Academic mobility models and the formation of professional competencies in tourism education: a comparative conceptual analysis in the Kazakhstani context

Abstract

Tourism graduates are expected to combine language ability, intercultural sensitivity, technical know-how, and ethical judgement, yet research rarely asks which form of academic mobility best develops which of these capacities. This article addresses that gap through a comparative conceptual analysis. Using the literature on internationalisation, experiential learning, and intercultural competence, together with publicly available programme documents, it compares four mobility models available to students in Kazakhstan: state-funded long-term study (the Bolashak scholarship), Erasmus+ International Credit Mobility, internship-based mobility under partnership agreements, and short-term or virtual formats. The article proposes a competency–mobility fit matrix that links five groups of tourism competencies to these models and derives five propositions for empirical testing. The analysis suggests that no single model develops all competencies equally: long-term and credit-based study are strongest for linguistic, intercultural, and reflective growth, whereas industry placements are strongest for professional skills, and short-term formats require deliberate design to be effective. Universities are advised to build mobility portfolios rather than rely on one scheme.

Keywords: academic mobility, tourism education, professional competencies, Bolashak, Erasmus+, Kazakhstan, intercultural competence

References

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How to cite

Zeynep B. Kenzhebekova Academic mobility models and the formation of professional competencies in tourism education: a comparative conceptual analysis in the Kazakhstani context // Central Asian Scientific Journal. – 2026. – No. 4(32), Vol. 2. – Pp. 269–274.