They teach German, conduct research, advise students, and organise cultural events—at universities in over 110 countries. DAAD lecturers experience their host countries from up close. In this series, they share what surprises, excites, and challenges them, and what could inspire Germany and areas where Germany could take a leaf out of their book.

Mr. Kasperl, what motivated you to become a DAAD lecturer in Azerbaijan?

I was curious about a new and foreign culture and had an interest in teaching at a technical university. Twenty years ago, I already spent five years as a lecturer in Bangkok, Thailand. After positions in academia, ministerial administration, and integration, I wanted to venture once more into another unfamiliar country. Significant impetus for this also came from the COVID-19 period, during which one had plenty of opportunity to confront the unknown. Furthermore, I became increasingly aware of the great role that post-Soviet (colonial) history and current conflicts could play for my own and Germany's future—and how comparatively little I knew about them. This made my host country interesting and opened up new horizons. As planned, I have experienced much that is new and unexpected over the past four years. Azerbaijan is refreshingly complex, and I like being here. This is made particularly easy by my host university, which affords me a great deal of creative freedom.

What is the biggest difference between university life in Azerbaijan and Germany?

Teaching here is much more school-like and more strongly centred on the teachers. Research is a relatively new field for universities; for a long time, the academies were responsible for that. Now, the universities are increasingly setting goals, for example, regarding publications, learning outcomes, internationalisation, or with regard to rankings. Overall, universities don't see themselves so much as public spaces; only university members and guests have access to the campus.

My students are mostly 17 years old when they begin their studies and are not yet used to independently shaping their own learning path. Many don't yet know exactly where they want to go and often orient themselves toward the wishes of their parents and their environment. At the same time, many have to work to finance their studies. This part-time job often becomes more important than the course content, and many skills are acquired informally and alongside the institution. Learning success is determined less by what happens in the classroom than by individual commitment.

Which perspectives from your host country should be given more attention in Germany?

In Germany, people like to show themselves as principled and stress their individuality. In Azerbaijan, the transitions between individual and community are more fluid. On the one hand, there are strict social rules, the compliance of which many eyes watch over; on the other hand, people often let "five be even." This ensures a lot of constancy, but also pragmatism, flexibility, and a good flow in living together, as well as less rigid time management and a great deal of tolerance and generosity when it comes to minor mistakes and rule violations. This facilitates a sense of community in many teams and groups. "Good enough" surprisingly often already leads to great satisfaction; it doesn't necessarily have to be perfect from the outset. Even regarding the end of the workday and weekends, the boundaries are less strictly drawn: calls or text messages from the work context are no problem. In return, one is allowed to take a longer break during the day every now and then. And on the bus, it's quite normal for the next passenger to pay for you if you don't have the necessary change with you.

Sarah Kanning (23 September 2026)