Abstract

This study investigates perceptions of internationalisation and institutional capacity, alongside the implementation of internationalisation strategies, within Azerbaijani Higher Education Institutions (HEIs). It analyses the rationales, strategies, and challenges encountered by stakeholders in these institutions.

Although internationalisation is a significant global policy priority, most existing literature focuses on Western higher education systems. There is limited research on the rationales, strategies, and challenges of internationalisation at the institutional level in post-Soviet contexts such as Azerbaijan. The Bologna Process has been instrumental in increasing student mobility and advancing the internationalisation of Azerbaijan’s higher education system by supporting exchange programmes, fostering inter-university cooperation, and facilitating academic credit transfer.

This study adopts an interpretivist, multiple-case qualitative design. Data will be collected through semi-structured interviews and document analysis to investigate how university stakeholders interpret internationalisation. Braun and Clarke’s thematic analysis will be used to examine how internationalisation and institutional capacity are understood and implemented across Azerbaijani HEIs.

The study seeks to contribute to the higher education literature by incorporating the perspectives of university stakeholders. The findings are anticipated to inform and enhance internationalisation strategies and institutional capacity within Azerbaijani HEIs.

Research objectives  

The following research objectives guide this study:

1. Examine the impact of internationalisation on institutional capacity development in Azerbaijani universities
2. Identify contextual factors and rationales for internationalisation in Azerbaijani HEIs
3. Analyse challenges in implementing internationalisation strategies in universities
4. Examine stakeholder perceptions of university management's role in shaping internationalisation policies.

Research questions 

Main research question

How does internationalisation shape the development of institutional capacity in Azerbaijani HEIs?​

Sub-research questions​

1. What contextual factors influence internationalisation in Azerbaijani HEIs?​
2. What are the opportunities and challenges in the implementation of internationalisation in Azerbaijani HEIs?
3. How do key stakeholders in Azerbaijani HEIs perceive the relationship between internationalisation and institutional capacity development?

An interpretivist, qualitative, multiple-case study design is employed to examine how internationalisation is understood and mediated within Azerbaijani universities. Data from semi-structured interviews and documentary analysis will be used to address the research questions (Creswell & Clark, 2011). This design facilitates explanations of why and how universities implement internationalisation strategies. The case study approach is particularly effective for addressing how and why questions (Yin, 2018). This methodology is appropriate for investigating the implementation of internationalisation in higher education in Azerbaijan, the strategies prioritised by higher education institutions (HEIs), and the influence of broader policy contexts on institutional internationalisation strategies. Universities will be selected based on their demonstrated commitment to internationalisation and efforts to build institutional capacity. Interviews will target key stakeholders involved in internationalisation, including university leaders (such as founders, rectors, and vice-rectors), administrators (such as heads of international offices), senior faculty members, and quality assurance center staff responsible for managing international partnerships. University leaders or office heads responsible for developing institutional internationalisation strategies are considered the most appropriate participants, as they are regarded as ‘good informants’ (Spradley, 1979). Thematic analysis, as outlined by Braun and Clarke (2006), will be employed to identify, analyse, and interpret patterns of meaning within the qualitative data. This approach enables a comprehensive and systematic exploration of participants’ experiences. The analysis will adhere to the six-phase process: familiarisation, coding, generating initial themes, reviewing themes, defining and naming themes, and producing the final report (Braun & Clarke, 2006). Purposive and snowball sampling strategies will be used to identify participants for the study. Bryman (2016) notes that qualitative research frequently employs these methods to access information-rich participants and to reach relevant individuals through existing networks, especially when targeted recruitment is necessary.

This study seeks to advance the higher education literature by incorporating the perspectives of university stakeholders. The anticipated findings are intended to enhance internationalisation strategies and institutional capacity within Azerbaijani higher education institutions (HEIs). Additionally, the research is positioned to inform broader European discussions regarding the internationalisation of higher education in post-Soviet contexts.

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