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This study aims to explore the research internationalization process in Georgia, one of the post-Soviet countries. Specifically, it examines the individual-level reasons that motivate faculty at Georgian universities to engage in the process of research internationalization. It also unpacks scholars’ perspectives on the driving factors for selecting the key partners in international research.

Sixteen faculty members for this exploratory qualitative study were selected through stratified purposeful sampling from five higher educational institutions in Georgia. Participants were asked to discuss their participation in international research projects and underline the activities and events that motivated them to participate in international collaborative projects. The critical incident method was used to analyze our qualitative data collected through semi-structured interviews.

The research revealed that faculty at Georgian universities are more oriented toward collaboration with their peers from European countries and the USA. This preference is influenced by such factors as higher quality of science, higher level of freedom and autonomy, personal contacts and networks, as well as language competencies. The data also helped to unpack Georgian scholars’ individual-level rationales that were conceptualized into three domains: human capital, financial capital and physical capital.

This study is an original work conducted in Georgia. It contributes to the development of the field of internationalization of research. The three-domain conceptual framework on the individual-level rationale for internationalization can be used in future research on post-Soviet countries and beyond.

The overall purpose of this paper is to explore the limits of HRM in public sector organisations, within the context of international public management. The cultural basis of HRM, derived chiefly from North America and Western Europe continues to underpin public sector HR reforms, aided and abetted by the international institutions. The paper seeks to begin with an overview of the impact of wider public sector reform on HR practice by briefly exploring the limitations of orthodox HRM in a public service setting. However, the main argument of the paper aims to follow the conceptual position that an understanding of the institutional and cultural contexts is required before attempting HRM‐type reforms.

The author visited the Republic of Georgia in 2008 to work with the Public Service Commission on HRM reforms in central government. Thus, the paper presents the illustrative case of Georgia, which is both a transitional state and susceptible to Western ideas regarding public service reform. The case of Georgia is derived from observation, documentary analysis and correspondence from the Georgian Civil Service.

The paper found that, despite the acceptability of HRM and the desire by public officials to promote HRM‐based reforms, deep politicisation of the administrative system provided considerable implementation problems.

These took the form of lack of academic literature on Georgia, lack of resources to conduct further in‐depth interviews with key officials and difficulty of applying HR to the public sector in post‐Communist/transitory countries

The findings suggest that alternative approaches to HRM reform will be required in similar institutional contexts to that of the Republic of Georgia.

The paper challenges the popular notion of international convergence around “universally applicable” models of HRM in countries such as the Republic of Georgia, where the post‐Soviet legacy provides significant resistance to any reform momentum, HRM‐based or otherwise.

Higher education in the Republic of Georgia has experienced a massive isomorphic transformation since the Rose Revolution of 2003 and continues to transform with aspirations toward Euro-Atlantic integration, compliance with the Bologna Process and as a reflection of the Europeanization of its higher education sector.

This literature review documents and analyzes literature published between 1991 and 2019 on the development of higher education in the Republic of Georgia from 2003 to 2019.

The findings reflect the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product spending. More explicitly, what findings have been reported in the international literature on Georgian higher education from 2003 to 2019?

The choice to review only English publications was deliberate and done after consultation with a leading Georgian scholar, who noted that the Georgian language publishing market is small and of varied quality; leading Georgian scholars most often seek to publish in English journals and books, and all technical and policy reports produced by the Minister of Education, NGOs and large international organizations (e.g. World Bank) are available in English.

This literature review documents and analyzes literature on the development of higher education in the Republic of Georgia from 2003 to 2019 as a reflection of the evolving political landscape and aspiration for Euro-Atlantic integration against the backdrop of one of the most impoverished education systems in the world, as measured by percentage of gross domestic product (GDP) spending. This unique political and economic history makes higher education in Georgia worthy of review.

Post-apartheid Africa and post-Soviet Georgia implemented a variety of education reforms since the 1990s. Many of these reforms exhibit recognizable similarities despite the significant contextual differences between the two countries. This paper examined the school decentralization process framed by the world culture theory and compared how the enactment of reforms was influenced by country contexts. It focused on the development of regional administrative units and school governance in these two countries to illustrate how specific reforms may have structural similarities but be functionally different. The scope and depth of the functions of new educational structures also play an important role in understanding how they respond to local needs.

The purpose of this paper is to explore affirmative action policy in higher education (HE) admissions in post-Soviet Georgia.

The study analyzed the effectiveness of the quota system from the perspective of the “minority rights protection” and “diversity” paradigms. The study used content analysis, focus group discussions, and interviews research methods.

Research revealed several important patterns: the problems of minority education are associated with academic achievements as well as social integration; although the importance of diversity is evident in the Government of Georgia, the benefits of diversity are not realized fully through affirmative action policies in institutions of HE. The authors have argued that the shift from the “minority rights protection” to the “diversity” paradigm is necessary to solve minority students’ existing problems and to benefit from the positive effects of diversity on academic and democratic outcomes for all students.

The findings of this study have practical importance. They can be used for the implementation of the affirmative action policy in HE admissions system of Georgia.

The paper is based on original research conducted in Georgia and the study contributes to the development of the field of multicultural and minority education in Georgia.

