Exploring the Praxis of Strategic Formulation in Kazakhstan's Higher Education Institutions Amid Uncertainty

The landscape of higher education, once characterized by tradition and stability, is undergoing a profound transformation. Even prior to the unexpected onset of the COVID-19 pandemic, higher education institutions (HEIs) were grappling with formidable challenges. Declining public funding compelled numerous universities and colleges to reassess their financial frameworks (Blankenberger & Williams, 2020), while the rapid proliferation of online courses and the burgeoning popularity of nano and micro-learning platforms began to question the very foundations of higher education's societal role (Harris & Wihak, 2018). Suddenly, the traditional four-year college degree was no longer the exclusive route to knowledge or professional success (Bettencourt et al., 2022).
The advent of COVID-19 further exacerbated these challenges, necessitating academic institutions to demonstrate agility, innovation, and forward-thinking in their strategic approaches. In this evolving landscape, our study delves into the processes and practices of strategy formulation within Kazakhstani universities amidst uncertainty.
Our decision to embark on this research was driven by both practical observations and theoretical considerations. Through discussions with strategy consultants and leaders in higher education, we noted a prevailing tendency to regard strategy as a top-down endeavor led by senior managers. The formulation of strategy was often perceived as a series of highly formalized steps, beginning with SWOT analysis and culminating in the drafting process overseen by the department responsible for strategy or external consultants. Indeed, one strategy consultant highlighted the importance of specific Key Performance Indicators (KPIs) in ensuring that strategy does not merely remain a narrative devoid of tangible outcomes (Saygin, 2019).
Our observations were further reinforced by the existing literature on the development of strategies within Higher Education Institutions (HEIs). Managerialism, a concept imported from various business sectors into the public sector, underpins an approach in academia that advocates for the application of business models and management strategies to enhance the effectiveness and efficiency of HEIs (Deem, 2011).
From a theoretical perspective, our objective is to contribute to the strategy-as-practice (SAP) paradigm in management studies. This paradigm underscores the significance of understanding the intricate processes, activities, and practices involved in the daily practice of strategizing and organizing (Jarzabkowski, 2004). Rather than conceiving of strategy as a distant, top-down activity solely orchestrated by senior managers, the SAP approach directs attention towards the active "doing" of strategy by various actors across different organizational levels (Jarzabkowski et al., 2021). A recent review of SAP literature advocates for reconciling the notion of strategy as practice with established traditions, recognizing practices, processes, and actors as integral components of strategic activities (Jarzabkowski, Kavas & Krull, 2021).
In line with recommendations by Kohtamäki et al. (2022), our study seeks to delve into the relatively under-explored domain of examining the practices embedded within organizational processes. Our
exploratory interpretative study aims to assess the strategic planning process within higher education institutions (HEIs) in a developing country, with a specific focus on the actors involved and their respective practices. We conceptualize strategy formulation as a dynamic process shaped by the actions and routines of these actors. To guide our investigation, we draw upon Mintzberg’s schools of thought in strategy formulation, as well as the strategy-as-practice perspective. By doing so, we seek to delve into questions surrounding the composition of individuals involved in the formulation of strategy at HEIs, the methods and tools utilized in this process, and the insights gleaned from the experiences of strategizing during the pandemic.
Our proposal is structured as follows: The subsequent section offers a succinct overview of existing research in the domain of strategy formulation. This is followed by a section delineating the theoretical underpinnings guiding our study, including an examination of Mintzberg’s theoretical framework and the strategy-as-practice perspective. Additionally, we expound upon the methodology employed for our study, elucidating how we intend to gather and analyze data, as well as providing a contextual background necessary for understanding the specific context of higher education in the selected developing country.