STAKEHOLDERS’ PERCEPTIONS AND EXPERIENCES OF INTERNATIONAL ACCREDITATION PROCESS: A CASE STUDY OF A BUSINESS SCHOOL IN A KAZAKHSTANI PRIVATE UNIVERSITY

Abstract

This study examines the perceptions and experiences of leadership, faculty, and students regarding the international accreditation process at a business school in a private university in Kazakhstan. In the context of ongoing higher education reforms and increasing global competition, international accreditation has become a strategic priority for Kazakhstani universities. While accreditation is often sought to enhance global recognition and institutional credibility, its impact on quality and stakeholders remains under-researched in this region. This qualitative case study adopts a conceptual framework guided by the quality culture and neo-institutional theories to explore how stakeholders understand and navigate external pressures, internal university dynamics, and accreditation outcomes. Data were collected through semi-structured interviews with 17 participants and analysis of institutional documents. Findings suggest that leadership views international accreditation as a way to enhance international visibility and a tool for self-evaluation but encounters challenges with dual regulatory frameworks. Faculty acknowledge improvements in the curriculum but primarily perceive international accreditation as an administrative burden with limited relevance to teaching and research. Students, meanwhile, exhibit passive engagement, often recognizing accreditation for its value in enhancing degree recognition. This emphasizes the need for improved stakeholder communication and balanced resource allocation. While international accreditation offers strategic benefits, its transformative potential relies on fostering a collaborative, quality-oriented institutional culture that transcends mere formal compliance.