Almaty Management University (AlmaU) is a higher educational institution in Almaty, Kazakhstan, providing preparation of specialists of economic fields under bachelor's degree programs, MBA (Master of Business Administration) and DBA (Doctor of Business Administration).ALMA is one of the first business higher schools in Kazakhstan — the University was organized in 1988 as Alma-Ata School of Managers, in 1996 it became the International Academy of Business. In 2014 it adopted its current name.
Purpose: This study investigates the patterns of international research collaboration in distribution science, retail management, and logistics studies in Central Asian emerging markets, with a particular focus on Kazakhstan. Research design, data, and methodology: Using bibliometric network analysis, the study analyzes 3,671 Scopus-indexed publications (2014-2024) affiliated with Central Asian institutions in distribution-related subject areas. Co-authorship networks, keyword co-occurrence maps, and citation overlay analyses are employed to identify collaboration structures, dominant research themes, and their relationship with citation performance. Publications were categorized into internationally co-authored (n=1,549) versus domestic-only (n=2,122) papers for comparative citation analysis. Results: The findings reveal a significant citation premium for internationally co-authored papers, which receive, on average, 89% more citations (mean=10.8) than domestic-only publications (mean=5.7). The co-authorship network analysis identifies a paradigm shift from traditional post-Soviet collaboration patterns toward diversified partnerships with Western European, East Asian, and North American institutions. The International Collaboration Rate increased from 27.0% in 2014 to 46.0% in 2024. Keyword analysis indicates strong alignment between regional research output and global trends in distribution science, particularly in ecommerce logistics, supply chain management, and sustainable distribution systems. Conclusions: This study contributes to the understanding of research internationalization dynamics in emerging markets and provides evidence-based recommendations for science policy aimed at enhancing research impact through strategic international collaboration in distribution science.
Large language model (LLM) backends increasingly generate SSH-honeypot output, yet the literature fixes one backend per system and judges realism by human evaluators, never asking which LLM is fit to play the shell or measuring the catastrophic failure of a backend leaking its own instructions. We fix one hardened unprivileged user scaffold and prompt, vary only the backend across eleven LLMs, and replace the human judge with an objective, prompt-anchored leakage metric. Across a controlled 42-command battery (20 trials each; 8736 responses) and a live adaptive corpus (8626 responses), we score six dimensions: instruction leakage, fidelity, hallucination, latency, verbosity, and stability. Exactly one backend (gemma-4-31b-it) reproduces verbatim leakage in both datasets and is disqualified; the other ten never leak. A deterministic handler layer serves 33 of 42 commands identically across backends, confining model risk to nine generative commands, where flag fabrication ranges 0–95%, latency spans an order of magnitude, and a held-out classifier identifies the backend from one response at 71% versus 9% chance, a fingerprinting risk. We report a per-dimension scorecard rather than a weight-sensitive ranking. Honeypot safety on the privilege boundary is a property of the architecture; realism, speed, cost, and one catastrophic leak are properties of the model.
The article discusses the implementation of innovative marketing in the agro-industrial complex (AIC) of Kazakhstan using a network approach aimed at creating sustainable business ecosystems. These ecosystems must be capable of self-development and adaptation to changes in the external environment. Particular attention is paid to the analysis of the potential of modern marketing tools – corporate social responsibility. These components are becoming an integral part of the new marketing paradigm in the agricultural sector. The theoretical foundations of innovative marketing and its role in increasing the competitiveness of agricultural enterprises, improving communication with consumers, expanding distribution channels and strengthening trust in agribusiness are considered. Based on the analysis of international experience, examples of the successful implementation of similar approaches in various countries are given, and recommendations for their adaptation to Kazakhstan's realities are proposed. Special attention is paid to existing barriers and challenges in the implementation of innovative strategies – such as a shortage of qualified personnel, underdeveloped digital infrastructure and limited investment resources. It is emphasized that network marketing can act as a powerful driver of cooperation, resource pooling and sustainable growth of agro-industrial enterprises, and also play a key role in the process of digital transformation of agriculture.
