Abstract
This study assessed the University of Johannesburg’s (UJ) engagement with
the Sustainable Development Goals (SDGs) by exploring both its practical
sustainability initiatives and the Senate’s policy discourse on SDG-related
matters. Within a qualitative research approach, the study applied the
interpretivism paradigm. Six stakeholders, including students, lecturers,
and administrative staff, who had participated in an eight-week online
sustainability short learning program were purposefully chosen from
across UJ’s three campuses. The alignment between UJ’s operational
endeavors and its policy-level debates was examined in the study. Results
show UJ’s strong commitments to reducing poverty (SDG 1) and improving
the quality of education (SDG 4) through programs like interdisciplinary
programs, improved mentorship, scholarships for disadvantaged students,
and innovative online learning platforms. Nonetheless, a selective focus is
evident in Senate-level debates on topics like human rights, gender equity,
conflict resolution, and diversity. Discussions frequently stay at the policy
level without producing tangible, quantifiable results, and international
problems are given precedence over regional African issues. Practical
suggestions for UJ and other African universities are included in the
study’s conclusion. These include expanding the dispute resolution
process to encompass regional issues, turning policy discussions about
human rights and gender equality into concrete projects, and improving
internal communication to increase stakeholder participation. Higher
education institutions in Africa may more successfully promote
sustainable development and the SDGs by taking a more comprehensive
and balanced approach.