The leadership imperative: service not self-interest

Just over four months ago, Professor Deresh Ramjugernath became rector and vice-chancellor of Stellenbosch University (SU) in South Africa, one of the continent’s leading research-intensive institutions.

A chemical engineer and seasoned higher education leader, he has held senior executive roles in innovation, research as well as learning and teaching, and is known for his belief in servant leadership and his view that universities must serve society as much as they advance knowledge.

In this interview with University World News, Ramjugernath discusses the evolving role of African universities – from building human capacity to tackling inequality, sustainability, and conflict – and how they can translate research and teaching into meaningful impact for the continent.



The evolving role of African universities

UWN: How do you see the role of universities in Africa today?

DR: Globally, there are growing questions about universities’ relevance and how they conduct themselves. On the African continent, this is even more pressing. It cannot be just about producing graduates or research outputs. It’s about the kind of graduates we produce, how they contribute to society, and what values and capabilities we embed in them so they can drive socio-economic development.

When it comes to research, the challenge is to move from outputs to outcomes – to translate knowledge into tangible benefits for society. It’s relatively easy to play the production game and show outputs; it’s much harder to translate those into outcomes and impact.

Our vision at SU makes this explicit: we want to go beyond outputs to focus on impact; we want to develop knowledge in service of society.

Collaboration for impact

UWN: Are there collaborative efforts across the continent to achieve that?

DR: Yes, through organisations like the African Research Universities Alliance (ARUA). At present, we are focusing on building critical mass in research. The next step is to translate that research into impact, working in a transdisciplinary way to tackle Africa’s and the world’s most pressing challenges.

To do that, universities must work more closely with governments, industry and civil society. Without those linkages, our work risks sitting on shelves rather than changing lives.

Breaking down the ‘ivory tower’

UWN: That sounds easier said than done. What are the barriers?

DR: In truth, the bigger problem is on our side. For too long, universities have been ‘ivory towers’ – focused inwardly, disconnected from the networks that could help them make a real difference.

Partnerships benefit everyone. They can enhance financial sustainability, open new research areas, and make it easier to implement solutions. And they work best when we understand the problems together, co-create the research agenda, and then jointly apply the results.

It requires a mindset shift from ‘what benefits us as a university’ to ‘how can we create mutual benefit with our partners’. That’s an adjustment we all need to make.

Protecting academic freedom

UWN: But is there not a danger of being co-opted – of compromising academic freedom?

DR: That perception will be there – whether it’s working with a particular industry or a government. But it doesn’t have to be the case. Maintaining academic freedom depends on strong values, ethics and organisational integrity.

Public benefit

UWN: How do you see the relationship between universities and the societies that support them?

DR: Universities are part of society and must serve society’s purposes. Historically, they were elitist spaces. Over time, they evolved – for example, in the industrial revolution, they shifted to producing a skilled workforce. Now we need the next big shift: universities that belong to society and are accountable to it.

Public universities are publicly funded, so the public benefit must be clear – and it must be broad, not limited to an elite. If we fail to adapt, our relevance will be questioned, as it already is worldwide.

This also means being visible about what we do, communicating clearly how our work contributes to solving the problems people care about.

UWN: What happens if universities don’t make that shift?

DR: There will be real question marks around their relevance – and those questions are already being asked. Many people are asking whether higher education institutions are really having the impact that is so sorely required of them.

Navigating a changing funding landscape

UWN: With global research funding under pressure, shouldn’t African universities diversify their sources?

DR: Yes, although it’s challenging. Cuts in US and European funding – driven by geopolitical shifts – mean we can’t rely on those sources as before. Diversifying to new partners, such as in the Middle East or Asia, takes time and carries its own geopolitical implications.

Africa has depended too heavily on external funding without building domestic capacity. Government investment in research and higher education is well below global norms. Policy change is essential. We have the natural resources – we just haven’t leveraged them effectively for our own benefit.

Making the case to governments

UWN: So, should African universities lobby their own governments more?

