Balzhan Orazbayeva
Biographic Data
| ID | 1502198 |
|---|---|
| NAME | Balzhan Orazbayeva |
| GIVEN NAMES | Balzhan |
| FAMILY NAME | Orazbayeva |
| SIGNATURE | ORAZBAYEVA B |
| AFFILIATIONS | Science-to-Business Marketing Research Centre, Münster University of Applied Sciences, Münster, Germany |
| ORCID | 0000-0002-3127-3103 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Academic motivations to engage in university-business cooperation
For university–business cooperation (UBC) to prosper, academics must be sufficiently motivated to undertake different collaborative activities and engage with businesses in various ways. Our understanding of the motivations that underpin academic engagement has improved, yet the inherent complexity and constellations of a multitude of relevant motivations remain unexplored. This research relies on a fuzzy-set qualitative comparative analysis, inf…
Autonomy, competence and relatedness - the facilitators of academic engagement in education-driven university-business cooperation
Notwithstanding the growing importance of university-business cooperation (UBC), our understanding of education-driven UBC remains nebulous, so does our knowledge of facilitators of academic engagement in such cooperation. This research explores psychological facilitators underlying academic engagement with business in education-driven activities such as student mobility, curriculum design and delivery. Drawing on a self-determination theory (SDT…
Engagement of academics in education-driven university-business cooperation
The importance of university-business cooperation (UBC) continues to grow. To date, however, our understanding of UBC in education is lacking, as is our knowledge of the motivations of academics. This research explores a comprehensive mix of motivations underlying education-driven UBC in the form of student mobility, curriculum design and delivery, and lifelong learning. Specifically, drawing on self-determination theory, motivations across five …
Autonomy, competence and relatedness - the facilitators of academic engagement in education-driven university-business cooperation
Notwithstanding the growing importance of university-business cooperation (UBC), our understanding of education-driven UBC remains nebulous, so does our knowledge of facilitators of academic engagement in such cooperation. This research explores psychological facilitators underlying academic engagement with business in education-driven activities such as student mobility, curriculum design and delivery. Drawing on a self-determination theory (SDT…
Engagement of academics in education-driven university-business cooperation
The importance of university-business cooperation (UBC) continues to grow. To date, however, our understanding of UBC in education is lacking, as is our knowledge of the motivations of academics. This research explores a comprehensive mix of motivations underlying education-driven UBC in the form of student mobility, curriculum design and delivery, and lifelong learning. Specifically, drawing on self-determination theory, motivations across five …
Academic motivations to engage in university-business cooperation
For university–business cooperation (UBC) to prosper, academics must be sufficiently motivated to undertake different collaborative activities and engage with businesses in various ways. Our understanding of the motivations that underpin academic engagement has improved, yet the inherent complexity and constellations of a multitude of relevant motivations remain unexplored. This research relies on a fuzzy-set qualitative comparative analysis, inf…
Engagement of academics in education-driven university-business cooperation
The importance of university-business cooperation (UBC) continues to grow. To date, however, our understanding of UBC in education is lacking, as is our knowledge of the motivations of academics. This research explores a comprehensive mix of motivations underlying education-driven UBC in the form of student mobility, curriculum design and delivery, and lifelong learning. Specifically, drawing on self-determination theory, motivations across five …
Autonomy, competence and relatedness - the facilitators of academic engagement in education-driven university-business cooperation
Notwithstanding the growing importance of university-business cooperation (UBC), our understanding of education-driven UBC remains nebulous, so does our knowledge of facilitators of academic engagement in such cooperation. This research explores psychological facilitators underlying academic engagement with business in education-driven activities such as student mobility, curriculum design and delivery. Drawing on a self-determination theory (SDT…
Academic motivations to engage in university-business cooperation
For university–business cooperation (UBC) to prosper, academics must be sufficiently motivated to undertake different collaborative activities and engage with businesses in various ways. Our understanding of the motivations that underpin academic engagement has improved, yet the inherent complexity and constellations of a multitude of relevant motivations remain unexplored. This research relies on a fuzzy-set qualitative comparative analysis, inf…
Higher education (3 works) · Political science (3 works) · Psychology (3 works) · Curriculum (2 works) · Motivation and Self-Concept in Sports (2 works) · Pedagogy (2 works) · Public relations (2 works) · Social Psychology (2 works) · Sociology (2 works) · Autonomy (1 work)