Drivers for Adoption of Public Private Partnerships in Achieving Missions of Universities
A Comparative Empirical Investigation in Uganda and South Africa
DOI:
https://doi.org/10.51137/wrp.ijarbm.682Keywords:
Public-Private Partnerships (PPPs) , Higher Education, PPP Adoption Drivers Institutional Convergence, Service Delivery Constraints, Uganda, South Africa, Comparative analysisAbstract
Engrained with persistent infrastructure deficits and service delivery constraints, universities are increasingly adopting Public-Private Partnerships (PPPs) as a strategic mechanism to bridge resource gaps. While governments in Uganda and South Africa recognize PPPs as an important development intervention in the education sector, limited empirical evidence exists on the broader set of factors influencing their adoption within universities. This study addresses this gap by examining the drivers of PPP adoption through a comparative analysis of Uganda (low middle-income) and South Africa (upper middle-income). Adopting a qualitative research design grounded in inductive inquiry, data was collected from 60 participants through semi-structured interviews and focus group discussions involving key stakeholders, including university administrators, academics, students, private sector actors, and PPP regulatory officials in Uganda and South Africa . The study reveals that there exist no significant cross-country differences in the drivers of PPP adoption, suggesting convergence in institutional motivations. The most prominent drivers are funding constraints and limitations in service provision, alongside enabling legal and regulatory frameworks, benchmarking practices, perceptions of private sector efficiency, and the need to address critical service delivery gaps. The study contributes theoretically by supporting institutional convergence in PPP adoption across developing contexts. Practically, it underscores the need for robust business cases, targeted investment in high-impact service areas, and strengthened institutional capacity in PPP structuring and management. From a policy perspective, the findings highlight the importance of refining regulatory frameworks, developing sector-specific PPP guidelines for the education sector, and improving access to financing mechanisms. Methodologically, the study also reveals the influence of socio-cultural factors, particularly the “friendliness index,” on response rates in cross-country qualitative research.
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