A systematic review of sustainable research capacity building in higher education: Definitions, practices, and challenges
DOI:
https://doi.org/10.38140/ijms-2026.vol3.1.06Keywords:
Systematic literature review, sustainable research, research capacity building, next-generation of academics, research practitionersAbstract
The motivation for this study stemmed from the limited literature addressing SRCB in higher education, which has resulted in poorly implemented practices. A literature search was conducted across four databases: Web of Science, Scopus, ERIC, and Google Scholar. In total, 62 studies were included from an initial pool of 7,793 screened articles. To enhance the specificity and relevance of the literature search, the study employed the Population, Intervention, Comparison, and Outcome (PICO) framework to formulate the search strategy and establish eligibility criteria. The reasons for excluding records are documented in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This review sought to answer the following questions: (a) how sustainability is conceptualised within research capacity building; (b) how institutional practices influence SRCB among novice researchers; and (c) the challenges that threaten its sustainability within higher education institutions (HEIs). The findings indicated that SRCB was not consistently defined across the reviewed articles. Although effective practices were implemented to promote SRCB, various challenges impeded their effectiveness. The implications of the findings highlight the necessity for a clear, sustainability-focused definition of SRCB that acknowledges responsibilities at both the individual and institutional levels and integrates expertise, motivation, and opportunity. SRCB is supported through structured mentorship, enhanced supervision, supportive policies, and equitable research environments. However, current practices often prove unsustainable due to excessive teaching loads, gender inequities, and deficiencies in postgraduate research training. It is the responsibility of all stakeholders within HEIs to cultivate a more sustainable research ecosystem.
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