Professor | University of Toronto
Dr. Emma Sabzalieva’s thesis Responding to major institutional change: The fall of the Soviet Union and higher education in Central Asia won the 2021 Comparative & International Education Society Eurasia Special Interest Group Dissertation Award. Congratulations, Emma!
New research by our team just published in PLOS One investigates gender gaps in scientific productivity and recognition among elite scientists in Canada, the US, and South Africa. Based on the analysis of a unique, hand-curated dataset including 943 researchers holding prestigious research chairs, our results show that even among elite scientists a pattern of stratified productivity and recognition by gender remains, with more prominent gaps in recognition. Check full article.
On Sept 1, Emma Sabzalieva successfully defended her PhD thesis “Responding to Major Institutional Change: The Fall of the Soviet Union and Higher Education in Central Asia.” Her thesis examines how the higher education systems of Kazakhstan, Kyrgyzstan and Tajikistan coped with a momentous disruption – the collapse of the Soviet Union. Combining in-depth accounts from faculty members who experience the transition with national statistical and policy records, the thesis identifies patterns of adaptation, continuity, and transformation.
Dr. Sabzalieva is a research associate at York University’s Faculty of Education.
In this month’s column, Creso takes a closer look at the four recommendations from Ontario’s expert panel on intellectual property, created to assess the commercialization activities of higher-education institutions.
Emma Sabzalieva has been awarded a newer researcher prize by the United Kingdon’s Society for Research into Higher Education. In this study, Emma will investigate how certain types of knowledge have been recognized and thus how merit has been determined and rewarded over time. This will be examined by using the University of London archives on scholarships from 1903 to 1993. This project will track shifts in the recognition of knowledge during a seminal period in the institutionalization of scholarships and in higher education in the UK.
