Cakrawala Pendidikan
Jurnal Ilmiah Pendidikan
Vol. 41 No. 3, October 2022, pp.619-629
https://journal.uny.ac.id/index.php/cp/issue/view/2348
DOI: https://doi.org/10.21831/cp.v41i3.47704

Motivating factors of innovative research activities and barriers to
R&D in Kazakhstan
Zhanserik B. Ilmaliyev12, Talafuhan Patihan3, Daniyar M. Tursunbekov4, Olzhas B.
Kenzhaliyev15, Dinara B. Sansyzbayeva67, Gulzhaina K. Kassymova126
1
Satbayev University, Kazakhstan, 2Institute of Metallurgy and Ore Beneficiation, Kazakhstan,
3
Xinjiang Zhongyahulian International Incubator Co., Ltd., China, 4TS LLP Scientific, and
Technical Campaign, Kazakhstan, 5Kazakh-British Technical University JSC, Kazakhstan,
6
Abai Kazakh National Pedagogical University, Kazakhstan, 7North Kazakhstan State
University, Kazakhstan
*Corresponding Author: zhaina.kassym@gmail.com
ABSTRACT
While higher education, science, and industry have become key factors in the national and economic growth
of a country, they perhaps act as independent performers. This paper aims to describe the development of
innovative commercialization activities based on the dissemination of innovations in the fields of research,
education, and business. The present research, using empirical studies as its research method, first reviewed
the current worldwide status of research studies to see their contribution to knowledge transfer. Second, it
portrayed the results of an online survey of 100 respondents studying and teaching or researching at
Kazakhstani universities to better understand the innovative research activities and motivations of and
barriers to research and development (R&D) in the Republic of Kazakhstan. The results of the proposed
approach are presented in the case of Kazakhstani researchers. Based on such findings, some
recommendations are made for better Kazakhstani education, industry, and science alignment so that
research in this country can have a greater impact on economic growth.
Keywords: innovation, commercialization, education, research, and development
Article history
Received:
26 June 2022

Revised:
26 July 2022

Accepted:
17 August 2022

Published:
1 October 2022

Citation (APA Style): Ilmaliyev, Z. B., Patihan, T., Tursunbekov, D. M., Kenzhaliyev, O. B.,
Sansyzbayeva, D. B., & Kassymova, G. K. (2022). Motivating factors of innovative research activities
and barriers to R&D in Kazakhstan. Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, 41(3), 619-629.
DOI: https://doi.org/10.21831/cp.v41i3.47704

INTRODUCTION
The economic development of any state in the modern world has greatly involved the
maximum use of innovative technologies, the expansion of the introduction of new technologies,
the improvement of forms of commercialization of scientific developments through the
stimulation of innovative goings-on by combining science, education, and industry (Johnston &
Sasson, 1986). A business based on innovations in Kazakhstan is developing very slowly,
however, as a huge number of technologies remain unclaimed, scientists are constrained in
implementing of their developments. This in turn possibly limits their ability to receive additional
income while all their attention is focused on obtaining government funding. Besides, industry
and science seem separated from each other as there is no interaction nor joint projects or
collaboration, and few specialists are capable of competently commercializing scientific and
technical developments. Lack of marketing tools and information about technology markets, and
a shortage of qualified personnel also hinder effective R&D in commercialization activities.

