1. Introduction
Youth entrepreneurship is critical in both domestic and global policy for long-term economic progress and sustainable community development. This perhaps accounts for its inclusion in the 2022 United Nations World Entrepreneurs Investment Forum’s agenda [1]. Similarly, Jardim [2] states that the significance of youth entrepreneurs as social innovators in a nation cannot be overstated. In other words, youth entrepreneurship is pivotal to the socioeconomic progress of society. In congruence, Mahlatsi [3] holds the view that social innovation and youth entrepreneurial actions are commonly recognized as the force that drives most nations’ economies. However, in the context of post-apartheid South Africa, the inadequate participation of the youths in entrepreneurial and community-based projects is reflective of the country’s limited capacity to create new businesses [4]. In light of its global replicability, the authors view the student-led Enactus initiative and its collaborative approach as a phenomenon that warrants further examination. As a result, using Enactus as a case study, the authors aim to explore methods by which higher education institutions (HEIs) could integrate sustainability into all faculties as a fundamental value and strategic focus.
Meanwhile, with regard to inadequate participation of the youths in entrepreneurial and community-based projects, Geza et al. [5] opine that South Africa’s levels of youth engagement in productive ventures are currently low compared to that of its trade partners such as China, India and Brazil. In support, Kimanzi [6] submits that there are inadequate sustainable development initiatives and outdoor learning opportunities in the entrepreneurship education programs of most South African universities. Based on the foregoing, efforts are being undertaken by relevant stakeholders to address the situation. For instance, Enactus has established beneficial links with these universities in collaboration with industry partners and imparts essential skills to undergraduates while also fostering community development.
Enactus is the largest non-profit organization connecting students, business executives and universities globally. According to Dalibozhko and Krakovetskaya [7], Enactus is a huge experiential learning platform focused on community development through social entrepreneurship, creating future entrepreneurs and innovators. It promotes and encourages the involvement of young individuals in entrepreneurial pursuits. This was supported by Podolyanchuk [8], who submitted that Enactus student teams’ involvement in productive ventures helps to improve people’s quality of life, especially in rural communities. In other words, outdoor experiential learning as it is offered by Enactus South Africa is intended to assist the youth to develop entrepreneurial skills, boost their employability, and reduce the rate of youth unemployment in the country.
Critically assessed, the Sustainable Development Goals were established approximately eight years ago, and it appears that numerous countries including South Africa are already experiencing difficulty in meeting their targets [9]. Similarly, Nhamo [10] notes that South African universities are still far behind in promoting the SDG agenda and have much progress to make in this regard. According to Gyimah et al. [11], sustainability is a relatively new phenomenon amongst HEIs, and university stakeholders are yet to fully comprehend the concept of sustainability practices and what it means for a university to be dedicated to accomplishing the SDGs. In congruence, Mingst et al. [12] submit that ‘sustainability practices’ is a term that originated from different schools of thought in 2015 and have begun to be consolidated, and as the year 2030 draws near, universities as centers of knowledge and innovation have come under increasing pressure to play a leading role in expanding frontiers towards achieving the United Nations Sustainable Development Goals (SDGs).
Higher education institutions are expected to play a key role in promoting sustainable development since they are essential to training future leaders who can help implement Sustainable Development Goals effectively. However, according to the recent literature, it is not apparent how higher education institutions would advance the frontiers of the SDG principles [13]. Additionally, bringing sustainability principles to the forefront of institutional strategies in South Africa’s higher education remains a challenge. It is therefore worthwhile to identify the tactical measures essential for encouraging universities to play a crucial role in the endeavor to eradicate impediments to accomplishing the SDGs before the year 2030.
The previous studies conducted by Tshikovhi [14]; Vezi-Magigaba [15]; Kapoor, Singh, Ray, Mattoo, Manwal, Katoch, Kapoor and Gupta [16]; Weik (2014) [17]; Dalibozhko and Krakovetskanya [7]; Raji and Hassan [18]; and Podolyanchuk [8] did not explore Enactus student teams’ sustainability practices in relation to global goals, and most of the SDG-related studies were limited to the context of a particular institution. As a result, there is a need for more well-rounded comparative research that will consider the views and findings of scholars from a global perspective.
The authors embarked on this study as the academic conversation around the essential changes required for South African higher education to align with Sustainable Development Goals intensifies. The study scrutinizes the link between the Enactus sustainability initiative and the United Nations Sustainable Development Goals, with the aim of identifying critical sustainability lessons that could be valuable to higher education institutions in South Africa.
