Strategy to What End?: Examining Strategic Development and Planning in Azerbaijani Higher Education

• In Event: Changes in in higher education and TVET

Proposal

The adoption of recent strategy documents by the Government of Azerbaijan marked a new era in strategic development and planning in higher education. These include the State Strategy for Development of Education and “Azerbaijan 2030” (Education Strategy, 2013; National Priorities for Socio-Economic Development, 2021). They highlight the need for better alignment of higher education with labor market needs, strengthening the role of private institutions, decreasing dependence on government funding, and promoting lifelong learning, among other priorities (Education Strategy, 2013; National Priorities for Socio-Economic Development, 2021).

In the last 20 years, research on strategy development in higher education has grown exponentially (Fumasoli & Hladchenko, 2024). Strategic development and planning entail processes used to analyze internal and external information to create solutions and allocate resources for a competitive advantage (Bryson, 2018). In Azerbaijan, the establishment of the Agency for Quality Assurance in Education in 2019 and the introduction of accreditation guidelines for HEIs bolstered strategic management (Cabinet of Ministers, 2022; TKTA [AQAE], n.d.). HEIs must now provide evidence of strategic development and planning for accreditation. However, strategic planning is a novel undertaking for most Azerbaijani HEIs, and there is limited knowledge on how and why they use it.

This study examines strategic development and planning in Azerbaijani HEIs through qualitative research design. Strategic planning is often “defined as a tool to determine the mission, vision, values, goals, objectives, roles and responsibilities, timelines and personnel responsible for moving an organization or institution from the current to the desired state” (Kiumi & Chiuri, 2005, as cited in Midiwo & Ombui 2018, 75). According to Taylor & Miroiu (2002), universities engage in strategic planning to: a) improve competitive focus, b) withstand resource pressures, c) increase accountability for public funds and performance, d) communicate their standing to external stakeholders, and e) strengthen management and employee morale.

We focus on process questions (Maxwell, 2013) to better understand strategic development and planning as an organizational phenomenon shaped by individuals and their sensemaking. The following research questions guide this qualitative inquiry:

(1) To what extent do Azerbaijani HEIs engage in strategic development and planning?

(2) What are the purposes, if any, of strategic development and planning?

(3) What local and/or international practices do HEIs use in their strategic development and planning?

The existing research on strategy in higher education has primarily focused on areas such as internationalization (James & Derrick, 2020; Soliman et al., 2019; Kristensen & Karlsen, 2018; Middlehurst & Woodfield, 2007), the relationship between research and teaching (Couper & Stoakes, 2010), research funding (Talib & Steele, 2000; Litwin, 2009; Boezerooij et al., 2007), and marketing strategies to promote HEIs (Milian, 2016). However, strategy in higher education remains underexplored in non-Western contexts like Azerbaijan (Fumasoli & Hladchenko, 2024). One study on strategic management in the Central Bank of the Republic of Azerbaijan found that strategic planning accelerated institutional growth (Ahmadov, 2018). Another study on HEIs’ mission, vision, value statements, and SWOT analysis concluded that most universities either lack strategic plans or do not make them publicly available (Aliyeva, 2023).

This study uses a two-pronged approach to understand how HEIs develop strategic plans. It draws on qualitative research with documents and interviews. First, we examine institutional documents pertinent to strategic development and planning, such as strategic plans, mission and vision statements, and evaluation reports. Second, semi-structured interviews with institutional managers provide insights into strategic decision-making, rationales and reasoning behind strategy development, and the structures enabling it. The sample for this study includes decision-makers involved in strategic planning at four major public universities in Baku and Sumgayit. Below are some key findings from our study.

We find that HEIs (n=4) utilize a more formulaic approach to strategy development. There are structural units within these institutions that are in charge of strategic planning and implementation. The duration of strategic plans ranges between 5 to ten years. Document analysis and interviews with university representatives show that strategic planning is seen as a series of linear steps (vision, mission, goals and objectives) after assessing internal and external contexts.

Most HEIs involve internal stakeholders in the strategic planning process; however, the forms and levels of involvement vary. For example, while HEIs no. 2 and 3 involve all students in the process through a survey, HEIs no. 1 and 4 include a small group of representatives from various student organizations via focus groups or representation on the Academic Council. Adhering to collegiality and consultation with internal stakeholders demonstrates respect for the institution's shared governance.

Moreover, HEIs utilize local and international “best practices” to varying degrees. In terms of international practices, they reference institutions in the US, Europe, and Türkiye. HEIs no. 1 and 3 refer to relevant strategy documents and university practices of the US and European universities. Most participants cite the practices of local universities through a different sentiment, engaging with local practices critically and pointing out flaws. Only HEI no. 4 refers to local practices as a positive lesson. In general, they consider strategic planning as a new process and admit they are in the learning phase.

Three main purposes drive strategic development and planning at these HEIs: (1) implementing the vision for the future; (2) monitoring internal activities; and (3) allocating resources between units and departments. Our study reveals more complex reasoning and motivations behind strategic planning at Azerbaijani HEIs. In all but one HEI, structural units, staff members, and reports dedicated to strategic planning emerged following the creation of the public accreditation agency (i.e., AQAE). This suggests that most HEIs might engage in strategic planning out of obligation rather than a desire for improvement and competitive advantage. This work has implications for institutional decision-making and public policy in higher education. The significant contribution of this research lies in its potential to improve the quality of higher education and impact institutional governance.

Authors

• Abbas Abbasov, ADA University

• Narmin Khalig, ADA University