Strategies for enhancing sustainable research funding in Tanzanian public universities

Research productivity, institutional autonomy, and long-term sustainability in Tanzanian public universities are constrained by a lack of sustainable research funding. Current evidence on integrated institutional strategies for strengthening sustainable research funding in resource-constrained higher education systems is limited, despite increasing advocacy for diversified funding models. This study utilized Resource Dependence Theory and Stakeholder Theory to qualitatively explore strategies for enhancing sustainable research funding at three research-intensive public universities in Tanzania.

Why it matters

The ability to secure sustainable research funding is fundamental to the long-term viability and impact of higher education institutions, particularly in resource-constrained environments. Challenges in this area can compromise institutional autonomy, limit innovation, and hinder the development of a knowledge economy, affecting national and regional progress.

Key insights

• Sustainable research funding is a significant challenge for public universities in Tanzania.
• Limited research funding negatively impacts research productivity, institutional autonomy, and long-term research sustainability.
• There is a lack of qualitative evidence on integrated institutional strategies for strengthening sustainable research funding in resource-constrained higher education contexts.
• Diversified funding models are increasingly advocated as a solution.
• The study employed a qualitative, exploratory design, guided by Resource Dependence Theory and Stakeholder Theory.
• The research focused on three specific Tanzanian public universities (UDSM, MUHAS, SUA).
• Thirty-seven purposively selected participants were involved, including university administrators and researchers.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1910188