18 hours ago
ASTANA – Teaching pedagogy, faculty capability, and high-quality cases based on real leadership dilemmas will shape the long-term strength of MBA education in Kazakhstan. Gabriela Allmi, senior director for Europe, Middle East, and Africa (EMEA) and Asia-Pacific (APAC) at Harvard Business Impact, discussed key components for building competitive business programs in an interview for this story.
Gabriela Allmi, senior director for Europe, Middle East, and Africa (EMEA) and Asia-Pacific (APAC) at Harvard Business Impact.
Kazakhstan’s business education landscape is expanding through national universities and business schools with global partnerships, alongside an international branch campus offering an MBA program. As institutions strengthen and diversify their offerings, there is growing focus on how leadership capability is developed through teaching practices and classroom engagement.
“There is a well-known Harvard Business Review article titled ‘How Business Schools Lost Their Way,’ which reflects on the evolution of MBA education over many decades. It highlights that while MBA programs gained significant academic prestige, many faced criticism for not always preparing leaders with the practical skills, judgment, and ethical grounding needed in real business environments. The true value of an MBA lies not just in academic rigor, but in accelerating leadership capability, enabling career mobility, and developing the ability to navigate complex organizational challenges,” Allmi explained.
The design of teaching frameworks in leading business schools reflects broader priorities in leadership development and academic structure.
“At top global institutions, the focus is not only on technical knowledge but also on developing judgment, critical thinking, and leadership capability. Teaching pedagogy plays a central role in achieving this,” Allmi said.
Case-based and discussion-driven teaching methods remain central to instruction at many leading business schools, designed to simulate real-world decision-making environments within academic settings.
“Active learning is foundational to this approach. The case method places students in real decision-making situations, challenging them to analyze complex problems, evaluate trade-offs, and make decisions, much like leaders do in practice. This builds the confidence and capability required to lead in dynamic environments,” Allmi noted.
The development and selection of cases are crucial to how business schools structure decision-based learning.
“High-quality cases are essential as they are grounded in real leadership dilemmas. They present authentic situations faced by leaders, often with incomplete information, competing priorities, and no clear right answer. The goal is not to provide a solution but to help students develop the ability to analyze complex situations, exercise judgment, and make decisions under uncertainty,” she said.
The effectiveness of teaching methods depends largely on faculty capability and how they facilitate classroom engagement. The shift from lecture-based instruction to discussion-driven formats requires different skills and preparation.
“In leading institutions, educators are seen not only as instructors but as facilitators of learning. They guide discussions, challenge perspectives, and create an environment where students actively engage with ideas and develop independent, critical thinking,” she added.
Long-term program quality is closely tied to maintaining consistent teaching standards across institutions. Sustained institutional development requires structured investment in academic staff, ongoing training, and continuity in pedagogical practice.
“Investing in faculty development is one of the most important and sustainable ways to strengthen MBA programs because it ensures pedagogy is applied effectively and consistently over time,” Allmi emphasized.
Harvard Business Impact operates in more than 75 countries, working with institutions to strengthen leadership education and teaching quality. Kazakhstan is among the countries exploring deeper engagement as higher education reforms continue.
Kazakhstan represents a “very promising environment” for deeper collaboration, according to Allmi. Sustainable impact in education is typically built through long-term partnerships focused on strengthening institutional capacity and improving student outcomes. Where there is shared commitment and alignment, there is significant potential to create lasting value.
“Kazakhstan is moving with clear intent and momentum to strengthen its higher education system. With a young and dynamic population, this creates a strong foundation for long-term economic growth and innovation. Minister Sayasat Nurbek has emphasized the importance of preparing students for emerging professions and an AI-enabled economy. This reflects a broader global shift,” she concluded.
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