Цель – провести анализ влияния роботов-консультантов на трансформацию инвестиционного поведения розничных участников фондового рынка, определить особенности применения автоматизированных инвестиционных платформ, а также оценить влияние искусственного интеллекта и алгоритмических технологий на процессы управления инвестиционными портфелями. Методы – диалектический, абстрактно-логический, сравнительный, аналитический методы, методы системного анализа, обобщения и сопоставления данных рейтинговых агентств, анализ научной литературы и современных подходов в области цифровых финансовых технологий. Результаты – установлено, что роботы-консультанты обеспечивают доступность сложных инвестиционных стратегий для розничных инвесторов, способствуют автоматизации процессов управления портфелями и снижению зависимости от человеческого участия. Выявлено, что алгоритмические системы позволяют реализовывать динамическое управление рисками, автоматическую ребалансировку активов и формирование диверсифицированных портфелей с учетом индивидуального риск-профиля инвесторов. На основе анализа данных рейтинговых агентств США и Германии определены различия в распределении долевых и долговых инструментов для инвесторов с различными уровнями риска. Рассмотрена эволюция робо-консультантов от моделей RAs 2.0 до RAs 4.0, использующих самообучающийся искусственный интеллект. Выводы – результаты исследования подтверждают, что роботы-консультанты формируют новые модели инвестиционного поведения розничных участников фондового рынка, повышают инвестиционную дисциплину, способствуют снижению поведенческих искажений и расширяют доступность финансовых услуг. Интеграция искусственного интеллекта и методов машинного обучения создает предпосылки для дальнейшего развития персонализированных инвестиционных стратегий и роста рынка цифровых инвестиционных сервисов.
Purpose This study investigates how the integration of the UN Principles for Responsible Management Education (PRME) Impactful Five (i5) framework and the UK Professional Standards Framework (UKPSF) can advance responsible management education in higher education. Drawing on PRME-affiliated universities in the UK and Kazakhstan, it examines how experiential, playful and innovative pedagogies influence student engagement, emotional climate and transformative learning. The purpose is to address gaps in translating responsible management education principles into teaching practice by developing an integrated pedagogical framework and scorecard that supports reflective, sustainability-oriented and context-sensitive educational approaches. Design/methodology/approach This study adopts a qualitative, comparative multi-site case study design across PRME-affiliated business schools in the UK and Kazakhstan. Data were collected through semi-structured interviews, focus groups and documentary analysis. A thematic analysis approach was employed to identify patterns relating to experiential learning, emotional climate, inclusivity and student transformation. Analysis was guided by an integrated PRME i5 and UKPSF lens, enabling cross-context interpretation of pedagogical practices. Insights from the analysis informed the development of a conceptual scorecard for evaluating i5-aligned responsible management education practices. Findings Findings indicate that experiential and playful pedagogies support student engagement, motivation and positive emotional climates, while sustained learning outcomes depend on effective scaffolding and reflective integration. The study highlights the role of educators as facilitators of inclusive and psychologically supportive learning environments, with culturally responsive (“glocal”) adaptation shaping how i5 principles are enacted across UK and Kazakhstan contexts. The findings also identify challenges in operationalising the PRME i5 framework, including measurement complexity, institutional constraints and risks of superficial implementation. In response, the study develops a preliminary benchmarking scorecard to support i5–UKPSF alignment and responsible management education practice. Research limitations/implications This study is limited by its qualitative, interpretive design and focus on a relatively small number of PRME-affiliated institutions in the UK and Kazakhstan, which may limit transferability across wider institutional and disciplinary contexts. While the cross-country comparison provides contextual depth, further research across diverse higher education settings is required. Additionally, the proposed benchmarking scorecard remains conceptual and requires empirical validation. Despite these limitations, the study advances responsible management education by demonstrating how experiential pedagogies can be aligned with professional teaching standards and by identifying indicators that support the evaluation of student transformation. Practical implications The study offers practical insights for higher education institutions seeking to advance responsible management education through context-sensitive pedagogical innovation. Findings from UK and Kazakhstan PRME-affiliated institutions highlight the importance of adapting experiential and playful pedagogies to different cultural and institutional contexts. The study underscores the need for staff development that aligns PRME i5 principles with UKPSF professional standards while supporting inclusive and culturally responsive teaching. The proposed benchmarking scorecard provides a reflective tool for evaluating i5-aligned practices, identifying areas for pedagogical enhancement and informing evidence-based approaches to student engagement and transformation. Social implications This study highlights the societal role of higher education in developing responsible, reflective and sustainability-oriented graduates. By demonstrating how PRME i5 principles can be embedded through experiential, inclusive and culturally responsive pedagogies, the study illustrates how learning environments can promote student agency, equity, participation and ethical awareness across diverse cultural contexts. Insights from UK and Kazakhstan institutions emphasise the importance of adapting pedagogical approaches to different educational experiences and expectations. Strengthening alignment between responsible management education and professional teaching standards can support graduates in addressing complex social, environmental and ethical challenges in global contexts. Originality/value This study advances responsible management education by developing an integrated pedagogical framework that connects the PRME i5 with the UKPSF across higher education contexts in the UK and Kazakhstan. Its originality lies in translating i5 principles into observable pedagogical dimensions through a comparative qualitative inquiry and developing a scorecard that enables structured evaluation of responsible management education practices. The study extends UKPSF discussions by incorporating sustainability, experiential, emotional, inclusive and culturally responsive dimensions of teaching practice. Its value lies in providing institutions with a context-sensitive approach for embedding responsible management education and supporting transformative student learning.
