Master of Arts in Education Policy and Management

Mission of the program
The program is designed for teachers, educational leaders, administrators, and other educational professionals seeking to extend and deepen their expertise in management policy, research in teaching and learning.  It will provide the knowledge and skills required to enhance teaching, leadership and administration roles within the educational field.

Intended Learning Outcomes

  • Critically analyze and evaluate education policy and management and how the education system is related to social, political, economic and cultural aspects of life;
  • Analyze organizational and institutional behaviors to promote inclusion and equity in education;
  • Evaluate programs, instructors, students and institutional performance;
  • Design quality education programs and develop high-quality written products in multiple formats typically utilized by education policy professionals;
  • Communicate complex subjects matter in writing and presenting to professional and academic audiences;
  • Demonstrate the abilities to sustain their own leadership growth

Admission requirements for
Master in Educational Policy and Management program

  1. Completed higher education
  • Copy of a diploma confirming the completion of undergraduate degree(s).
  • Copy of a transcript (diploma supplement) with grades
  1. Submission of applications

According to Standard Rules of Admission to Academic Institutions Offering Graduate Education, all applicants are obliged to submit a complete application package to the Admissions Office by July 30 of the corresponding year.

  1. Complex Test (CT)

CT follows the method developed by the National Testing Center of the Ministry of Education and Science of Kazakhstan.

All graduate applicants – citizens of the Republic of Kazakhstan – have to take Complex Test in order to secure admission to the graduate program.

  1. English language proficiency requirements:
    • Test of English as a Foreign Language (TOEFL):
  • TOEFL IBT – not less than 46 points,
  • TOEFL PBT – not less than 453,
  • TOEFL CBT – not less than 133;
  • TOEFL PDT – not less than 65.
    • International English Language Testing System (IELTS– at least 5.5).
    • Cambridge – FCE, CEFR – B2.
    • KIMEP English Placement Test (KEPT) – at least 80 points
      Exemption can be granted to the holders of completed undergraduate, graduate or doctoral degrees or their equivalents from English medium universities (authentic diploma, transcript and confirmation of English teaching including KIMEP University Graduates.
  1. Entrance examinations by specialization:
    Entrance examinations for graduate programs take place at KIMEP University between August 10 and 20.
  • KIMEP Graduate Entrance Test (KGET), required score is >14;
  • On –line Interview in the field of study will be conducted by the related departments’ committees. 4-5 questions need to be provided which we will add to on-line application

KIMEP graduates with a GPA of 3.0 and above are exempted from program entrance tests.

GMAT and GRE international certificates:
KIMEP University accepts GMAT and GRE international certificates for the appropriate graduate programs; each department considers these certificates on an individual basis.

MA EPM Curriculum

Requirements for the MA EPM are the follows:

  Discipline Module Credits ECTS
1 Professional Competence Module 12 20
1.1. Required Courses 4 6
1.2. Elective Courses 8 14
2 Personal and Leadership Development Module 6 10
2.1 Required Courses 3 5
2.2 Elective Courses 3 5
3 ExperimentalResearch Work, Thesis 6 18
4 Final Attestation 3 12
  Total Required for Graduation 27 60

MA in Educational Policy and Management (MA EPM) Course Descriptions

EPM5101 Strategic Management in Education (2 credits, 3 ECTS)

Prerequisite: None

This course introduces the concept of strategic management through case analyses, and considers the basic direction and goals of an educational organization, the environment factors, education market structure, and organizational strengths and weaknesses. The emphasis is on the development of strategy to gain and sustain advantage in competitive markets.


EPM5102 Business Research Tools for Education (2 credits, 3 ECTS)

Prerequisite: None

The course develops the student’s ability to understand and apply basic quantitative and statistical methods in education research. It covers the following topics: elements of the probability theory, sampling surveys, statistical modeling, hypotheses testing, non-parametrical method


EPM5103 Organizational Behavior and Leadership in Education (3 credits, 5 ECTS)

Prerequisite: None

The course enhances the knowledge, core leadership skills, and ability to communicate and to effectively manage and lead others in educational organizations. It requires a clear understanding of human behavior and social processes. The course moves progressively through individual, group, and organizational levels of behavior drawing on theory and best practices.


EPM5104 Curriculum Development and Management (3 credits, 5 ECTS)

Prerequisite: None

This course familiarizes students with the curriculum theory and the procedures involved in curriculum development, management and evaluation. The course covers the following topics: history of curriculum change, sociocultural and political curriculum agendas, models and theories of curriculum, models and frameworks in curriculum design, curriculum evaluation, and curriculum management in practice.


EPM5105 Educational Assessment (3 credits, 5 ECTS)

Prerequisite: None

The course examines research theory and practice relevant to assessments. The general instructional objective is to critically review of types, politics, purposes, procedures, uses, and limitations of assessment strategies and techniques, including standardized testing. It also teaches assessment strategies including developing the skills to select, score, and interpret educational assessments.