1.1. Contextualization of Terms
1.1.1. Sustainability Practices
Various scholars have described this in different ways, and each has a different perspective. For instance, Adhikari and Shrestha [19] view sustainability practices as actions that satisfy current demands without jeopardizing the well-being of future generations. On the other hand, Arora and Mishra [20] define sustainable practices as those that make room for the needs of future generations and do not obstruct nature’s capacity to regenerate itself. In contrast, Dube and Nhamo [21] view sustainability practices as activities that balance issues related to the economy, society, and the environment. Meanwhile, Barnason et al. [22] view sustainability practices from an environmental context. In other words, they entail lowering the human effect on the environment to a threshold that the planet’s system can manage. In the context of this review, sustainability practices are considered from a sustainable development standpoint; hence, they refer to approaches that take a thorough and integrated approach to address the most important social, economic, and environmental issues in a manner that guarantees a future that is sustainable for all individuals.
1.1.2. Sustainable Development Goals
The Sustainable Development Goals, as stated by Gallo et al. [23] in a quarterly business report, are pathways toward sustainable development and represent a significant change in how society views development. Additionally, Haywood et al. [24] view the SDGs from a multi-stakeholder perspective. In other words, to achieve the SDGs, a collaboration between governments, civic society, and the commercial sector is crucial. Moreover, Mingst et al. [12], reporting for the United Nations, view the SDGs as a blueprint for building a more ecologically sound and equal world, where development in one area may aid in progress in other areas due to the interconnectedness of the goals.
Furthermore, in order to attain the SDGs, Li et al. [25] underline the need to adopt a holistic approach. They also advocate for concerted action to solve the global issues that the world is currently experiencing. In this review, the authors examined the Sustainable Development Goals in the context of the two SDGs that have been prioritized in South Africa’s national development plans for sustainable development. The two prioritized SDGs include the reduction of poverty and inequalities [26]. Nonetheless, this does not imply that the other SDGs are being overlooked, as scholars such as Wei et al. [27] and Kroll et al. [28] have posited that there are strong linkages between the SDGs. For instance, achieving decent employment (SDG8) leads to poverty reduction (SDG1) and decreased inequality (SDG10). In other words, SDG8 is synergistically related to SDG1 and SDG10.
2. Conceptual Approach, Method of Data Collection and Materials
A focused review methodology (FRM) is used in this analysis to examine the relationship between the student-led Enactus projects and the SDGs. Essentially, a focused review is a knowledge synthesis that applies concepts from a systematic approach to a narrowly focused research question [29]. The focused review was chosen due to its ability to promote openness and its applicability when a researcher has prior knowledge of the topic. Although focused reviews are relatively new, Hagen-Zanker and Mallett [30] recommend them as a review process that adheres to the fundamental values of accuracy, transparency, and a commitment to treating evidence-related concerns as thoroughly as possible and it facilitates the gathering of materials from a broad range of sources. To this end, the authors followed a procedure that consisted of three principal stages as follows: searching for relevant literature (track one), snowballing of literature (track two) and capturing the grey literature (track three) as shown in Figure 1.
The focused review strategy is rigorous and allows for an evidence-focused examination of the available literature [22]. In addition to the selection criteria highlighted in Figure 1, the following protocols were followed:
Only peer-reviewed English-language papers were included in the list of chosen articles.
Web of Science and Scopus were the main databases used to find relevant articles (Core Collection); however, more materials were obtained from other unconventional sources to strengthen the data required for the analysis.
The following search strings were utilized: ‘Youth’ OR ‘University Student’ OR ‘University-based Entrepreneurial Projects’ OR ‘Community Development Initiative’ OR ‘Sustainability Initiative’ OR ‘Student-led Enactus Teams’ OR ‘Student-led Enactus Projects’ OR ‘Social Entrepreneurship Projects’ OR Sustainability Strategies’ OR ‘Sustainability Practices’ AND ‘2030 Global Goals’ OR ‘SDGs’ OR ‘Sustainable Development Goals’ OR Community Development’ OR ‘Nation Building’ OR ‘Sustainable Development’. The search was restricted to the abstract, keywords and title.
Each abstract was examined for relevance, and only articles that were strictly related to the topic were selected.
After the confirmation that each article was closely related to the research topic, it was downloaded and thoroughly examined. Moreover, 94 research papers were identified in the initial search; however, after exclusion criteria were applied, 66 papers emerged as the final corpus since they were strictly relevant to the study.