Purpose – The chapter explores the newly launched Teacher Certification Examinations (TCEs) in one of the post-Soviet countries, Georgia, and describes the experiences and perceptions of Georgian teachers going through the process of teacher certification. The qualitative study develops an in-depth understanding of the perceived strength and weaknesses of TCE in Georgia.Methodology – This case study was carried out in the spring of 2012 in 17 Georgian schools. School teachers and school principals from public and private schools were interviewed. A convenience sampling technique was used to recruit all participants. In addition to data obtained from research participants, various policy documents, laws on general education, minister's decrees, and statistical databases are analyzed and incorporated into the study.Findings – The data analyses showed that while the certification policy, in some way, increased teachers’ social status and prestige in the society, it failed to meet teachers’ expectations regarding remuneration policy and professional development opportunities. The TCE, without an adequate compensation policy as well as other types of incentives to increase teacher motivation, creates only a technical threshold for teachers to obtain a teacher certificate to secure jobs, rather than being a catalyst for a genuine professional development opportunity.Value – The study is the first attempt to empirically examine the teacher certification process in Georgia, thus it fills a knowledge gap that exists in the field. The Georgian TCE is the first TCE in south Caucasus; thus, the study of the implementation and outcomes of the Georgian reform provides a unique opportunity for the region and for the rest of the developing world to learn from the successes and failures of the reform process.

This chapter examines the relationship between state failure, state-building and regional security through a thick qualitative and historical analysis of a single case: the Russia–Georgia relationship. Its principal finding is that the two sides’ conceptions of state-building contained incompatible identity projects that significantly increased the potential for conflict. This potential emerged in the context of a highly asymmetrical distribution of power in the region. The balancing strategies that Georgia pursued to compensate for this asymmetry aggravated the relationship further and were significant in provoking the August 2008 war between the two states. In making this argument, the chapter begins with a discussion of the relationship between state-building and security. It then turns to an account of the near failure and recovery of the two states and a discussion of the relationship between their state-building projects. It proceeds to situate this unit-level analysis in the regional systemic context. After a discussion of the war itself, the chapter provides concluding remarks on the implications of the conflict for regional security and for the wider discussion of state-building and security. The major implication is that, although state-building is seen as a domestic endeavour, the way in which the project is defined and develops has significant external and regional implications, which may enhance the potential for inter-state conflict. As such, international engagement should take account of the regional environment in efforts to foster the re-building of states.

The purpose of this paper is to investigate the form of young male socialisation referred to as birzha, in its relation to public space in Georgia. Birzha defines a group of young men who meet regularly in urban open spaces in Tbilisi’s neighbourhoods. Partly considered as the initial step of a criminal career, belonging to birzha is a mark of identification with one’s local group. The contested nature of public space is illustrated by the conflicting relation between birzha’s bottom-up use of public space and top-down projects of urban renovation sought by Saakashvili’s government.

Drawing upon literary and media sources, and analysing fieldwork data collected in 2008-2009 and 2014, this study explores how the announced (re)construction of public space under Saakashvili resulted in institutional interventions from above which curtailed public space’s accessibility.

The present analysis points out contradictions in Saakashvili’s government’s political narrative on public space. In the institutional focus on a future of order, transparency, and democracy, birzha is an insistent reminder of an informal and corrupted past. Banned from futuristic projections of the public space, in the present birzha is annihilated by state repression, enforced in opaque zones out of public sight.

Focusing on a largely overlooked phenomenon in social science research, the paper highlights the ways in which conflicting approaches to public space affect the relation between political institutions and citizens. Delving into ambivalent public/private divides in post-socialist societies, the study of Georgian birzha offers an original angle for investigating the contestation of urban public space in relation to political legitimacy and transparency.

The purpose of this paper is to suggest that informal practices and institutions of post-Soviet countries differ from informality in other post-socialist regions and, therefore, proposes categorizing it as “post-Soviet informality” – a composite definition that extends beyond the concept of “informal economy” and encompasses, along with economic activities, social and political spheres.

The arguments of the paper are based on a comprehensive analysis of secondary sources.

This paper shows that, owing to the effects of antecedent regime’s legacies and the problems of post-communist transition, for the proper analysis of informality in post-Soviet countries it needs to be based on an own concept.

This study, in contrast to the existing literature on informality in post-communist spaces, specifically focuses on the informal sphere of post-Soviet countries, suggesting that the informal institutions and practices thriving across the vast post-Soviet space not only differ from the informal spheres elsewhere in the world, but also from informality in other post-communist regions.

This chapter draws together the findings about both the Bologna actors and instruments to explain the mechanism of the Bologna reform in Ukraine until 2014 and its place in Europeanisation in the post-Soviet context.

This research demonstrates that continuity was mainly perpetuated by the Ministry of Education and Science, and change was facilitated by civil organisations. There was a lot of fluidity in the interaction of old practices and policy innovation in Bologna in Ukraine. The interaction between the path dependency and change was primarily a gradual chaotic, yet creative, and shared build-up of minor innovations by different higher education actors. These innovations in the development of the Bologna instruments may be seen as leading to more substantial transformations over time.

The research findings may also serve as a first step towards a reconceptualisation of the Europeanisation process particularly in the post-Soviet context in the first couple of decades after the collapse of the Soviet Union. Bologna in Ukraine can be seen as an illustration of the ways in which Europeanisation may not always necessitate the elimination of past conventions and practices – indeed, in a policy field such as education, abandoning history and tradition would have been a futile endeavour. Policy continuity in the post-Soviet context may be a foundation in the Europeanisation process during which minor innovations are slowly yet continuously being accumulated. This foundation shapes the nature of changes. Therefore, perhaps, the debate regarding a slow pace of Europeanisation in the post-Soviet space might be erroneous, since it carries a hidden assumption – that it is slow in relation to a much faster Europeanisation and resulting transformations in the EU. Such a comparison should be revisited in light of a potential difference in the nature of Europeanisation in the two spaces and the acknowledgement of growing overlaps between the two spaces as well.