Implementing internationalization components in doctoral education significantly impacts program quality, yet the complex process of designing, implementing, and assessing these components presents notable challenges. The article focuses on the unfolding process of implementing a recently established international PhD program in Vocational Education at Tbilisi State University in collaboration with Otto von Guericke University Magdeburg. Our examination takes a two-fold approach. Firstly, we analyze how well the implementation aligns with the ten Pathways to Success outlined in the EUA CDE Vision Statement "Building the Foundations of Research - A Vision for the Future of Doctoral Education in Europe." Secondly, we delve into the viewpoints of the program's stakeholders – encompassing students and professors – to gain a deeper understanding of the program's effectiveness and its impact within the academic community. Through this thorough assessment, our goal is to clarify both the advantages and hurdles encountered in successfully establishing this international academic initiative.

The research investigated the implementation of the PhD program in line with the 10 Pathways of Success, aiming to identify areas for improvement. Given the international nature of the program, these pathways present both enhanced opportunities and certain challenges including international collaboration and networking. The study results confirmed the hypotheses and highlighted the most challenging areas from the perspectives of stakeholders. Specifically, the findings emphasized the crucial role of adequate funding in ensuring the program's successful implementation as well as diversity and inclusiveness for students and faculty from different backgrounds, cultures and perspectives. The study involved interviews with nine current students and eight professors of the PhD program in Vocational Education to find out their expectations, satisfaction levels, and encountered challenges related to the above-mentioned pathways.

Keywords: Doctoral education, stakeholders' voices, Internationalization.