The data-gathering process took place between May 2022 and June 2023. In the review, the authors compared a variety of sources, including peer-reviewed articles, books, doctoral theses, book chapters, policy, blogs, media reports, and other editorial materials, in an effort to find trends in local and global events as well as possible policy responses to the study’s key variables. The United Nations has a specific website for sustainable development (
The review method is considered to provide crucial possibilities for critical evaluations of diverse ideas and perspectives of different scholars on a particular topic matter that is of interest to the researcher, particularly in social science-related research investigations. For instance, the authors of the current study are particularly interested in matters pertaining to the influence that student-led Enactus projects may have on the realization of Sustainable Development Goals in the context of South Africa. Thus, the works of numerous authors on the topic were deemed essential and as a result, they were evaluated and adapted for the study. The several recognized scholars who covered the study’s topic areas are listed in Table 1. The SDGs were linked to these studies, revealing which SDGs might have a more beneficial impact. In addition, the evaluation pointed out potential benefits and downsides of the student-led Enactus projects in South African universities.
3. Triple Bottom Line Theory
In recent years, researchers’ focus on sustainable development research has grown, leading to the creation of several theories that aid in understanding how the activities of diverse stakeholders could advance the global agenda. The triple bottom line (TBL) framework, the social capital framework, the institutional theory framework, and the systems thinking framework are a few of the theories that have been developed [31]. As a result of its consideration of the economic, social, and environmental dimensions of sustainability, the triple bottom line theory was chosen as the study’s primary theoretical framework. The TBL is sometimes referred to as the ‘three cornerstones of sustainable development’, according to Adams et al. [32]. John Elkington first introduced the triple bottom line idea in 1994. He defined it as a learning theory that is greatly enhanced by collaborative efforts [33]. It later developed into a paradigm that supports the sustainable growth of businesses and communities. The idea sheds light on how crucial it is to strike a balance between environmental preservation, social fairness, and economic growth in order to attain sustainable development in the long run.
In this regard, the theory is anchored on the understanding that the social impact of Enactus projects can be assessed by examining their contribution to social development and community empowerment [31]. Zak [34], as well as Hammer and Pivo [35], share the view that the TBL theory is based on the proposition that organizations have a crucial role to play in the development of sustainable communities. Consequently, Enactus, a socially conscious corporation, has proved that a private organization may have a substantial impact on the accomplishment of the SDGs through social entrepreneurship using a multi-stakeholder approach. The triple bottom line theory provides a detailed framework for understanding sustainable development and the role that businesses play in promoting it. Based on the preceding analysis, this study theorized that Sustainable Development Goals could be achieved by organizations that integrate issues related to the environment, economy, and society as well as create value for their stakeholders.
4. Findings
The following research question serves as the basis for the discussion: In what ways do Enactus sustainability projects relate to the UN Sustainable Development Goals? and the themes that emerged from the analysis of the relevant literature.
4.1. Relationship between Enactus Sustainability Initiative and the UN Sustainable Development Goals
From a global standpoint, an international non-profit organization known as Enactus stimulates students to address local issues via entrepreneurial projects, creating entrepreneurial and social innovations globally. Based on research conducted by Tomasella et al. [36], the collaborative and international efforts undertaken by Enactus have yielded promising outcomes in promoting sustainable development. The study specifically zeroes in on the Social Entrepreneurship International Winter School which involved students hailing from various nations such as the USA, Poland, and Russia, including another 36 countries. Tasked with devising solutions that address the UN’s 17 Sustainable Development Goals, the students ideated 5 project concepts that cut across national boundaries. This is reflective of the range of project concepts originating from this effort, which demonstrates Enactus’ dedication to global collaboration and creativity, as well as young people’s ability to drive change.
Studies highlighting the contribution of student-led Enactus projects to community development indicate that teams of university students are guided to establish social enterprises that focus on projects that improve people’s quality of life (SDG 1) while also increasing team members’ innovative thinking (SDG 9) [15]. Participating students are organized into teams on their campuses and use business principles to create projects that raise the standard of living for the needy in accordance with the UN global goal (SDG 1). In congruence, the reviews of the works of Dalibozhko and Krakovetskaya [7] and Schimperna et al. [37] indicate that Enactus student teams provide ongoing social assistance to local residents in South African communities to address pressing unmet social needs or pandemic-related issues. However, it is imperative to highlight that, in addition to South Africa, comparable activities of Enactus student teams take place in a number of other countries across the globe, including Brazil, Germany, Ghana, Kenya, Mexico, Nigeria, Puerto Rico, and the United Kingdom, among others.
