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- Title
CHRONICLING LECTURERS' AND STAKEHOLDERS' EXPERIENCES OF THE ROLE OF A RURAL UNIVERSITY'S SUSTAINABLE COMMUNITY DEVELOPMENT PROJECT.
- Authors
Mutongoza, Bonginkosi Hardy; Olawale, Babawande E.; Mncube, Vusi
- Abstract
Education for sustainable development (ESD) presents developing countries with a potential pathway to development by seeking to nurture students and learners to build sustainable communities. Arguably, through knowledge production, dissemination and research, higher education institutions (HEIs) are strategically poised to deliver ESD by promoting active citizenship. In the quest to give back to the communities where they belong, HEIs worldwide engage in sustainable development projects because these communities grant them operating space. The researchers sought to examine lecturers' and stakeholders' experiences on the role of a matric intervention programme (MIP) initiated to improve and sustain pass rates within the university's locale. Underpinned by the Integrative Social Contracts Theory, this study adopted a qualitative approach, using semi-structured interviews as a data collection instrument to probe the views of the lecturers and stakeholders involved in the project. The data were analysed using thematic analysis. The findings revealed that while the MIP had inherent problems with certain critical aspects underpinning sustainable development, it nonetheless managed to reap some rewards in the quest for sustainable development by establishing a trusting partnership between the university and the community it intends to serve. Based on the findings, the study recommends that if universities and other educational institutions are to make inroads through sustainable development projects, they need to synergise with communities by making them the pioneers of these projects.
- Subjects
SUSTAINABLE communities; SUSTAINABLE development; SOCIAL responsibility of business; SOCIAL contract; GOVERNMENT aid; CONTRACT theory; DEVELOPING countries
- Publication
Journal of Educational Studies, 2023, Vol 22, Issue 3, p130
- ISSN
1680-7456
- Publication type
Article
- DOI
10.59915/jes.2023.22.3.8