Inclusive Leadership: Exploring Leaders’ and Faculty’s Perspectives in Higher Education Institutions in Azerbaijan
Date Issued
2026
Author(s)
Bashirova, Aisha
Abstract
This study aimed to explore how university leaders and faculty perceive and experience
inclusive leadership in higher education institutions in Azerbaijan. Globalization has increased
diversity in academic environments, and inclusive leadership has emerged as a leadership style
that addresses the needs of diverse academic institutions and promotes collaboration among
faculty members. Although several reforms have been implemented and diversity increased in
Azerbaijani higher education institutions, no previous study has explored how inclusive
leadership is defined and experienced. This study is significant for providing qualitative insights
into how inclusive leadership can support participatory governance and create academic
environments that value diverse perspectives in the Azerbaijani higher education context. Using qualitative exploratory research design, semi-structured interviews were conducted
with seven leaders and five faculty participants, selected through purposeful sampling, from
three public higher education institutions. The findings reveal that university leaders primarily
define inclusive leadership as involving everyone in the decision-making process, whereas
faculty respondents associate it with creating a safe environment and feeling heard. The study
results are consistent with Brewer’s Optimal Distinctiveness Theory and highlight the
importance of balancing faculty members’ needs for belongingness and uniqueness. The study
revealed several challenges to the implementation of inclusive leadership, such as resistance to
change, faculty workload, and limited engagement. Reducing centralization, adopting policies to
increase faculty participation, and implementing leadership training programs on collaborative
governance will help promote inclusive academic environments.
inclusive leadership in higher education institutions in Azerbaijan. Globalization has increased
diversity in academic environments, and inclusive leadership has emerged as a leadership style
that addresses the needs of diverse academic institutions and promotes collaboration among
faculty members. Although several reforms have been implemented and diversity increased in
Azerbaijani higher education institutions, no previous study has explored how inclusive
leadership is defined and experienced. This study is significant for providing qualitative insights
into how inclusive leadership can support participatory governance and create academic
environments that value diverse perspectives in the Azerbaijani higher education context. Using qualitative exploratory research design, semi-structured interviews were conducted
with seven leaders and five faculty participants, selected through purposeful sampling, from
three public higher education institutions. The findings reveal that university leaders primarily
define inclusive leadership as involving everyone in the decision-making process, whereas
faculty respondents associate it with creating a safe environment and feeling heard. The study
results are consistent with Brewer’s Optimal Distinctiveness Theory and highlight the
importance of balancing faculty members’ needs for belongingness and uniqueness. The study
revealed several challenges to the implementation of inclusive leadership, such as resistance to
change, faculty workload, and limited engagement. Reducing centralization, adopting policies to
increase faculty participation, and implementing leadership training programs on collaborative
governance will help promote inclusive academic environments.