This analysis identified multiple instances of students providing social assistance to their host communities. The notion of Dalibozhko and Krakovetskaya [7] and Schimperna et al. [37] that Enactus student teams provide succor for community dwellers (SDG 11) is corroborated by Malunga et al. [38] and Gupta et al. [39], who opine that teams of students undertake needs analyses in their communities, develop viable solutions to challenging problems, and conduct impactful projects under the supervision of lecturers, with the cooperation of business leaders. Communities gain from such cooperation while students acquire cogent experiences that will help them in their personal and professional lives. This view is further supported by several scholars, some of which include Leshilo and Lethoko [40], Mawonde and Togo [41], and Netshilinganedza [42], who submit that, through entrepreneurial activity, Enactus student teams construct sustainable community development projects and business strategies that meet the particular demands of their host communities.
In this review, we found that Enactus’s global initiatives demonstrate a dual nature, that is, they are collaborative and socially entrepreneurial in nature. One such social entrepreneurship venture is EcoBin, which the Enactus Central University of Technology created. The project’s novelty lies in the construction of dustbins for residential use and sizable storage units for leftover food for the needy (SDG 11). According to Mahlatsi [3], the University of Mpumalanga Enactus team, which is made up of students from several disciplines, received high accolades for ‘Re-fuel’, their recycling project aimed at converting plastic waste into fuel (both diesel and petrol) through a process known as pyrolysis (SDG 7). University stakeholders tend to concentrate on a single field of study in their teaching and research efforts, which hinders the implementation of SDGs. The recycling projects aim to remedy this anti-disciplinary mentality [43]. Moreover, students of all genders (SDG 6) are encouraged to get involved with Enactus’ social entrepreneurship projects [3].
Having considered the imperatives of the Enactus community development initiative, as enumerated by various authors, it is important to note that students’ participation in Enactus projects escalated during the pandemic. In this regard, a review of the works of a group of scholars such as Saini et al. [44] and Mawonde and Togo [4] suggests that an increase in students’ participation in Enactus projects during the COVID-19 pandemic may have a direct relationship with a widespread job loss that necessitates youths’ desperate need to earn income. This claim is also supported by Tshishonga [9], who described how the expansion of Enactus student activities in South Africa has been the focus of government aid programs in the face of rising unemployment rates, particularly among young people. The foregoing suggests that Enactus student teams help reduce unemployment by creating jobs. For instance, ‘Project Greenfields’ aims to transform rural farmers from subsistence farming to commercial farming (SDG 8) with the help of Enactus Walter Sisulu University. In this regard, improved varieties of seeds and skill-based education are offered to rural farmers.
Additionally, Enactus student teams address pollution issues by cleansing water and instructing community members on new approaches to water purification. According to Manigandan et al. [45], student teams promote community transformation through the elimination of pollutants, which fosters environmental sustainability and community empowerment. Similarly, Amorós [46] also notes that ‘Project Trash for Light’ teaches young people how to convert garbage into smoke-suppressing turbines that generate electric power and provide students with a sustainable income (SDG 8). This suggests that the aforementioned programs contribute to the reduction of pollution crises in communities (SDG 11) while also equipping participants in various South African higher education institutions with work-ready skills (SDG 4). The analysis in Table 1 presents the categories of Enactus student-led projects that revolve around the following areas: agro-allied projects (SDG 2), recycle projects (SDG 6), education and skills training (SDG 4), water purification projects and digital innovation (SDG 9). By implication, the aggregate of student-led Enactus projects has the potential to improve the host universities’ long-term competitiveness (SDG 16). Nonetheless, more work has to be conducted by stakeholders in South African society to guarantee that youth engagement in community development is made to thrive.
Accordingly, the real-world experience and hard work of Enactus student teams enable them to put theory into practice, thus preparing them both for independence in shaping their own future and collaboration in building business solutions that make the planet a better place. This view is supported by Thomsen et al. [47], who suggest that the SDGs were ingrained in Enactus’ operations from the outset. When it comes to knowledge dissemination, Sansone et al. [48] argue that Enactus students are not only adept at swiftly adapting to new technologies and innovations, but they also excel at sharing this knowledge with marginalized communities. Additionally, Bazana et al. [49] and Schimperna et al. [37] assert that these hands-on projects are anticipated to help students and lecturers overcome resistance to change, which is currently a challenge. This approach has the potential to help underprivileged communities catch up with the rest of the world.
The dynamics of various Enactus student-led projects in South Africa are highlighted in this section. These projects are categorized into agro-allied initiatives, recycling, education and training, water purification, and digital innovation. Table 1 below summarizes the categories of the student-led Enactus sustainability practices identified in this review.
