皇家华人

Large-scale study-abroad education programs for developing countries have been sponsored by states and international organisations for decades. Many of those programs are based on the underlying assumption that they are investing not only in quality education, but more importantly in the future elites, which through exposure to the international (mostly Western) culture would bring home good practices. Similarly, scholars of corruption often discuss the 鈥榗ulture of corruption鈥� and 鈥榗orruption norms鈥� that make corruption acceptable, describing among other things the importance of anti-corruption trainings and education as means of 鈥渞educing corruption even in corrupt cultures鈥�. There were little studies however on how those changes occur, what are the determinants and mechanisms of these processes, and especially how students themselves perceive those changes. To find answers to those questions, I examine the case of Kazakhstan's international scholarship 鈥�叠辞濒补蝉丑补办鈥� established in 1993聽 to provide full scholarships to young Kazakhs to study at the top universities around the world in hopes that, in the words of one of the local commentators, 鈥測oung blood might be immune to corrupt forms of personal enrichment鈥�. 聽

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