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In developed societies, the advance in the economy, education, science, and technology are
interconnected. While the economy provides financial support for science and education, creating
new values and placing them in global markets, science is the one that provides the necessary
prerequisites for the competitiveness of the economy, creating new knowledge and putting it into
a function. In well-heeled sets, education provides a critical mass of both scientists and the general
population who will apply the most modern knowledge for the development of the economy and
society (Arsenijević et al., 2011).
In order to keep a vibrant alliance between science, education, and industry in Kazakhstan,
educational programs must be adjusted in an inventive way at all levels of education. When
creating instructional programs, this issue should receive special consideration. The learner must
be provided with the foundational information needed to work in diverse sectors (Abdibekov et
al., 2015). Accordingly, problem-solution recommendations about education, science, and
industry would be proposed in this paper.
It is thus necessary to pay attention to developing innovative capacities, as well as the
ability of these experts to engross and adapt technological innovations from abroad where it is
applied. The problem would possibly be a lack of an appropriate regulatory, technical and
scientific-methodological framework to ensure the commercialization process, which could show
the value of intellectual resources and give direction to the creation of the economic value of the
intellectual property (Europe, 2011). The paucity of a regulatory and methodological framework
likely does not allow providing unified, systemic approaches to commercialization. In practice,
however, each organization is forced to develop its own localized strategies, models, and methods
of commercialization that are not adapted to the full range of existing market conditions, which
might negatively affect the competitiveness of scientific and technical developments in
Kazakhstan in the international arena.
While it has been known that economic growth is based on entrepreneurial activity,
especially at the level of new start-ups, based on Global Entrepreneurship Index data, Kazakhstan
is in the 64-th place out of 137 countries (Bosma et al., 2021). At the same time, based on Global
Startup Ecosystem Index data, the country ranks 76th in 2021. Research on the impacts of the
research team on the project success has been carried out for a long time in such disciplines as
marketing, management, innovation management, etc., and as evidenced, Hernandez (2006)
2006) indicates that two authors, Gupta and Wilemon, prioritized teamwork over other factors.
Taking into account the described tendencies, based on modern concepts on research issues,
innovation activity in Kazakhstan is not attractive to students/academics/researchers in start-up
activities in higher education, frayed from the fact that projects in the field of R&D
commercialization are not successful. The authors put up a hypothesis that the failure of the R&D
commercialization project is directly dependent on such a factor as the level of the team's
qualifications. The purpose of this study is to discover if the team’s skill level plays a decisive
role in deciding whether to invest in a project or not.
This study also contributes to the literature review of the interaction between university,
science, and industry by adding the world experience. The interaction between university and
industry has been researched since the 1970s. It has been an actual research topic worldwide
(Etzkowitz & Leydesdorff, 2000). In the last years, many researchers have studied the
collaboration between universities and industry, and as a result, manufacturing sections would
like to get a new product as soon as possible before its appearance, and in contrast, scholars are
usually encouraged to publish their research findings before its manufacturing. Thus, there is a
mismatch between the university and industry agreements about secrecy and misalignment of
expectations with a new product in Vietnam. Another problem is that there have been no tax
incentives for the collaboration between universities and research institutions, which are the key
factors in R&D activities for the industry (Hoc & Trong, 2019).
Besides, the economic development of a country also likely depends on the professionalism
and competency of the workforce. These skills should be developed in teachers because they are
key actors in human development (Triyono et al., 2020). A trained workforce and modern science
are essential for human development. The relationship between academic institutions and
business should bridge the gap between science and education. Today, industrialized nations use
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the concept of collaboration between academia, science, and industry. For instance, Baranovichi
State University in the Republic of Belarus is one of the examples of how academia and industry
can work in tandem. In this, a number of qualified researchers put their ideas into practice in the
manufacturing sectors for social good as well as to foster innovation and produce products that
are competitive (Klimuk et al., 2020). Simsek & Yildirim (2016) likewise explored constraints to
open science and technology parks in Turkey and concluded that there are closed and open
innovation principles that might constrain the research and development of firms in Turkey. They
also highlighted that fostering university-industry cooperation increases performance and is
possibly the most important strategy for both industrialized and developing countries.
However, earlier studies showed that there is no cooperation between higher education and
economy, science, and economy in Serbia, and there is also no careful systemic and strategic
planning of scientific development. In addition, research commercialization in terms of
knowledge transfer between science and industry is almost nonexistent in Serbia (Arsenijević et
al., 2011). Efremova & Romanova (2020) hence proposed a methodological approach that makes
it possible to make a comprehensive assessment of the level of development of the innovative
activity of universities by covering the main directions of the development of innovative activity
(research, educational, administrative) and the main stages (input - process - output). The results
obtained in the course of approbation of the approach – namely the level of development of
innovative activities of the university under consideration – reflect the trends observed at the level
of the national economy of the Russian Federation. The results obtained also become a reflection
of the contradictions and gaps observed in the organization of innovation in domestic universities:
gaps in the chain of support for innovation; lack of “soft” competencies among participants in
innovative activities; contradictions in support programs and innovation policy.
In view of this, Frank et al. (2019) studied industry 4.0 as a new industrial stage in which
several digital technologies can be implemented in manufacturing. Digital technologies play a
central role in the current industry for augmented intelligence can provide a piece of real
production information to consumers. Big data and analytics via information communication
technologies (ICT), however, have been still used by manufacturing companies at a low level
according to Frank’s et al. (2019) study in Brazil. Open online sciences in educational sciences
provide five databases such as open data, open analysis, open materials, preregistration, and open
access. All these open science online research projects can offer knowledge to the public at
different levels regarding their goals (van Dijk et al., 2021).
Digital technologies have not, however, been fully integrated into the education system yet.
Yahya et al., (2021) conducted a survey on the use of ICT in Malaysian teaching and found out
that there is a lack of technological pedagogical content knowledge in teachers. In addition, some
students struggle financially to purchase smart devices for their educational needs (Ambikapathy
et al., 2020). From the perspective of educational psychology, the smart education system cannot
be recognized as a substitute for instructors in the debate because it may harm both students' and
teachers' attitudes toward life and because students are accustomed to being consumers of smart
technology in education. Proper implementation of smart technologies will be able to increase
educational quality if they meet the educational goals of institutions (Kassymova et al., 2021).
Based on the study results, the authors suggest that for the effective commercialization of
scientific and technical products, great attention should be paid to the choice of method of
commercialization in Kazakhstan (B. Kenzhaliyev et al., 2020; O. B. Kenzhaliyev et al., 2021).
However, the literature review has not found much research works on the interaction amongst
education, science, and industry in Kazakhstan yet.
It is a fairly well-known fact that startups are high-risk enterprises that require a high level
of motivation from the project team. Studies of such a factor as motivations in entrepreneurship
are well covered in the works of various authors, the well-known term Need for Achievement (NAch) is even more relevant for startups since the startup itself implies the absence of any finance
to start operating activities and all that is for team members, this is the only motivation. The
influence of motivations on the very process of entrepreneurship is one of the success factors
(Shane et al., 2003).