Table 1Categories of student-led Enactus sustainability practices.
| Category | Project | Host |
Significance | Sources |
|---|---|---|---|---|
| Education & Skills Training | EMSSA Project | University of South Africa | This project aims to enhance the comprehension of individuals residing in marginalized communities regarding the economic and environmental challenges they encounter. It also seeks to provide specific solutions to ameliorate these situations. Additionally, the initiative focuses on tackling the economic obstacles that underprivileged communities confront, while simultaneously fostering the leadership abilities of Enactus student team members. | [50] |
| Business Hive | Central |
The objective of this project is to equip small- and medium-sized enterprises with essential operational resources, enabling their connection to potential funders. This endeavor encourages students to engage with industry experts, fostering the acquisition of abilities like marketing and financial management. In this context, Enactus students partner with business professionals to strengthen the capabilities of small business proprietors, particularly aspiring young entrepreneurs. The overarching goal is to facilitate the growth of their enterprises, thereby generating increased employment opportunities. | [51] | |
| After21 | University of |
The main focus of this initiative is to assist individuals with disabilities. This project aims to empower them by fostering their abilities to create and sell handmade products, thus enabling them to contribute to their families’ income. This endeavor aligns with the United Nations’ principle of inclusivity, ensuring that no one is excluded. Enactus students involved in this project not only learn about the true nature of social entrepreneurship but also play a crucial role in enhancing the economic independence of people with disabilities within their communities. | [52] | |
| Kutanga | University of the Free State | This project provides students from less privileged backgrounds in high school and higher education with the opportunity to explore entrepreneurship. Within this initiative, students gain valuable skills through practical learning experiences, including hands-on activities, deriving lessons from setbacks, and drawing insights from successful entrepreneurs. The project holds the promise of amplifying the students’ productive capabilities in both high school and higher education settings. | [53] | |
| Fresh moves | North-West |
The objective of this project is twofold: to boost the recognition of local brands and create an environment that encourages connections among student entrepreneurs. This undertaking aims to equip student entrepreneurs with teamwork abilities through an apprenticeship model. The project nurtures cooperation, networking, and collaborative aptitude among students. Ultimately, the project’s main goal is to enhance the long-term economic viability of the community. | [51] | |
| Recycle Projects | Fuel In Plastic |
University of |
This student-driven project by Enactus centers on the conversion of plastic into fuel using pyrolysis. By engaging in this endeavor, students acquire practical expertise in pyrolysis technology along with valuable project management abilities. Furthermore, the project not only tackles environmental issues but also motivates young individuals to become catalysts for positive change within their respective communities. | [51] |
| Phoenix | University of |
Project Phoenix utilizes fly ash in an innovative manner to produce bricks. By reducing the usage of expensive aggregates like cement and crusher sand, the cost of the bricks is lowered. This not only enables students to gain insights into sustainable construction techniques but also promotes environmental sustainability by reducing the amount of waste sent to landfills. Additionally, it addresses issues associated with traditional brick manufacturing methods. | [51] | |
| Project |
University of |
The EcoFinance Project generates income for individuals through recycling endeavors. This recycling project addresses both economic and ecological concerns by providing students with income opportunities while also mitigating pollution problems within communities. | [52] | |
| Tala Loha | North-West University | Tala Loha Enactus student project, which centers on converting plastic waste into sellable hats and bags. The primary goals are twofold: creating revenue streams and tackling the environmental concerns linked to plastic pollution. This endeavor not only seeks to reduce the negative ecological effects of plastic waste but also provides students with a chance to earn money and acquire valuable vocational skills. | [50] | |
| Lego-Brick |
University of the Western |
Enactus students engage in projects involving the utilization of repurposed plastic bottles from which they construct cost-effective housing using Lego bricks. This practical involvement empowers students to devise innovative strategies for addressing housing challenges within various communities. Through this hands-on encounter, students acquire tangible skills and foster a mindset for social entrepreneurship. | [53] | |
| Digital Innovations | Amanzi Social |
University of |
In this endeavor, Enactus students utilize a contemporary digital system equipped with advanced sensors to assess water quality. This initiative addresses the challenges of water scarcity in South Africa, enabling students to develop proficiencies in technology and hands-on abilities while simultaneously addressing urgent social concerns. | [52] |
| Red Light Project | University of |
