ENEMIES OF PROGRESS: PERSPECTIVES ON BARRIERS TO EFFECTIVE UNIVERSITY-COMMUNITY ENGAGEMENT TOWARDS CLIMATE CHANGE ACTION AT NDEJJE UNIVERSITY, UGANDA

Nelson Mandela, Benjamin Wambuwa Kyalo, David Ssekamatte

Abstract


Climate change remains a crucial threat to sustainable development, particularly in African contexts that are at more risk of its effects and more vulnerable to its impacts. While Higher Education Institutions (HEIs) in Uganda have made some commendable steps in structuring missions and frameworks for enhancing climate change action, such structures remain scattered in several documents, making it difficult to track, conceptualize, and effectively implement through universities’ third mission of community engagement. This paper provides an understanding of barriers to effective university community engagement towards climate change action and effective mainstreaming of climate change in engagement programs. The findings in this paper are based on data generated through document analysis, interviews and focus group discussions with university staff, students and community leaders at and around Ndejje University in Luwero district, Uganda. Data was analysed using Braun and Clarke’s (2006) thematic analysis approach with the help of MAXQDA software. The researchers observe various challenges that the implementing units at the case university face. These included institutional constraints, resource-related barriers, COVID-19 and its impacts, myths and misconceptions about climate change. These challenges highlighted the gaps that still exist in many African universities’ efforts towards community engagement that need immediate attention. Indeed, these university community engagement barriers decelerate university community engagement efforts towards climate change action in the Ndejje community. It is hoped that these findings may be useful for university management, stakeholders, and other policymakers in finding practical and relevant solutions to these established contextualised challenges leading to the effective delivery of community engagement programs and climate change mitigation and adaptation programs.

 

Article visualizations:

Hit counter


Keywords


university-community engagement, university third mission, barriers, climate change, Uganda

Full Text:

PDF

References


Alharahsheh, H. H., & Pius, A. (2020). A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43. Retrieved from https://gajrc.com/media/articles/GAJHSS_23_39-43_VMGJbOK.pdf

Ali, M., Mustapha, I., Osman, S., & Hassan, U. (2021). University social responsibility: A review of conceptual evolution and its thematic analysis. Journal of Cleaner Production, 286, 124931. https://doi.org/10.1016/j.jclepro.2020.124931

Andama, E., & Suubi, U. M. (2015). Mainstreaming Education for Sustainable Development in Teacher Education at Busitema University, Uganda. Stories! of! Change!, 127.

Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian journal of psychological medicine, 43(1), 86-88. https://doi.org/10.1177/0253717620977000

Armond, A. C. V., Gordijn, B., Lewis, J., Hosseini, M., Bodnár, J. K., Holm, S., & Kakuk, P. (2021). A scoping review of the literature featuring research ethics and research integrity cases. BMC Medical Ethics, 22(1), 50. https://doi.org/10.1186/s12910-021-00620-8

Biagini, B., Bierbaum, R., Stults, M., Dobardzic, S., & McNeeley, S. M. (2014). A typology of adaptation actions: A global look at climate adaptation actions financed through the Global Environment Facility. Global environmental change, 25, 97-108. https://doi.org/10.1016/j.gloenvcha.2014.01.003

Bowers, A. M. (2017). University-community partnership models: Employing organizational management theories of paradox and strategic contradiction. Journal of Higher Education Outreach and Engagement, 21(2), 37-64. Retrieved from https://files.eric.ed.gov/fulltext/EJ1144548.pdf

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. http://dx.doi.org/10.1191/1478088706qp063oa

Compagnucci, L., & Spigarelli, F. (2020). The third mission of the university: A systematic literature review on potentials and constraints. Technological Forecasting and Social Change, 161, 120284. https://doi.org/10.1016/j.techfore.2020.120284

Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. Sage publications. Retrieved from https://collegepublishing.sagepub.com/products/designing-and-conducting-mixed-methods-research-3-241842

Cristofoletti, E. C., & Pinheiro, R. (2023). Taking stock: The impacts of the COVID-19 pandemic on University–Community engagement. Industry and Higher Education, 37(2), 251-264. https://doi.org/10.1177/09504222221119927

