NEW RESEARCH | How African universities drive innovation

Thirty years ago, universities in sub-Saharan Africa were only involved in teaching. Today, they are players to be reckoned with in international innovation and research contexts. What has happened?

The late 1990s and early 2000s saw a number of major societal changes in Africa, which called into question the relevance of universities.

– Previously, they had mainly focused on education, but now they also needed to contribute to research and innovation to strengthen their position in society and the economy, says Domingos Langa at KTH, who in his doctoral thesis has focused on Eduardo Mondlane University in Mozambique and the University of Nairobi in Kenya.

He has studied the shift to understand how universities can strengthen their relevance both nationally and internationally by integrating innovation into their structures and processes. The research is part of a SIDA-funded cooperation program between Mozambique and Sweden.

Innovation in a broader context

In research, the concept of innovation does not only mean technological progress, but also includes social and organizational changes, such as developing services adapted to local needs or creating new policies.

– One example of this is Eduardo Mondlane University’s work on small-scale irrigation systems developed in collaboration with international partners. The systems have enabled local farmers to better manage water scarcity and increased agricultural production.

– And at the University of Nairobi, the focus is on commercializing research, which has resulted in an updated intellectual property policy, says Domingos Langa.

Drivers and challenges

The research shows that universities’ focus on innovation started to grow in the early 2000s. It became a way for universities to assert their relevance in times of reduced government funding and increased competition.

– HEIs realized that they needed to diversify their sources of income and find new ways to contribute to society.

Despite the progress, many universities in Africa face several obstacles. Technology transfer, such as small-scale irrigation systems, is a process fraught with challenges – such as financing and access to markets for farmers.

– It’s about building an ecosystem where universities, the local community and international actors work together effectively, explains Domingos Langa.

International cooperation is key

The study shows that international cooperation is important.

– African universities do not always have the capacity to develop new technologies themselves, but through partnerships they can act as platforms for knowledge transfer and local adaptation.

Furthermore, research suggests that successful innovation requires both a historical understanding of the development of universities and a strategy to balance local and global needs.

– Universities need to analyze their strengths and challenges in order to play a leading role in societal development,” he says, stressing that higher education institutions have the potential to be engines of social, technological and organizational innovation in Africa.

– But sustainable development requires long-term partnerships and a clear vision for the future, says Domingos Langa.

Contact dlanga@kth.se

More about the thesis
Domingos Langa will defend his thesis The relevant university: African universities and innovation In times of transition on December 18 at KTH, School of Architecture and Civil Engineering.