This digital initiative offers users the information required to uphold their physiological well-being, along with the capacity to recognize potential medical issues and proactively respond. It enables students to acquire expertise in managing their own health, facilitating informed choices and overall welfare. Furthermore, the project equips individuals to monitor their health advancements and potentially establish personal health objectives. | [52] | |
| Umdlalo Virtual |
University of |
By imparting coding skills and creating indigenous African games, this project brings fresh innovation to the gaming field within South Africa. It enables students to showcase their inventive talents while also nurturing a sense of cultural variety within the gaming sector. Furthermore, it bridges the gap that exists between education and technology. | [53] | |
| Noteworthy | University of |
Noteworthy Project aims to blend digital technology with education in order to enhance academic success by simplifying the learning experience in rural areas. It enables students to cultivate digital competencies, potentially leading to the creation of educational resources and learning prospects that were previously inaccessible. This endeavor strives to narrow the socioeconomic disparity between affluent and underprivileged individuals in rural communities. | [51] | |
| MzansiKonnect | Central |
The MzansiKonnect project utilizes digital resources to bridge the gap between rural and urban businesses. Furthermore, it links small and medium-sized enterprises with prospective customers. It also enables students to enhance their digital competencies. The project serves a dual function by fostering the growth of rural communities and driving the digital evolution of SMEs in rural regions. | [51] | |
| Agro-allied Projects | Sack space | University of |
Sack space is a low-cost and simple-to-maintain type of vertical farming enterprise. This technique comprises planting a variety of veggies in a bag. In contrast to conventional farming practices, this experience could develop student capacity for innovation and creativity in agriculture. | [52] |
| Ubuntu Social |
University of |
Ubuntu is an agribusiness project that provides free skills-based training to small-scale peasant farmers. This provides a chance for agricultural workers to acquire knowledge about eco-friendly farming methods and innovative ways of running a flexible farming business. Furthermore, the initiative acts as a support system for farmers, enabling them to make valuable contributions to addressing food security concerns within their local communities. | [50] | |
| Vukezenzele | University of |
Vukezenzele functions as a collaborative endeavor where students learn about agricultural methods to ensure food security and foster employment opportunities. This exposure familiarizes students with sustainable practices in farming and emphasizes the significance of large-scale economic operations. The cooperative not only refines teamwork abilities but also imparts essential entrepreneurial skills vital for running prosperous agricultural ventures. | [50] | |
| Green life | University of |
This idea revolves around agriculture, where Enactus students work together with local communities to cultivate and market fresh crops to neighboring villages. This hands-on involvement aids students in developing entrepreneurial abilities while also encouraging local production and availability of healthy foods. Additionally, it contributes to the economic prosperity of farmers by establishing viable and lasting livelihood opportunities. | [51] | |
| Ukutya |
University of |
This agricultural endeavor is located in the chicken farm locality of Mdantsane in the Eastern Cape. Its primary aim is to address the significant levels of unemployment and poverty. Through this initiative, Enactus students acquire practical knowledge about the fundamentals of raising chickens. By offering a means of sustenance to the local inhabitants, the project effectively addresses the poverty challenges in the area. | [52] |
Source—Designed by authors through a review of the literature. N.B: The list of Enactus student-led projects is not limited to the analysis above; Table 1 presents a selection of noteworthy instances of student-led Enactus projects within South African universities.
4.2. Factors Influencing the Effectiveness of Enactus Student-Led Projects
In this regard, the authors found that the Enactus projects’ efficacy could be linked to the partnerships and collaboration it embraced (SDG 17). Enactus is a matrix of student, academic, and business leaders committed to using the potential of entrepreneurship to improve lives and create a more sustainable future. According to Leshilo and Lethoko [40], Enactus facilitates development via social entrepreneurial activities connected with the SDG goals of improving people’s lives in communities and equipping them with values in a sustainable manner. This view was supported by Mahlatsi [3], as well as Fofana et al. [54], who discovered that the Enactus collaborative model supports a good number of Sustainable Development Goals. Based on the preceding view, it can be deduced that the success of the Enactus initiative is largely dependent on collaborations, particularly partnerships and networks that uphold the United Nations’ principle of ‘leave no one behind’. However, studies by Rampasso et al. [55] and Sousa et al. [56] suggest that in some South African universities, there is a misconception that Enactus projects are meant for commerce students since most Enactus teams are composed of commerce students. It could be this misconception that partly contributes to the low participation rates of students in the Enactus initiative.