DR: Yes – but the key is demonstrating relevance. If governments and society see the value we bring, investment will follow. Communicating our societal impact is critical. If people see that universities are solving problems that matter, they will demand more support for us.

Belonging as the next frontier of transformation

UWN: You have spoken about relevance to society, but how should universities change to mean more to their own students and staff?

DR: Universities are like any organisation – if they don’t keep on evolving, they stagnate. Transformation is not just demographic or socio-economic. Diversity and inclusion are important, but they don’t automatically create belonging.

An institution can be diverse and still exclusionary. Increasingly, the conversation is about belonging – ensuring that all stakeholders feel they have a meaningful place in the institution. That requires sustained effort beyond demographic change.

The campus experience still matters

UWN: The growth of online courses means students can learn anywhere. Will physical campuses still matter?

DR: Absolutely. I don’t believe all universities will go fully online. Human beings are social; we learn in different ways, and much of the value comes from networks, interactions, and shared experiences on campus.

At Stellenbosch, we emphasise learning beyond the classroom as well – in residences, on sports fields, in co-curricular and extracurricular spaces. Those interactions, and the ability to network and socialise, add great value. You cannot replicate all of that in a purely online environment.

Artificial intelligence – friend or foe?

UWN: Technology also means AI is now part of higher education. Opportunity or threat?

DR: Both – but more opportunity if we manage it well. The biggest concern is academic integrity. We need assessment methods that evaluate a student’s own contribution, not just their ability to reproduce information – and certainly not something generated by AI.

But AI should none-the-less be embraced, much like the internet was 30 years ago. It can enhance learning and productivity, provided graduates are taught to use it ethically and effectively. Employers will expect those skills.

Rethinking assessment

UWN: How are you changing assessment to reflect that?

DR: Change in universities is often slow, and academics can be reluctant to move away from familiar methods. But even before the AI surge, we began reimagining assessment – moving away from rote learning towards evaluating higher-order skills like interpretation, application and critical thinking. AI has simply accelerated that process.

We are piloting new approaches that focus on problem-solving, collaboration and originality. The aim is to test not just what students know, but how they use that knowledge to create value.

UWN: AI also poses challenges in research – journals being flooded with AI-generated papers. What should universities do?

DR: The problem predates AI. We’ve seen ‘salami slicing’ of research [where a large study is broken into many smaller papers], with quantity being rewarded over quality, and an overemphasis on outputs driven by subsidy models. This creates a culture of mass production rather than meaningful, impactful research.

AI simply manifests these problems in new ways. The deeper issue is embedding ethics and integrity in both students and staff, and rethinking incentive structures so they value quality and impact over volume.

Leading change

UWN: Universities are complex organisations. How does one manage them?

DR: You have to focus on the big picture, not micromanage. Give the broad strokes of what you believe the organisation should be. And that can’t be too many things.

When I looked at what Stellenbosch needs to do over the next five to 10 years, I identified three focus areas:

• Academic excellence – in all its dimensions.

• Our people, culture, and processes – creating an environment where everyone feels they belong and can contribute.

• Partnerships – relationships and networks that enhance sustainability.

Everything we do should align with this tight focus. If the direction is clear, the institution can move forward together.

Modelling sustainability

UWN: Should African universities prioritise environmental sustainability alongside other pressing issues?

DR: Without question. If the planet fails, we all fail. Environmental sustainability must sit alongside financial and social sustainability.

Universities should research and teach about sustainability – but also model it. We can be living laboratories for the changes we advocate, from greener buildings to reduced waste. This builds credibility and influence.

The leadership imperative

UWN: Conflict is another challenge on the continent. What role should universities play in peacebuilding?

DR: Many conflicts stem from leadership failures – leaders serving themselves rather than their people. We need more leaders in Africa who see their role as service, not self-interest.

So, besides research into conflict resolution and peacebuilding, and teaching these topics, universities can help most by developing leaders with ethics, integrity and a service mindset.