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by Chris Prince Udochukwu Njoku, PhD |
From 24 June to 9 September 2025, the United Nations Educational, Scientific and Cultural Organization (UNESCO), in collaboration with the Southern Africa Regional Universities Association (SARUA), convened 15 dynamic African intellectuals in experiential learning sessions. The focus: ‘Leading and Advancing Research and Research Ecosystems’, with the aim of strengthening the calibre of leadership and scholarship across Africa’s universities.
One innovation that stood out during our discussions was the call for a fundamental shift in university research – away from research as merely a tool for promotion and towards research as a driver of development for Africa’s real-world challenges. The current ‘publish or perish’ culture, while productive in terms of volume, too often produces work with salami-sliced data and little relevance to development. Even when impactful findings emerge, the pressure to publish can prevent researchers from translating those insights into actionable impact. Clearly, innovative research leadership must help steer us from publication for its own sake to research that fuels sustainable development in our communities.
My own selection for the programme, out of many outstanding applicants, facilitated by the intellectually admirable Prof. Birgit Schreiber, Prof. Stephen Simukanga and Ms. Phiwokuhle Kgatla, places a lasting responsibility on me to ensure the insights gained create meaningful impact.
Insights from my peer learning group members
A highlight of the training was the peer learning groups (PLGs), which were tasked with implementing and reporting on projects. This structure gave the sessions a vivid, hands-on quality that set them apart.
In my group, the Green PLG, I observed how our meetings naturally leaned towards strengthening collaboration and networking across countries. These interactions also gave us space to reflect on the major themes we explored: leadership development, interdisciplinary research, networking, funding, writing for impact, community engagement and strategy. Nothing was left untouched.
For instance, our PLG’s planned survey seeks to uncover barriers to inclusive research leadership within our institutions. Do these barriers lie in the absence of leadership development policies? In chronic funding shortages? In faculty attitudes? Or in ineffective strategies? These are the questions we hope to answer.
As the nominated leader of our group, I personally experienced some of the barriers to cross-country research collaboration: unstable internet connections, crowded schedules, low cross-border research practice alignment (for instance we don’t have a SADC-wide ethics clearance house) that reduced opportunities for effective participation. Yet, these very obstacles serve as a first step towards innovation, pushing us to consider solutions to challenges that are common across African higher education.
Looking ahead
All in all, I see a blossoming future for Africa’s universities. This SARUA–UNESCO research leadership training, and the ripple effects it will spark, marks a sincere beginning of the journey from vision to action. We are steadily moving towards higher education that is not only excellent but also firmly centred on sustainable development.
I extend my heartfelt thanks to Dr Carmela Salzano of UNESCO’s Campus Africa programme, whose encouragement ensured I applied; to the Prof. Stephen Simukanga-led SARUA team, for designing and delivering such a visionary initiative; to UNESCO for its support; and to Birgit, Phiwokuhle, Profs. Thiery Luescher, George Openjuru and Nomalanga Hamadziripi for their immense insights and masterful facilitation.
The seeds have been planted. Now, it is up to us to nurture them into transformative action.