According to the research conducted by several scholars such as Gyimah et al. [11], Pittaway et al. [57], and Abraham et al. [58], Enactus student projects rely heavily on collaboration. Additionally, Enactus has garnered sponsorship from several top global companies, including Unilever, KPMG, Ford, Platinum, and Harmony Gold, among others. Moreover, the introduction of the Unilever Sustainable Living Plan in 2010 has positively impacted millions of people’s lives, as reported by Abraham et al. [58]. Furthermore, the collaboration between Enactus and Unilever is founded on the belief that partnerships between individuals and corporations can create a global impact (SDG 17). Similarly, Tshikovhi and Shambare [59], Sansone et al. [48], and Pittaway et al. [57] also assert that Enactus projects receive participation from numerous business professionals, scholars, and international organizations; this collaboration creates sustainable, socially responsible, environmentally friendly, and financially viable social projects that are not limited by resources or technical expertise. Even though the current study focuses exclusively on Enactus case studies within South African universities, the authors note that partnership and collaboration are universal traits of Enactus student teams globally—as evidenced by existing literature, illustrated in Figure 2, which depicts an overview of notable Enactus initiatives from across the globe.
Inferring from the above, Enactus student teams around the world collaboratively offer workable solutions to challenging problems and carry out significant projects that touch the lives of local communities without any form of discrimination. Comparatively, the majority of student-led Enactus projects in other parts of the world focus on the most vulnerable segments of society such as the disabled and indigent women, while Enactus teams in South Africa place emphasis on job creation and poverty reduction, which aligns with the two SDGs prioritized by South African government [26].
Based on Hofsede’s cultural dimensions model, South Africa and other countries pursue Sustainable Development Goals in distinct ways. Enactus teams in the United Kingdom, Germany, and Brazil emphasize individualism, focusing on the less fortunate in society [67], while their South African counterparts place a strong focus on the creation of sustainable livelihoods [68]. The authors infer that South Africa’s high score for collectivism and community-oriented culture correlates with the national development plans that emphasize poverty and inequality reduction. In contrast, ‘the sustainability initiative framework’, which comprises Australian, New Zealand, and United States institutions, has been making strides to achieve the SDGs through a multidisciplinary approach [69]. This cultural dimension is required for sustainable development practices to thrive. However, in addition to cultural variables, institutional and human factors play a significant role in influencing sustainable development.
5. Discussion of Findings
This FLR highlights several instances of Enactus’ sustainability initiatives aligning with the SDGs, which corroborates Carlsen and Bruggemann [1]’s earlier claim that Enactus projects promote sustainability practices in HEIs. In other words, student-led Enactus projects in South African universities improve people’s quality of life (SDG 1), increase team members’ innovative thinking (SDG 9), accommodate students of all genders (SDG 6), transform rural farmers from subsistence to commercial farming (SDG 8) and advance agricultural projects (SDG 2) [7,9,15,46]. Furthermore, a group of scholars such as Schimperna et al., [37]; Malunga et al., [38]; Gupta et al., [39] Leshilo and Lethoko [40] submit that, beyond mitigating pollution crises in communities, Enactus teams prepare participants in South African higher education institutions with work-ready skills (SDG 4) and develop digital innovation (SDG 9). Based on a critical assessment, the study indicates that student-led Enactus projects align with all of the Sustainable Development Goals, except SDG 14 (life below water) and SDG 15 (forest management).
It is noteworthy that the findings of this study agree with those of earlier research, indicating that students and faculty in South Africa and other regions lack adequate involvement in sustainability practices. However, there is limited room for direct comparison since most prior research does not specifically examine the Enactus initiative in relation to SDGs [7,8,14,16,17,18]. For instance, in Raji and Hassan’s [18] study, sustainability practices are explored among students and faculty at a particular institution; the study indicates that the social and pedagogical setting is inadequate for sustainability. This is not uncommon, and it indicates that the concept of sustainability is not well understood in many higher education institutions. As a result, the authors contend that the results of this review should be disseminated across the globe so that stakeholders can gain a deeper understanding of SDGs.
Additionally, our review suggests that Enactus’ social innovation and entrepreneurship initiative in South Africa offers prospects for research and could inspire universities and other HEIs to advance the implementation of Sustainable Development Goals (SDGs). It is commonly acknowledged that institutions of higher education have a crucial role to play in the implementation of SDGs; this view is supported by Vladimirova and Le Blanc [70], who submit that all SDGs, except for SDG 14 (life below water), are linked to education. Despite this, there are setbacks undercutting the capacity of higher education institutions to advance the SDG frontiers, with insufficient awareness of sustainability matters among students and lecturers being the most significant hurdle, as highlighted by Edokpayi et al. [71]. Another major obstacle is resistance to change among students and lecturers, as noted by Bazana et al. [49] and Schimperna et al. [37]. Furthermore, Enactus’ sustainability practices are not appealing to all faculty members, since most Enactus teams are composed of commerce students, which leads to a misconception that Enactus student projects are meant for commerce students only [55,56]. The earlier submission of Edokpayi [71] that students and lecturers are not sufficiently aware of sustainability issues may have been due to a lack of full integration of sustainability into the curriculum in most higher education institutions, as well as an inadequate learning environment, according to Geza et al. [5]. Additionally, an anti-transdisciplinary mentality and a propensity for university stakeholders to concentrate on a single field of study while teaching and researching are setbacks to the implementation of SDGs in the context of South Africa [43].