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The development of entrepreneurship in society is strongly influenced by entrepreneurial
education and education in general. Although according to the author, entrepreneurship
educational programs do not lead to the development of an entrepreneurial society, all the same,
entrepreneurial education is an important factor in the process of entrepreneurship development
(Ahmed et al., 2020). For the increase of intentions to open a startup, the confidence of a single
individual in the success of the project is necessary, the level of education, in particular, the
presence of a business education increases the intentions and impetus to start an entrepreneurial
activity.
The central idea of creating a business and a startup, as well as the motivation towards
entrepreneurship, depends largely on the students themselves. In addition, mentoring from
teachers plays an important role in entrepreneurial endeavors. An entrepreneurial learning
environment and dedicated curriculum can succor students recognize ideas. According to some
of the authors, the learning model has a direct impact on the development of the movement of
startups; it increases not only qualifications but also motivation for entrepreneurial activity
(Santoso et al., 2021). The investment aspect of venture financing also lies in the fact that the
investor, in addition to the very head ideas of the startup, pays strong attention to the qualifications
and motivation of the startup team.
Furthermore, according to entrepreneurship researchers, students who had such assets as a
qualitative business vision and are highly motivated to succeed (Habisch & Adaui, 2017; Shane
et al., 2003) hardworking, and experienced such as entrepreneurs in a family business or parent’s
business mentoring (Palmer et al., 2021; Sahinidis et al., 2019) more often than others start to
create a startup being in the areas of their interest more successful than others. Based on the
opinions of various authors, there is a strong belief that special education programs for
entrepreneurship, as well as the qualifications of a team, play a significant role in the success of
startups.
The level of the team's competence, if not decisive in the success, in any case plays a rather
high role. Taking into account the factor of education, it is also necessary to take into account the
role of the university in the growth of entrepreneurial activity in society. Currently, in a developed
society, higher education likely undertakes not only the process of education and transfer of
knowledge, but its role in cultivating students’ thinking capacity, leadership, and entrepreneurship
capital has also heightened (Audretsch, 2014).

