Higher education institutions (HEIs)
1 have become increasingly important for
enabling social transformations towards sustainability (Holmberg et al. 2008; Stephens and Graham 2010; Lambrechts et al. 2013; Lozano et al. 2013; Figueiro and
Raufflet 2015; Verhulst and Lambrechts 2015) (see Chap. 8 Vol. 2). They are
important microcosms, where researchers can engage between (and across) disciplines as well as with non-academic stakeholders using transdisciplinary,
community-based and participatory research approaches (e.g. Polk and Knutsson
2008; Muhar et al. 2013; Lang et al. 2012). However, it is often challenging to
implement effectively such research approaches, considering that academic
researchers still try to better understand the practical processes that can catalyse
this knowledge integration (Kaiser et al. 2016). Furthermore, there is scepticism
about the reliability and validity of collaborative research with non-academic stakeholders, including, for example, the legitimacy of stakeholder claims, whether
bargaining or deliberation is part of the stakeholder involvement process or the
extent to which the underlying science and generated knowledge is autonomous
(Lang et al. 2012; Yarime et al. 2012; Mielke et al. 2016). As sustainability science
continues to mature, more effective processes for knowledge co-production and use
are being explored (e.g. Michaels 2009; Dilling and Lemos 2011) (see Chap. 4
Vol. 2).
In developing countries, transdisciplinary research processes may need to follow
different approaches that reflect the prevailing local socioeconomic and cultural
contexts (van Breda and Swilling 2018). Furthermore, there is the need to achieve
a better understanding of how collaborative research processes unfold in such
countries with non-academic stakeholders such as industry, government and the
general public (e.g. Zavale and Macamo 2016; Muriithi et al. 2018) (see Chap. 8
Vol. 2). This is particularly important for understanding whether (and how) universities are to make real contributions towards achieving sustainability. One key
challenge to such processes of engagement in developing countries is the paucity
of information regarding the effectiveness and performance of existing partnerships,
and the available opportunities (Sá 2015; Gasparatos et al. 2017). Understanding
how such transdisciplinary processes unfold can help develop successful collaborations and support international and national organizations in developing effective
sustainability research strategies.
Many HEIs in SSA have declared regional commitments to address sustainability
challenges. One such example is the Mainstreaming Environment and Sustainability
in African (MESA) Universities Partnership. This partnership consists of institutions
in 32 countries and helps universities practice sustainability. The UNESCO-drafted
SSA Strategy for Education for Sustainable Development also aims at providing
guidance for relevant government ministries (e.g. Ministries of Education and
Training) and practitioners across the continent. At the same time, international
1 For the purpose of this chapter an HEI is defined as (a) a university or a university college, (b) an
institution conducting post-secondary education, or (c) an institution designated as eligible to
receive support from funds administered by a National Council for Tertiary Education (NCTE).
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A. M. Mensah and C. Gordon
1 have become increasingly important for
enabling social transformations towards sustainability (Holmberg et al. 2008; Stephens and Graham 2010; Lambrechts et al. 2013; Lozano et al. 2013; Figueiro and
Raufflet 2015; Verhulst and Lambrechts 2015) (see Chap. 8 Vol. 2). They are
important microcosms, where researchers can engage between (and across) disciplines as well as with non-academic stakeholders using transdisciplinary,
community-based and participatory research approaches (e.g. Polk and Knutsson
2008; Muhar et al. 2013; Lang et al. 2012). However, it is often challenging to
implement effectively such research approaches, considering that academic
researchers still try to better understand the practical processes that can catalyse
this knowledge integration (Kaiser et al. 2016). Furthermore, there is scepticism
about the reliability and validity of collaborative research with non-academic stakeholders, including, for example, the legitimacy of stakeholder claims, whether
bargaining or deliberation is part of the stakeholder involvement process or the
extent to which the underlying science and generated knowledge is autonomous
(Lang et al. 2012; Yarime et al. 2012; Mielke et al. 2016). As sustainability science
continues to mature, more effective processes for knowledge co-production and use
are being explored (e.g. Michaels 2009; Dilling and Lemos 2011) (see Chap. 4
Vol. 2).
In developing countries, transdisciplinary research processes may need to follow
different approaches that reflect the prevailing local socioeconomic and cultural
contexts (van Breda and Swilling 2018). Furthermore, there is the need to achieve
a better understanding of how collaborative research processes unfold in such
countries with non-academic stakeholders such as industry, government and the
general public (e.g. Zavale and Macamo 2016; Muriithi et al. 2018) (see Chap. 8
Vol. 2). This is particularly important for understanding whether (and how) universities are to make real contributions towards achieving sustainability. One key
challenge to such processes of engagement in developing countries is the paucity
of information regarding the effectiveness and performance of existing partnerships,
and the available opportunities (Sá 2015; Gasparatos et al. 2017). Understanding
how such transdisciplinary processes unfold can help develop successful collaborations and support international and national organizations in developing effective
sustainability research strategies.
Many HEIs in SSA have declared regional commitments to address sustainability
challenges. One such example is the Mainstreaming Environment and Sustainability
in African (MESA) Universities Partnership. This partnership consists of institutions
in 32 countries and helps universities practice sustainability. The UNESCO-drafted
SSA Strategy for Education for Sustainable Development also aims at providing
guidance for relevant government ministries (e.g. Ministries of Education and
Training) and practitioners across the continent. At the same time, international
1 For the purpose of this chapter an HEI is defined as (a) a university or a university college, (b) an
institution conducting post-secondary education, or (c) an institution designated as eligible to
receive support from funds administered by a National Council for Tertiary Education (NCTE).
246
A. M. Mensah and C. Gordon