THE IMPACT OF LANGUAGE PROFICIENCY ON MANAGING INTERNATIONAL COLLABORATION PRACTICES AT KAZAKHSTANI PUBLIC UNIVERSITIES

Abstract

The Impact of Language Proficiency on Managing International Collaboration Practices at Kazakhstani Public Universities In response to growing internationalization efforts in Kazakhstani higher education, public universities are increasingly engaging in global partnerships and academic exchanges. However, the success of such initiatives relies heavily on effective communication, which is often hindered by language proficiency barriers. To explore how proficiency in Kazakh, Russian, and English affects the management of international collaborations in public universities in Kazakhstan, a qualitative case study approach was employed to answer the following research questions that guided the study: 1. How does language proficiency in Kazakh, Russian, and English among university leaders, faculty, and administrative staff affect the effectiveness of management practices in fostering international collaborations at Kazakhstani public universities? 2. How do university leaders, faculty, and administrative staff perceive the impact of their proficiency in Kazakh, Russian, and English on their ability to manage international collaborations at Kazakhstani public universities? 3. What specific language-related challenges and barriers do university leaders, faculty, and administrative staff encounter in management practices related to international collaborations? 4. What strategies can be proposed to improve language proficiency and enhance management practices to support successful international collaborations? To explore the central phenomenon, data were collected through semi-structured interviews with university administrators and faculty involved in internationalization processes, alongside document analysis of institutional documents such as language policies and internationalization strategies. The findings revealed that limited English proficiency among faculty members often restricts participation in international collaborations, academic mobility, and research publishing. In addition, the use of Kazakh and Russian in internal documentation creates translation and standardization issues that further complicate international processes. Participants highlighted the need for targeted language training, clearer language policies, and institutional support structures.This study contributes to the understanding of how language shapes internationalization efforts in higher education, particularly in multilingual contexts. Its findings may inform university leaders and policymakers seeking to improve language support and strengthen Kazakhstan’s global academic presence