METHOD
Based on the literature review, the article summarizes and suggests some ideas on
innovative research activities, commercialization efforts, and barriers, to measure the current
situation in Kazakhstan. Such conditions are portrayed through questionnaires administered
online to 100 participants ranging from lecturers and researchers to students. Respondents were
randomly selected by sending a questionnaire via email. The majority of the voluntary
respondents were from Satbayev University. The questionnaire which was previously developed
served as a toolkit for a quantitative assessment. Thus, descriptive data detailing percentages were
employed in this study. The reliability of validity was based on the knowledge and experience of
expecting and acting respondents who are devoted to solving the issues of R&D
commercialization activities in Kazakhstan.
The questionnaire includes two sections of an online questionnaire that was randomly
conducted among researchers in Kazakhstan. The first section assessed respondents’ sociodemographic characteristics including gender, age, and academic level, whereas the second
section described an evaluation of their interest in participating in innovative activities, the
important factors of commercialization of research and development, and the influence of each
factor on the success of the project, and so on.
The preamble to the questionnaire provides information on: (1) what is thought about
creating startups or other innovative activities? (2) Which research grants have been well-known
among respondents? (3) Evaluation of their interests in participating in research innovative
activities. (4) Influence of each factor on the success of the project. (5) Importance of performing
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scientific innovative activities. (6) Degree of the importance of the learning factor for the
achievement of the goals and objectives of the startup. (7) Respondents' opinions about what is
meant by achieving success in life variables.

FINDING AND DISCUSSION
Finding
First of all, the survey recorded respondents’ socio-demographics as presented in Table 1.
It is readily clear from the table that more than half (65%) of the respondents were female, while
males constituted 35%. The most active respondents were aged between 25 and 34. There were
only 3 % of participants aged 65-74. It is also notable that none of the respondents is at the age of
18-24, which means respondents were of the working age, i.e., no bachelor students. All of them
are educated, have graduated from college (57%), and even attained a scientific degree (43%).
Table 1. Respondents’ socio-demographics
Variable
Category
Gender
Female
Male
Age
18-24
25-34
35-44
45-54
55-64
65-74
Academic level
Higher education
Scientific degree

%
65
35
0
37
22
19
19
3
57
43

Besides, Figure 1 depicts the percentages of respondents with thoughts about creating
startups or other innovative activities. It is evident that (1) 35% of the respondents would like to
be involved in scientific and innovative activities. (2) 22% of the respondents aim to create a new
product, and (3) 19% of survey participants are likely to open their own business. (4) 12% of the
respondents would like to create a startup; (5) 10% of survey participants indicated that they
would like to join a startup research project. Finally, (6) there is just a small portion (2%) of the
respondents doing other business.
2%
Engage in scientific activities
10%

Create a new product
35%

12%

Open your own business
Create a startup

19%

Be a member of a startup
22%

Another

Figure 1. Percentage of Innovative Activities to Create Startups
In short, the largest number of respondents who consider themselves involved in innovative
activities in the future are working at universities as teaching or administrative staff and
researchers. Participants of the latter are representatives of schools or are studying for master's
degree and Ph.D. programs. Thus, it can be concluded that people are more interested in research
and the creation of a new product, after which business and their own well-being start.
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Table 2. Organizations providing grants for research & innovation activities indicated by
respondents
Grant Provider
%
Science Fund JSC
37%
QazTech Ventures JSC (National Agency for Technological Development)
22%
Another
17%
Project to stimulate productive innovation
14%
I did not come across
10%
Table 2 shows the degree of the respondents' involvement in working with the main
operators of financing innovative activities in the territory of the Republic of Kazakhstan. As seen
from the table, people are very familiar with and have worked with such organizations as Science
Fund JSC, QazTech Ventures JSC (National Agency for Technological Development), and
Project to stimulate product innovation, 37%, 22%, and 14%, respectively. Also, 17% of
respondents indicated that they had experience working with other organizations that finance
scientific and innovative activities, and only 10% of those surveyed had no experience working
with this type of organization. The survey was conducted with reviewers, one way or another,
effective in research activities, and many of the respondents were active workers in education and
science.