EPM5211 Educational Equity (1 credit, 2 ECTS)

Prerequisite: None

This course focuses on factors that impact decisions educators must make regarding design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners. The course covers the following topics: education, equity and social justice; tracking and inequality; measuring inequalities; educational strategies for socio-culturally disadvantaged students.


EPM5212 Instructional Design (1 credit, 2 ECTS)

Prerequisite: None

This course examines theoretical and practical issues in instructional design. The purpose of the course is to introduce students to learning theories, models and steps involved in instructional design. Using a systems approach, students will design, develop, implement and evaluate an instructional unit for a diverse group of intended learners in a specific learning environment.


EPM5213 Leadership and Ethics in Education (3 credits, 5 ECTS)

Prerequisite: None

This module introduces students to leadership theories, effective leadership styles and methods. The focus is on the role of decision-makers in resolving ethical issues and dilemmas in educational organizations. Using case analysis students will examine managerial leadership, motivation, and interpersonal relationships and their influence on effectiveness of educational organizations.


EPM5214 Language Education Policy (3 credits, 5 ECTS)

Prerequisite: None

The course is a comprehensive introduction to language education policies as a form of human resource development planning and social impact of language policies. The focus is on critical analysis of explicitly stated language policies (legislation, curricula and other educational documents), implicit language ideologies and language practices in education.


EPM5215 Finance and Budget in Education (3 credits, 5 ECTS)

Prerequisite: None

This course is an introductory examination of financial, economic, and budgetary issues in education. Students will review the political, economic, and social issues influencing education finance, examine revenue streams and expenditure patterns, develop the ability to examine and analyze financial information, and assess the budget as an instrument of strategic planning, resource allocation, and control.


EPM5111 Analyzing Educational Policy (2 credits, 4 ECTS)

Prerequisite: None

The objective of this course is to develop students’ capacity to conceptualize educational policy issues and problems, devise strategies for addressing them, and comprehend policy documents. Students will gain an understanding of what how the political, social, cultural and the social contexts shape educational policy, and how the policies are typically made, implemented and evaluated.


EPM5301 Program Evaluation (3credits, 5 ECTS)

Prerequisite: None

This course provides an introduction to the major concepts and theories in the field of program evaluation, such as: defining the different components of a program evaluation, its role in program and policy development, etc. Students will design, collect and analyze, and write up an evaluation report based on a field-based program evaluation project that the entire class will participate in.


EPM5216 Comparative Education (2 credits, 4 ECTS)

Prerequisite: None

The aim of the module is to help future researchers make connections between the local and global, the relationship between education, development and society. The course overviews different theories and methods in comparative education and critically analyzes Education, Globalization and the Nation State; Power, Culture and the Politics of Identity; and Education and Development.


EPM5201 Research Methods in Education Policy and Management (3 credits, 5 ECTS)

Prerequisite: None

This course is designed to familiarize students with a variety of scholarly and scientific approaches and methods for research in education settings, theory development, data processing, scholarly writing, and organization of a research paper related to education research. It also emphasizes developing an understanding about the ethics of academic research and writing.


EPM5217 Thesis 1 (3 credits, 13 ECTS)

Prerequisite: None

The purpose of the course is to complete a capstone project culminating students ’experiences in program and validating them as master practitioners. The course prepares students to successfully defend their theses by guiding them through key issues in research design, reviewing literature, conducting research, drawing conclusions and summarizing the results in written form.


EPM5218 Thesis 2 (3 credits, 12 ECTS)

Prerequisites: EPM5217 Thesis I (or concurrent enrollment); a minimum of 13 credits in the program

This is the second course for working on and defending the master’s thesis, where students execute their research plan, with regular supervision.

Scholarship opportunities
There are many opportunities for merit-based scholarships for Kazakhstani and international students.
While studying at KIMEP University, students may also apply for part-time positions available on the University campus.
Contact the Office of Financial Aid, if you would like to apply for scholarship.

Tuition & Fees

What specific jobs will this degree qualify me for?
The MA in Education Policy and Management program is a multidisciplinary field that can qualify you to work as an administrator, an education expert in government and private agencies, a lobbyist, a curriculum designer, an advisor in legislative and legal settings, or an analyst.

With this degree, you can follow a variety of wide-ranging, distinct career pathways. Here are a few of the job titles open to those who hold a master’s in education policy and leadership:

  • Principal positions at private and public schools
  • Education management positions in state and government structures
  • Educational consultant
  • Education policy analyst
  • Curriculum and educational content developer
  • Educational policy developer
  • Corporate trainer
  • You might also pursue further studies at the Ph.D. level

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.

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.


Vivienne Ruth Westbrook, PhD



Dr. Vivienne Westbrook received her Ph.D. in Reformation Biblical and Cultural Translation from the University of Manchester (1998), her M.Phil. in Renaissance Paratext (1995) and her M.Ed. in Educational Psychology (2000). She received her M.A. in Screenwriting from the University of London and The London Film School (2008). She holds a range of degree-level qualifications, including Business Studies (1984), Literary Studies (1992), English Literature and Language (1994), Psychology (2000) and Teaching English as a Foreign Language (2018).