Godonoga, A., & Sporn, B. (2023). The conceptualisation of socially responsible universities in higher education research: a systematic literature review. Studies in Higher Education, 48(3), 445-459. https://doi.org/10.1080/03075079.2022.2145462

Du Plooy, B., & Von Moellendorff, M. (2024). “Our Theatre is Society”: Perceptions and Practices of University-Based African Centres of Excellence Regarding Community Engagement and the Third Mission of Higher Education. South African Journal of Higher Education, 38(2), 99-119. http://dx.doi.org/10.20853/38-2-6088

Hadidi, H. E., & Kirby, D. A. (2016). Universities and innovation in a factor-driven economy: the performance of universities in Egypt. Industry and Higher Education, 30(2), 140-148.

Hancock, B., Ockleford, E., & Windridge, K. (2001). An introduction to qualitative research: Trent focus group. Retrieved from https://dl.icdst.org/pdfs/files3/315d0c3a18c9426593c9f5019506a335.pdf

Head, G. (2020). Ethics in educational research: Review boards, ethical issues and researcher development. European Educational Research Journal, 19(1), 72-83. https://doi.org/10.1177/1474904118796315

Hlalele, D., Manicom, D., Preece, J., & Tsotetsi, C. T. (2015). Strategies and outcomes of involving university students in community engagement: An adaptive leadership perspective. Journal of Higher Education in Africa/Revue de l’enseignement supèrieur en Afrique, 13(1-2), 169-192. http://dx.doi.org/10.57054/jhea.v13i1-2.1523

Hügel, S., & Davies, A. R. (2020). Public participation, engagement, and climate change adaptation: A review of the research literature. Wiley Interdisciplinary Reviews: Climate Change, 11(4), https://doi.org/10.1002/wcc.645

Koryakina, T., Sarrico, C. S., & Teixeira, P. N. (2015). Third mission activities: university managers' perceptions on existing barriers. European Journal of Higher Education, 5(3), 316-330. https://doi.org/10.1080/21568235.2015.1044544

McNair, T. B., & Ramaley, J. A. (2018). Equity and inclusion: Expanding the urban ecosystem. Metropolitan Universities, 29(1), 3-10. Retrieved from https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1025&context=pubadmin_fac

Mugabi, H. (2014). Institutionalisation of the “third mission” of the university: The case of Makerere University. Tampere University Press. Retrieved from https://trepo.tuni.fi/bitstream/handle/10024/96369/978-951-44-96448.pdf?sequence=1

Mugumbate, J. R., & Chereni, A. (2020). Now, the theory of Ubuntu has its space in social work. African Journal of Social Work, 10(1). Retrieved from https://www.ajol.info/index.php/ajsw/article/view/195112

Myers, N., Kent, J. (2008). The citizen is willing, but society won’t deliver: The problem of institutional roadblocks. International Institute for Sustainable Development: Winnipeg. Retrieved from https://www.iisd.org/publications/citizen-willing-society-wont-deliver-problem-institutional-roadblocks

Nabaho, L., Turyasingura, W., Twinomuhwezi, I., & Nabukenya, M. (2022). The Third Mission of Universities on the African Continent: Conceptualisation and Operationalisation. Higher Learning Research Communications, 12(1), 4. Retrieved from https://scholarworks.waldenu.edu/hlrc/vol12/iss1/4/

Nicolaides, A., & Austin, A. C. (2022). Community Engagement as an Ubuntu Transformative Undertaking for Higher Education Institutions. Athens Journal of Philosophy, Volume 1, Issue 4, Retrieved from https://www.athensjournals.gr/philosophy/2022-1-4-1-Nicolaides.pdf

Nkosi, B., & Daniels, P. (2007). Family strengths: South Africa. Marriage & Family Review, 41(1- 2), 11-26. http://dx.doi.org/10.1300/J002v41n01_02

Okello, J. (2019). Policy implications of social protection initiatives in addressing poverty in Uganda. Retrieved from https://www.researchgate.net/publication/337831858_Policy_implications_of_social_protection_initiatives_in_addressing_poverty_in_Uganda

Pinheiro, R., Langa, P. V., & Pausits, A. (2015). The institutionalization of universities’ third mission: Introduction to the special issue. European Journal of Higher Education, 5(3), 227-232. https://doi.org/10.1080/21568235.2015.1044551