5%

3%
Absolutely high
High

14%
46%

Modorate
Low

16%

Not really
None

16%

Figure 2. Interest in Participating in Startup Ventures
In terms of motivation, it can be clearly seen from Figure 2 that the enthusiasm to contribute
to innovative research activities seems to be absolutely high (46%) and of high interest (16%).
This possibly means that more than half of these people are readily active, if possible, to create a
startup based on an innovative product, and participate in various competitions for grant funding
for the commercialization of technologies. Accordingly, the majority of people are likely
entranced in the commercialization of the results of research activities. This group of citizens can
theoretically be classified as interested, while the other large group of people can be taken to
medium and low interest in scientific and innovative activities, with 16% and 14% respectively.
It is possible therefore to distinguish this group in the category of those who do not agree, while
they potentially with a certain approach or changes in the market situation, may become
interested. Lastly, some others, with just a very few followers, are not really (5%) or not (3%)
interested in startups.
With regard to factors affecting project achievement, respondents view the following nine
elements as having a considerably high impact. According to Table 3, respondents did not name
the most important factor influencing the project's success among the factors listed, including
“The number of allocated funds”, “Synergy”, “Motivation”, “Teamwork”, “Product/Idea
Innovation”, “Implementation Period”, “Market Conditions”, “Self-development of team
members”, and “Team Qualification”. The “Implementation period” was the sole exception,
scoring lower than the other factors. According to the poll, the majority of respondents pay
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attention to all the project success criteria, with teamwork, motivation, and product/idea
innovation being the top three contributors to success.
Table 3. Impact of each factor on project accomplishment
Factor
Perceived Impact (%)
High
Moderate
The amount of allocated funds
80%
20%
Synergy
68%
29%
Motivation
91%
6%
Teamwork
94%
3%
Product/idea innovation
85%
15%
Implementation period
56%
41%
Market conditions
70%
24%
Self-development of team members
70%
30%
Team qualification
81%
19%

Low
0%
3%
3%
3%
0%
3%
6%
0%
0%

Another
Favorable market (external) conditions
Creativity

Innovation (New product)
Qualified team
0%

20%

40%

Figure 3. Importance of Factors Performing Scientific Innovative Activites
The above Figure 3 looked at both internal and external factors for the success of the
project. To a greater extent, these factors influence in parallel and can act or influence the project
independently of each other. Moreover, the influence of the factor can be negative or positive.
However, in Figure 3, the respondents were required to highlight the main fact that, in their
opinion, is the most important. There was no consensus among the respondents, but there are two
following factors that scored the largest number of votes: Qualified team and Innovation (new
product), 35% and 30%, respectively. Creativity and Favorable market (external) conditions are
about the same ratio, 19%, and 14%, correspondingly, and only very small part of the respondents
marked 'Another' (3%). However, these figures also indicate that, during scientific and innovative
activities, people focus on internal factors such as qualifications and the product itself, forgetting
that market conditions are likewise vital.
Table 4 shows the benefit of the hypothesis that people, when choosing to start scientific
and innovative activities, focus their attention on the internal factor namely qualification of the
team. This study uncover that the success of a project is strongly determined by the factor of team
members' qualifications as more than half of the respondents noted 'Absolutely high' and 'High',
41% and 22% for the factor of the level of training of the project team for successful
implementation. Likewise, 14% of them vote for 'Moderate', which in this case is a neutral answer.
This indicator illustrates the fact that when assessing the success of a project and subsequent
funding, people are most likely to pay attention to the qualifications of the project team.
As noted in the previous data from figures and tables, the last finding of this study (Figure
4) would also confirm the main hypothesis that the success or failure of R&D commercialization
projects is directly reliant on such a factor as the level of the team's qualifications. Such
expressions as ‘Knowledge is power and the experience gained in practice is invaluable’, yielded
the highest results of 41% and 29%, consecutively. Therefore, it is obvious that the level of

