerx.ist.psu.edu/viewdoc/download?doi=


Contact Information:

Phone: (7-727) 270-43-67, ext. 2137

Office: #225/Dostyk

E-mail: magas@kimep.kz

Skype: maganatkz

DBA KIMEP University, Kazakhstan, Almaty (2012)

Su Jin Lee (1)

Su Jin Lee, PhD

Assistant Professor


Short Biography

Dr. Su Jin Lee is an assistant professor of Language Center, KIMEP University. She received her Ph.D. from the State University of New York at Buffalo in 2009. Prior to joining KIMEP, she was a head researcher and director of Practical English Education Center at Hanyang University, South Korea. Her research interests focus on three interrelated areas of concerns: a) effective instructional methods to develop English as a Second/Foreign Language (ESL/FL) learners’ literacy skills; b) flipped learning strategies to engage ESL/FL learners; and c) young learners’ ESL/FL literacy development. Most importantly, Dr. Lee is passionate and enthusiastic about her teaching; she constantly improves her teaching skills to help students be knowledgeable and critical about content areas. Dr. Lee is currently teaching Academic Reading and Writing II, Academic English Speaking, Curriculum Design, Teaching English through Children’s Literature, Introduction to Second Language Acquisition and Second Language Acquisition Research.

Current Publications

  • Lee, S. J. & Lee, D. (2016). Effects of Corrective Feedback on Grammatical Accuracy of EFL Writing. Learner-centered Curriculum and Instruction, 16(11).
  • Lee, D. & Lee, S. J. (2017). Effect of Two Types of Feedback on Accuracy Development of L2 Writing. Learner-centered Curriculum and Instruction, 17(17).
  • Lee, S. J. & Yoon, H. K. (2018). Input talks: a case study of one experienced preschool teacher’s use of English input. Learner-centered Curriculum and Instruction, 18(16).
  • Lee, S. J. (in progress). Kazakhstani graduate students’ perceptions of flipped instruction. The Journal of Modern British & American Language & Literature 37(1).

Matthew Hall

Dr. Matthew Hall is an professor at the College of…


Dr. Matthew Hall is an professor at the College of Humanities and Education. He received his PhD in psychology from Nottingham Trent University. He has an extensive publication list including books, book chapters, and journal papers.

Selected publications:

  1. Hall, M., Hearn, J. & Lewis, R. (2022). Digital Gender-Sexual Violations: Violence, Technologies, Motivations. London: Routledge. ISBN: 9780367686123. October 26.
  2. Hall, M. & Hearn, J. (2020). Revenge Pornography: Gender, sexuality and motivations. Paju, South Korea : Hyundae Jisung. ISBN : 979-11-90398-05-3 03330. January 3.
  3. Hall, M. & Hearn, J. (2017). Revenge Pornography: Gender, sexuality and motivations. London: Routledge. ISBN: 9781138124394. September 8.
  4. Hall, M. (2014). Metrosexual Masculinities. London : Palgrave Macmillan. ISBN: 9781137404732. December 5

Herman Bosman Grobler

Herman Grobler is an professor at the College of Humanities…


Herman Grobler is an professor at the College of Humanities and Education. He is a graduate of  He is an academic professional with experience of more than twenty years in teaching and research within the Higher Education environment. Since 2000, he has been teaching in undergraduate and graduate courses. Subjects that he has taught, include the following: Introduction to Psychology, Developmental and Growth Psychology, General and Specific Teaching Methods, Education Terminology, Counselling and Guidance, Psychological Evaluation and Psychometrics, Sociology, Project Management and Ethics, Play Therapy, Mixed Methods Research, and Qualitative Research.

Selected publications:

  1. Petersen, C.A., Grobler H.B., & Botha, K.F.H. 2018. Reconstructing Adolescent Identity within the Context of Family Violence. Southern African Journal of Social Work and Social Development, 30(3). https://doi.org/10.25159/2415-5829/2005
  2. Grobler, H.B., & Wessels, S. 2018. Hear their voices: self-configuration experiences of learners with mild learning difficulties within the learner-teacher relationship. International Journal of Development, Disability and Education. https://doi.org/10/1080/1034912X.2018.1499878
  3. Leburu, K., Grobler, H.B., & Bohman, D. 2018. Older people’s competence to use mobile phones: An exploratory study in a South African context. Gerontechnology, 17(3), 174-180.
  4. Louw, C.J., Grobler, H.B., & Cowden, R. 2018. Strengthening Intellectually Challenged Adolescents’ Sense of Self: an Appreciative Inquiry Mixed Methods Intervention. HealthSAGesondheid.
  5. Grobler, H.B., Du Plooy, K., Kruger, P., & Ellis, S. 2021. The prevalence of common mental disorders and its correlation with mental toughness in professional South African rugby players. South African Journal of Psychology. https://doi.org/10.1177/00812463211009422