Pinheiro, R., Langa, P. V., & Pausits, A. (2015). One and two equals three? The third mission of higher education institutions. European journal of higher education, 5(3), 233-249. https://doi.org/10.1080/21568235.2015.1044552

Pundt, H., & Heilmann, A. (2020). Building collaborative partnerships: an example of a 3rd mission activity in the field of local climate change adaptation. In Universities as Living Labs for Sustainable Development (pp. 621-636). Springer, Cham. Retrieved from https://link.springer.com/book/10.1007/978-3-030-15604-6

Rubens, A., Spigarelli, F., Cavicchi, A., & Rinaldi, C. (2017). Universities’ third mission and the entrepreneurial university and the challenges they bring to higher education institutions. Journal of Enterprising Communities: People and Places in the Global Economy. Retrieved from https://www.emerald.com/insight/content/doi/10.1108/jec-01-2017-0006/full/html

Sapirstein, G. (2006). Social resilience: the forgotten dimension of disaster risk reduction. Jàmbá: Journal of Disaster Risk Studies, 1(1), 54-63. Retrieved from http://dx.doi.org/10.4102/jamba.v1i1.8

Stewart, T., & Alrutz, M. (2022). Meaningful relationships: Cruxes of university-community partnerships for sustainable and happy engagement. Journal of Community Engagement and Scholarship, 5(1). Retrieved from https://jces.ua.edu/articles/10.54656/NYHZ8317

Talwar, S., Wiek, A., & Robinson, J. (2011). User engagement in sustainability research. Science and Public Policy, 38(5), 379-390. http://dx.doi.org/10.3152/030234211X12960315267615

Thanasi-Boçe, M., & Kurtishi-Kastrati, S. (2022). Social responsibility approach among universities’ community. Journal of Enterprising Communities: People and Places in the Global Economy, 16(3), 384-401. Retrieved from http://dx.doi.org/10.1108/JEC-11-2020-0193

Theron, L., Liebenberg, L., & Ungar, M. (2015). Youth resilience and culture. Springer. [MU]. Retrieved from https://psycnet.apa.org/record/2014-54174-000

Trencher, G., Yarime, M., McCormick, K. B., Doll, C. N., & Kraines, S. B. (2014). Beyond the third mission: Exploring the emerging university function of co-creation for sustainability. Science and Public Policy, 41(2), 151-179. Retrieved from https://doi.org/10.1093/scipol/sct044

Turyahabwa, J. (2014). The role of multinationals in eradicating poverty in Africa: Perspectives from different stakeholders in urban Uganda. Poverty & Public Policy, 6(1), 24-32. https://doi.org/10.1002/pop4.64

Tutu, D. (1999). No future without forgiveness. New York: Image. Retrieved from https://philpapers.org/rec/TUTNFW

United Nations Educational Scientific and Cultural Organization (UNESCO) (2015). Putting Climate Change Education into Practice. Paris France: United Nations Educational Scientific and Cultural Organization.

Vendetti, M., Reale, E., Leydesdorff, L. (2011). The disclosure of university research for societal demand: a non-market perspective on the "third mission", Retrieved from http://arxiv.org/pdf/1111.5684.pdf

Virtenen A (2010). Learning for Climate Responsibility: Via Consciousness to Action. In: W. L. Filho (Ed.), Universities and Climate Change, Berlin Heidelberg: Springer, pp. 231-240. http://dx.doi.org/10.1007/978-3-642-10751-1_19

Waghid, Y. (2020). Towards an Ubuntu philosophy of higher education in Africa. Studies in Philosophy and Education, 39(3), 299-308. https://link.springer.com/article/10.1007/s11217-020-09709-w

Yin, R. K. (2012). Application of Case Study Research (3rd ed.). Los Angeles: Sage Publications Inc. Retrieved from https://books.google.ro/books/about/Applications_of_Case_Study_Research.html?id=-1Y2J0sFaWgC&redir_esc=y




DOI: http://dx.doi.org/10.46827/ejes.v12i2.5823

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Nelson Mandela, Benjamin Wambuwa Kyalo, David Ssekamatte

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).