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knowledge of people increases the degree of confidence in research activities and stimulates
greater interest in financing such high-risk projects.
Table 4. The degree of importance of the learning factor for the successful achievement of
startups
Degree of Importance
%
Absolutely high
41%
High
22%
Moderate
14%
Poor
8%
Low
8%
Not really
5%
None
2%

Everything is decided by relations
Success is hard work
The experience gained in practice is invaluable
Knowledge is power
0%

10%

20%

30%

40%

50%

Figure 4. The Main Opinion Describing Factors od Success by Respondents
Discussion
In view of this, due to the limited economic resources, the question of the effectiveness of
public investments in the field of science and innovation is always an acute issue. In Kazakhstan,
this research topic has been poorly studied (Alibekova et al., 2018; O. B. Kenzhaliyev et al.,
2021). The science and innovation policy are aimed at developing the potential of Kazakhstani
science. The issues of development of the venture financing sector, protection of intellectual
property, support for research and innovation, as well as the role of business in the Kazakhstani
model of commercialization of scientific developments remain open (O. B. Kenzhaliyev et al.,
2018). To achieve the development of Kazakhstani science and its commercialization, it is
necessary, therefore, to use a systematic, integrated approach to the system of technology
commercialization, in which the pace of mastering new knowledge can be significantly
accelerated by combining many components.
Firstly, improving regulatory legal acts in terms of stimulating the commercialization of
intellectual property can be the choice. Secondly, the organization of a professional network of
commercialization support structures can be developed. Third, creating an effective financing
mechanism for the commercialization of technologies to ensure the flow of quality projects can
be put forward. Forth, workforce can be reinforced through providing consultation,
methodological support, and strengthening human resources. The last one is the organization of
partner networks for effective exchange of information and achievement of commercial links
between the main participants in the process of commercialization of technologies.
It was revealed that the identified organizational and pedagogical conditions have an
impact on the formation of specialists’ professionally significant qualities which underlie their
productive competitiveness in the field of professional activity (Kenzhaliev B.K et al., 2019; O.
B. Kenzhaliyev et al., 2018; Sheriyev et al., 2016). In this regard, the educational system of
every country should focus on the development of all students to succeed in science and industry.
In the next section of this study, the authors would like to propose some recommendations.
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CONCLUSION
Overall, this study solely examined descriptive data which included percentages. In light
of the above-described online survey findings, it is possible to assign a mini-rating for each
indicator of all elements that contribute to the growth of creative research activities. A thorough
assessment of the status and level of the respondents' "innovativeness" will be possible through
comparative analysis of their responses, which will take into consideration the advancement of
all scientific, educational, and industrial fields of innovation. Also, interested parties will likely
get new ideas to adapt to internal and external contemporary challenges and solve new tasks that
the world community poses to them. The limitation is that some researchers can underestimate or
misunderstand the value of the commercialization of science, education, and innovative
technology. This study would like to offer some suggestions for fostering industry, scientific, and
education cooperation in Kazakhstan. In order for students to successfully perform their
theoretical tasks in practice, the most effective, correct resources should be devoted to creating
relationships with industry and science in educational institutions. The educational system should
be set up such that professionals from the business world teach students in practical ways using
their academic prior-knowledge. Internship and applied research case studies are also important
factors in the development of education, industry, and science. Furthermore, industrial sectors in
Kazakhstan should support educational institutions in sharing practical knowledge to provide
qualified human resources to society. In contrast, representatives of the industries should be
welcomed to participate in scientific boards of universities for developing joint research. The last
one, senior and junior research members should have access to any interested science parks built
in nearby universities in Kazakhstan and interact with each other and implement their obtained
research results in industries.

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