University-community engagement opportunities to address climate change in the african context: a comparative case study of Ndejje and Makerere universities

Abstract

The detrimental impacts of Climate Change have necessitated a strong and growing impetus for University-Community Engagement (UCE) to facilitate and sustain carbon reduction strategies and practices by higher education institutions. Taking urgent action to combat climate change is based on the adoption of the United Nations to the Sustainable Development Goals (SDGs) by 2030. Many African universities have embedded climate change knowledge and programs in teaching and research, with a dearth of literature on the third mission (community engagement). Thus, this study explored the views and perspectives of university staff and students regarding the opportunities that universities can engage communities to address issues of climate change (knowledge, mitigation, and adaptation practices), particularly in an African context. The study answered four research questions; What are the community engagement activities implemented by the case universities on climate change? How are the case universities developing and coordinating community engagement programs on climate change action? What are the major constraints in the university-community collaborations in the efforts to address climate change in selected cases? What are the opportunities that might enhance the third mission programs towards climate change issues at the case universities? Using Ubuntu theoretical approach, a qualitative comparative case study design was adopted to generate data from 42 purposively selected university staff, students of climate change related programs at the case universities and community leaders. Data were generated through semi-structured in-depth interviews with the university staff and community leaders and focus group discussions with students. Data was analysed using Braun and Clarke’s (2006) thematic analysis with the help of MAXQDA software. The findings revealed that both universities implement both university and students-initiated and led engagement programs on climate change action that include rendering institutional support, research and innovation programs, climate education and awareness creation activities, and capacity-building activities among others. These engagement programs are developed and coordinated through strategic capacity building, formulation of guiding engagement frameworks and partnerships with external stakeholders. However, the study findings revealed various challenges that the implementing units at these case universities face. These included institutional constraints, resource-related barriers, COVID-19 and its impacts, myths and misconceptions about climate change. The results of the study further revealed numerous UCE prospects for climate action like institutional commitment to community engagement towards climate change mitigation and adaptation; incorporation of indigenous knowledge about climate change mitigation and adaptation in mainstream academic and collaboration programs; leveraging traditional conversation spaces (Barazas) for UCE and pathways for sensitization; harnessing women’s knowledge, experiences and contribution towards climate change mitigation and adaptation practices; and community empowerment and income diversification as a key to building climate resilient communities. The findings suggest that Universities in African contexts should ensure institutionalization of UCE with formal engagement structures and definite prioritization of inclusive, funded, transparent and equitable engagement programs. The conceptualization, implementation, and sustainability of CE programs in African contextualized Higher Education Institutions (especially universities) should reflect indigenous epistemologies induced by African philosophies as its core foundations.