Quality of Higher Education Mission Statements and Relevance to SDGs: The Case of African Business Schools
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| Title: | Quality of Higher Education Mission Statements and Relevance to SDGs: The Case of African Business Schools |
|---|---|
| Language: | English |
| Authors: | Edward Akoto, Eunice V. Akoto |
| Source: | International Journal of Sustainability in Higher Education. 2026 27(2):340-360. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Educational Quality, Higher Education, Institutional Mission, Position Papers, Sustainable Development, Business Schools, Content Analysis, Guidelines, Access to Information, Institutional Characteristics, Universities |
| Geographic Terms: | Africa |
| DOI: | 10.1108/IJSHE-07-2023-0322 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: The purpose of this study is to examine the quality of African business schools (ABSs) mission statements (MSs) based on the number and types of elements and the relevance of the elements to the UN Sustainable Development Goals (SDGs). MSs are ubiquitous in higher education, but research on ABSs MSs quality and relevance to SDG is non-existent. Design/methodology/approach: A qualitative approach with content analysis was used to systematically examine ABSs MSs retrieved from institutional websites. The MSs were analyzed based on an adopted ten-element framework of MSs for quality and relevance to sustainability. Findings: This study revealed that only 39.4% of the MSs of the top 200 ABSs reviewed were publicly accessible via institutional websites. The examined MS shows a moderate quality (number of elements used) that varied partly by the institutional structural characteristics. On sustainability, six elements of the MS framework were found to be conceptually relevant to SDGs 4, 5, 8, 13 and 17. However, the analysis of ABSs MSs revealed a weak contribution to the SDGs. Research limitations/implications: Data on some ABSs MSs may have been missed because they are inaccessible, and this study did not measure actual but potential contributions to SDGs via MS elements. A qualitative follow-up study with interviews is necessary to assess how institutions implement the MS elements relevant to the SDGs. Practical implications: Guidelines for developing and enhancing MSs of African higher education institutions are prescribed to ensure quality and relevance to the current societal needs and for sustainable quality education. Originality/value: To the best of the authors' knowledge, this study is the first to examine the quality of the ABSs MSs and their comparability across Africa. This study is also the first to operationalize a ten-element framework of MSs and conceptualize how MS elements are linked to the SDGs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503506 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this study is to examine the quality of African business schools (ABSs) mission statements (MSs) based on the number and types of elements and the relevance of the elements to the UN Sustainable Development Goals (SDGs). MSs are ubiquitous in higher education, but research on ABSs MSs quality and relevance to SDG is non-existent. Design/methodology/approach: A qualitative approach with content analysis was used to systematically examine ABSs MSs retrieved from institutional websites. The MSs were analyzed based on an adopted ten-element framework of MSs for quality and relevance to sustainability. Findings: This study revealed that only 39.4% of the MSs of the top 200 ABSs reviewed were publicly accessible via institutional websites. The examined MS shows a moderate quality (number of elements used) that varied partly by the institutional structural characteristics. On sustainability, six elements of the MS framework were found to be conceptually relevant to SDGs 4, 5, 8, 13 and 17. However, the analysis of ABSs MSs revealed a weak contribution to the SDGs. Research limitations/implications: Data on some ABSs MSs may have been missed because they are inaccessible, and this study did not measure actual but potential contributions to SDGs via MS elements. A qualitative follow-up study with interviews is necessary to assess how institutions implement the MS elements relevant to the SDGs. Practical implications: Guidelines for developing and enhancing MSs of African higher education institutions are prescribed to ensure quality and relevance to the current societal needs and for sustainable quality education. Originality/value: To the best of the authors' knowledge, this study is the first to examine the quality of the ABSs MSs and their comparability across Africa. This study is also the first to operationalize a ten-element framework of MSs and conceptualize how MS elements are linked to the SDGs. |
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| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-07-2023-0322 |
