Institutional Support and the Inclusion of International Students: A Case of a Kazakhstani University

Abstract

Institutional Support and the Inclusion of International Students: A Case of a Kazakhstani University The purpose of this qualitative exploratory case study was to explore the lived experiences and perceptions of international students regarding institutional support practices that contribute to or hinder their sense of inclusion at a research-intensive university in Kazakhstan. Guided by Bronfenbrenner’s bioecological model (1979, 2005), the study examined how nested environmental systems shape students’ inclusion. Ten international students and three administrators were purposefully selected and interviewed using semi-structured protocols. Data were also collected through document analysis of the university’s Pre-Departure Guide and relevant website content. Thematic analysis was conducted following Braun and Clarke’s (2006) six-phase approach. Four major themes emerged: (a) inclusion as acceptance and a two-way relational process, (b) migration support and adaptation events as the most effective practices, (c) language dominance, resource constraints, and administrative burdens as primary barriers, and (d) recommendations for mandatory language integration, policy flexibility, increased resources, and formal student voice platforms. The most important insight for university leaders and policymakers is that early administrative efficiency often creates a “false honeymoon” effect. While students feel supported upon arrival, the lack of sustained relational support in social lead to feelings of marginalisation over time. Genuine inclusion requires moving beyond recruitment-focused strategies to proactive, ongoing intercultural mixing, capacity building, and structured student voice mechanisms. This study contributes context-specific knowledge to the limited literature on international student inclusion in non-Western, post-Soviet higher education systems.