Her current research interests and expertise include Renaissance culture and its subsequent transformations and adaptations, philosophies of humour, maritime environmental humanities and screenwriting. She is the General Editor of the two Routledge series: Humour in Literature and Culture, and Oceans, Seas and Shorelines: a natural and cultural environmental history. She has three books and two more series currently in process. She is an experienced international conference presenter and book and journal editor who has also published five books, sixteen articles and twelve book chapters. Her eighteen scripts for teaching Business English have been televised in China and Taiwan repeatedly. Her most recent work is Westbrook, Vivienne and Shun-liang Chao (Eds.), Humour in the Arts: New Perspectives(London and New York: Routledge, 1 August, 2018; 2019) and Westbrook, Vivienne, Shaun Collin, Dean Crawford and Mark Nicholls, Sharks in the Arts: from Feared to Revered(London and New York: Routledge, 17 May, 2018).

Dr. Westbrook has devised and taught numerous graduate courses, and supervised theses, in the areas of Renaissance Literature and Culture, Film Adaptation, Humour and Screenwriting. She is currently teaching undergraduate courses in Academic Writing, Creative Writing and Shakespeare for Business.


Basem Al-Raba’a, PhD

Assistant Professor


Dr. Basem Al-Raba’a holds a dual Ph.D. in Linguistics and Near Eastern Languages and Cultures from Indiana University Bloomington (2017, USA). He completed his MA in Near Eastern Languages and Cultures at Indiana University Bloomington (2013, USA), his MA in Linguistics at Yarmouk University (2009, Jordan), and his BA in English Language at Yarmouk University (2004, Jordan).

His main area of research is Arabic syntax, but his work also focuses on the morphosyntax-semantics interface. He has been particularly working on reflexivity, reciprocality, transitivity, theta and Case marking, and participles. Other areas of interest include Arabic phonology and sociolinguistics.

Dr. Al-Raba’a teaches undergraduate and graduate courses, such as Language and its structure I: Phonetics and Phonology, Language and its structure II: Morphology and Syntax, Introduction to Language and Society, and Language Analysis for Language Instructors: Formal and Functional Grammars.

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.

Kara Kathleen Fleming (8)

Kara Fleming, PhD

Assistant Professor


PhD in Linguistics, University of Hong Kong, Hong Kong, China (2015)

M.St. General Linguistics and Comparative Philology, University of Oxford, UK

Kara Fleming is an assistant professor in the Language Center. She received her Ph.D. in Linguistics from the University of Hong Kong and her M.St. in Linguistics from the University of Oxford. Her research interests include language ideologies, language policy, multilingualism, and the relationships between language and ethnic and national identity. Her work has appeared or is forthcoming in several international peer-reviewed edited volumes and journals, such as Language Ecology, and her monograph co-authored with Umberto Ansaldo, Revivals, nationalism, and linguistic discrimination: Threatening languages, is forthcoming with Routledge in 2020.

Dr Fleming teaches graduate courses including Introduction to Linguistics; Sociolinguistics; and Curriculum and Materials Development for TESOL; her undergraduate teaching includes Fundamentals of Linguistics; Language in Society, and academic English courses.

Selected publications:

Fleming, K., & Ansaldo, U. (forthcoming). Threatening languages: Revivals, nationalism, and linguistic discrimination. London: Routledge.

Fleming, K. (in preparation b). Poststructuralist approaches to language contact. In U. Ansaldo & M. Meyerhoff (Eds.), Routledge Handbook of Pidgin and Creole Languages. London: Routledge.

Fleming, K. (2019a). Language, scale, and ideologies of the national in Kazakhstan. In S. Dovchin & T. Barrett (Eds.), Critical Inquiries in the Studies of Sociolinguistics of Globalization. Multilingual Matters.

Fleming, K. (2019b). Who is “diverse”?: (In)tolerance, education, and race in Hong Kong. In J. Gube & F. Gao (Eds.), Education, ethnicity and equity in the multilingual Asian context. Springer.

Fleming, K. (2018). Transformative multilingualism?: Class, race and linguistic repertoires in Hong Kong. In J. Jaspers & L. M. Madsen (Eds.), Languagised lives: Fixity and fluidity in sociolinguistic theory and practice. London: Routledge.

Fleming, K. (2017). Hong Kong’s language ecology and the racialized linguistic order. Language Ecology, 1(1), 25–43. https://doi.org/10.1075/le.1.1.03fle

Fleming, K. (2015a). Constructing categories in a multilingual Hong Kong school. In M. O’Sullivan, D. Huddart, & C. Lee (Eds.), The future of English in Asia: Perspectives on language and literature (pp. 75–92). London: Routledge.

Fleming, K. (2015b). Ideology, identity, and linguistic repertoires among South Asian students in Hong Kong (Unpublished Ph.D. Thesis). University of Hong Kong, Hong Kong.

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

Assistant Professor


KIMEP University, Kazakhstan, Almaty (2012)

Dr. Shegebayev is an assistant 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).