Impact of Implementing the Third Mission of Universities in Africa (ITMUA) collaborative research project, 2010-2011

Abstract

This article is informed by the Implementing the Third Mission of Universities in Africa (ITMUA) which was an 18 months Action Research collaborative regional research project incepted January 2010 to August 2011. It was a Support Project of the UK Department for International Development (DFID) in Africa, and the Association of African Universities (AAU), Accra under the Mobilizing Regional Capacity Initiative (MRCI). During the three staged Action Research Project, 10 work packages were completed. The four universities which were part of the ITMUA project provide testimony and point of contact that African universities can work together on collaborative projects that depict university service to communities in their regions. A conclusion drawn from the impact assessment journal prepared during the life of the project suggests that there are positive evidence based initiatives to write about selected African universities that have fruitfully brought the 18 months collaborative engagement research project to a fruitful completion.

Transdisciplinarity and ubuntu ethics as principles for responsive, engaged, and student-centred African universities

“…It is therefore not unexpected that responsiveness through community engagement is regarded as fundamental for the transformation and decolonisation of higher education. Some scholars (Mugabi, 2014;Raditloaneng 2013;Saidi 2023) even propose that the notion of community engagement as a 'third mission' of universities needs to be revisited in the context of Africa as the main priority or mission. Understanding how these complex demands involved in notions of engagement and student-centredness interact with the leadership and management of universities, student affairs, and student development and success is yet another crucial conversation to be had in higher education and student affairs in Africa.…”

Reflections on the conceptualisation and practices of community engagement as a core function of universities

“…Responsiveness and engagement are attributes that are integral to both communalism and humanism. It is therefore not surprising that responsiveness through community engagement is regarded as central to programmes of transforming and decolonising higher education, prompting scholars such as Mugabi (2014) and Raditloaneng (2013) to suggest that the notion of community engagement as a "third mission" of universities needs to be revisited in the context of Africa, because the orientation towards transformed and decolonised higher education systems in Africa demands that community engagement should, in effect, be accorded first priority. They suggest that it should be considered as the "first mission" of universities, followed by the missions of teaching and learning, and research and innovation.…”

Revisiting community engagement in higher education in South Africa from a vantage point of the notion of third mission

“…In doing so, they justify their existence as publicly funded institutions, make themselves relevant so that they are not regarded as "white elephants", and earn and gain public legitimacy which is essential from a moral viewpoint (Raditloaneng 2013). Berghaeuser and Hoelscher (2020) submit that the importance of the third mission for universities is marked by the fact that it is not only considered as a responsibility of higher education institutions, but it is also recognised as a key performance area in the job descriptions of academics and managers in higher education institutions.…”