The SARChI Chair in Higher Education and Human Development (HEHD) at the University of the Free State (UFS) hosted the highly anticipated launch of Dr Edward Mboyonga’s latest book, Widening University Access and Participation in the Global South: Using the Zambian Context to Inform Other Developing Countries, on 12 March 2025. Held in a hybrid format in the Benito Khotseng Building and on Microsoft Teams, the event gathered leading international scholars and policy makers to explore the book’s groundbreaking insights on higher education access and participation in the Global South.

Challenging traditional views on higher education

Dr Mboyonga’s work challenges the dominant human capital theory, which reduces the value of higher education to mere economic returns. Instead, he proposes a capability approach that views university education as a vehicle for epistemic, societal, and personal growth. His presentation focused on six key capabilities that higher education should foster: epistemological access, epistemic contribution, aspiration, recognition, respect and belonging, ubuntu, and employability. “Higher education should not be reduced to producing workers for the job market. It must empower individuals to contribute meaningfully to society and their personal development,” Dr Mboyonga argued passionately. His call for ethical and socially just higher education policies that align with human development goals resonated strongly with the audience.

Insights from leading scholars

Kerry J Kennedy, the book’s editor, highlighted the growing role of private universities in meeting the rising demand for higher education in developing countries. While acknowledging the challenges posed by private institutions – including affordability and quality assurance – Kennedy emphasised that they provide crucial access when public universities face capacity constraints. Dr Patience Mukwambo from the University of Glasgow praised the book’s focus on Zambia’s higher education landscape and its relevance for the broader Global South. She stressed that formal access alone does not guarantee transformative educational experiences unless supported by inclusive curricula and institutional practices.

Prof Gift Masaiti from the University of Zambia provided a national perspective, emphasising how Zambia’s higher education policies shape private university expansion. He commended the book’s use of the capability approach, noting that it offers a well-structured analysis of how private universities contribute to national development goals. Prof Paul Ashwin from Lancaster University offered a global outlook, urging stakeholders to shift their focus from enrolment numbers to meaningful participation and transformative learning. He underscored the book’s contribution to understanding how student agency and capabilities enhance the value of higher education.

Key debates and critical engagement

A central theme of the discussion was the role of private universities in addressing capacity challenges in higher education systems within the Global South. Kerry J Kennedy acknowledged that while reliance on private institutions can be problematic due to affordability and quality assurance issues, it remains a necessary response to governments' limited capacity to meet the growing demand for higher education. He praised Dr Mboyonga for addressing the ‘public good conundrum’ – the challenge of balancing higher education’s societal benefits with the pressures of market-driven models.

Kennedy argued that Dr Mboyonga’s analysis provides valuable insights into how private universities can contribute to human development while maintaining academic integrity and accessibility. Dr Mukwambo highlighted the importance of cross-country learning, noting that the analysis of the role of Zambia’s private universities in supporting student choice and developmental goals offers a framework that can inform policy decisions across the Global South. She emphasised that formal access alone is insufficient – higher education must also deliver transformative learning experiences through relevant curricula and supportive institutional practices.

Dr Mukwambo also raised the question of how governments and universities can create regulatory frameworks that ensure private universities operate with a commitment to social justice and equity. Prof Masaiti provided a detailed account of Zambia’s higher education landscape, noting the rapid expansion of private universities and the evolving policy frameworks that govern them. He argued that Dr Mboyonga’s work offers a balanced analysis of how private universities contribute to national development, while highlighting the need to address equity and social justice issues. Prof Masaiti raised concern about the commercialisation of higher education and questioned whether the profit motive might undermine educational quality and equity goals.

Prof Ashwin expanded the debate by challenging stakeholders to shift their focus from enrolment targets to meaningful participation and transformative learning. He argued that focusing on student agency and the development of capabilities is key to enhancing the long-term value of higher education. Prof Ashwin stressed that Dr Mboyonga’s analysis of stakeholders’ perspectives on capabilities and human development makes a significant contribution to higher education policy and practice. He highlighted the importance of creating higher education systems that empower students to engage critically with knowledge and society, rather than simply producing graduates for the labour market.

A compelling case for reform

The hybrid format enabled robust audience participation, with questions focusing on quality assurance, affordability, and the balance between public and private higher education. A central concern was how to ensure that private institutions maintain high standards while remaining accessible to disadvantaged students. The conversation also touched on the ‘public good conundrum’ – the challenge of balancing higher education’s societal benefits with the pressures of market-driven models. Dr Mboyonga’s call for policy frameworks that prioritise human development over profit-making struck a chord with participants.

The book launch concluded with a lively Q&A session, where attendees praised the book’s depth and relevance. Many noted that Dr Mboyonga’s work provides a compelling case for expanding access through private universities while ensuring quality and equity. His research is set to influence continuing academic and policy debates on higher education transformation in the Global South and beyond. 

For further information or to access the book, email MathebulaM@ufs.ac.za