Universities and Sustainable Development Goals localisation: insights from academic staff in Zimbabwe

Abstract

The year 2024 marked nine of the 15-year timeline towards attaining the Sustainable Development Goals (SDGs). Consequently, questions arise regarding the progress made. Based on a survey (n=290), key informant interviews (n=31), and archival sources, this paper explored the role and perspectives of academic staff in localising the SDGs within Zimbabwean universities. Despite high awareness of SDGs among academics, with 82.07% indicating prior knowledge, there remains significant gaps in the promotion of SDG-related initiatives in core mandates. Few academics have published SDG-related works, highlighting a disconnect between awareness and scholarly output. Institutional engagement and readiness for SDGs localisation appear limited, with a significant proportion of respondents expressing unfamiliarity with institutional policies and SDGs projects on the ground. The study also identified several barriers to effective SDG localisation, including inadequate funding, demotivated staff, a lack of top management support, and additional workload without proper incentives. While there is a clear recognition of the importance of SDGs and their commitment to their integration within Zimbabwean universities, significant challenges impede their full localisation. The study recommends enhanced financial resources, institutional support, and policy development to empower academics and institutions to meaningfully contribute towards achieving the SDGs by 2030.

Keywords

• SDG4
• higher education funding
• staff morale
• SDGs localisation
• Zimbabwe
• education challenges