Institutional Factors as Catalysts and Barriers to the Self-Development of University Faculty Working with International Students

The aim of the study is to identify and analyze institutional factors that, from the perspective of faculty members, serve as catalysts and barriers to their professional self-development in teaching international students. Methodology: A qualitative study based on 20 semi-structured interviews with faculty members from Russian universities, analyzed using thematic analysis. Results: Institutional factors predominantly act as systemic barriers (lack of support policies, insufficient recognition, and informal departmental support), while latent catalysts emerge in horizontal collaboration among colleagues and individual resilience. Conclusion: There is a structural contradiction between internationalization goals and institutional support for faculty, requiring a transformation that formalizes existing catalysts and converts systemic barriers into effective support mechanisms.