Abstract
Since gaining academic and financial autonomy in 2018, a number of leading private universities in Kazakhstan have separated teaching and research into two distinct career tracks and implemented outcome-based faculty performance evaluation. This initiative aimed to increase the quality of both teaching and research, boost faculty’s research productivity, and improve the competitiveness of these universities in the local higher education market. However, despite being central to the development of universities, the restructuring of academic careers in Kazakhstan has received little scholarly attention. This study employs the framework of managerialism and collegiality to explore how faculty in research-track and teaching-track positions perceive and respond to the new career structures. Drawing upon the thematic analysis of 25 semi-structured interviews with faculty members working in the country’s top private universities, the study provides nuanced insights into the changing career structures in Kazakhstan by examining faculty experiences related to research and teaching, faculty evaluation and promotion, development of research culture, and work environment. By interpreting the study findings in light of the concepts of managerialism and collegiality, the study offers a fresh perspective on the neoliberal trends in university governance in the context where universities historically lacked autonomy from the state. The paper concludes by discussing the potential implications of the findings for improving the conditions of research-track and teaching-track faculty. The study may be of interest to policymakers, university administrators, and researchers concerned with changes in academic careers in transitional economies.