Sustainability is a complex phenomenon covering multiple aspects such as environmental, economic, and social sustainability; therefore, a single-field focus might be regressive since it emphasizes one target over others. According to Rohde and Muller [72], coal-based electricity generation in China contributes to many deaths each year—this approach is unsustainable. In contrast, Lee [73] highlights a group of universities in Australia, the United States, and New Zealand known as the ‘Sustainability Initiative Network’, which appears to be making progress in translating the United Nations’ development goals into local actions; their activities range from teaching stakeholders about the SDGs to housing cutting-edge research, community outreach, and public awareness from a multidisciplinary standpoint.
6. Practical Implications
An analysis of Enactus student teams’ sustainability practices is presented in this study. This study adapts some of the submissions that are deemed suitable for reducing poverty and inequality, which are the key priorities of the South African government, as stated in the National Development Plan of 2030 [74]. As one of the world’s most unequal countries, poverty and inequality are pressing issues in South Africa [54]. Moreover, poverty levels in the country are surprisingly higher than expected for a nation with its per capita GDP.
Critically assessed, South African universities still have a long way to go in SDG implementation [4]. In order to chart the way forward, Mbanda and Foure [75] submit that it is essential to prioritize the targets of the Sustainable Development Goals (SDGs) based on national priorities. However, the authors argue that this does not imply that other SDGs are overlooked, as there are possible interactions among the global goals. For instance, addressing climate change can lead to increased agricultural yields, employment opportunities, and reduced poverty levels. Similarly, Wei et al. [27] note that SDGs 8 (economic growth) and 9 (innovation) act as two entryways to access all the other SDGs. Additionally, SDG 1 (No poverty) has a synergistic relationship with several other SDGs (Pradhan et al., [76]).
The following section highlights key lessons for universities striving to achieve the Sustainable Development Goals. Higher education institutions could leverage these lessons to improve curriculums, promote research, and ensure students and faculty are well-informed about global goals. Furthermore, faculty and students could be incentivized to devise novel approaches for addressing sustainability concerns. Creating multidisciplinarity in teaching and research could be achieved by breaking down silos and opening up collaboration avenues. Moreover, HEIs will be able to play a major role in advancing global sustainability initiatives by conducting awareness campaigns in collaboration with SDG-driven organizations such as Enactus and getting involved in local and global sustainability programs.
7. Key Lessons for Universities Aiming to Achieve the Sustainable Development Goals
Sequel to the results of this review, our research identified the following critical lessons from the student-led Enactus initiative for HEIs in South Africa as well as other HEIs in similar circumstances across the globe, as depicted in Figure 3.
7.1. HEIs Have a Crucial Task in Achieving the SDGs, as Education Is Linked to Almost All of the SDGs
Following the earlier submission of Vladimirova and Le Blanc [70] that all SDGs, except for SDG 14 (oceans), are linked to education, the authors reiterate that higher education institutions need to wake up to their leading role in the implementation of SDGs. In support, Balfour et al. [77] posit that universities are established to serve as agents of transformation in their local communities. In other words, universities are anticipated to act as agents of change. From this perspective, education must be viewed as a transformative instrument. In light of this, HEIs should not underestimate the purpose for which they exist but rather regard it as fundamental and necessary for real development.
7.2. South African Higher Education Institutions Need to Urgently Address Knowledge Gaps among Their Stakeholders Regarding the Implementation of SDGs
In this review, the authors found that knowledge gaps exist among students and lecturers about sustainability matters, which the Enactus initiative seeks to address [71]. As a result, it will be worthwhile to come up with strategies including policies and programs to incorporate the SDGs into the system of higher education. HEIs might create pedagogies and curricula that enable students to understand and apply the SDGs as well as adopt sustainable ideas into their own systems of operation. Due to the interconnected nature of the SDGs, education is a method of achieving a good number of SDGs. The authors caution that unless efforts are increased to disseminate the SDGs’ ideas through an SDGs-integrated curriculum, many South African university undergraduates may complete their academic programs without having basic knowledge of the SDGs. The SDGs can only be fully understood by staff and students when they are placed at the center of operations within the university system. Only then will they be able to assist the progress of the global goals.
7.3. Knowledge Sharing Is Crucial to Achieving the SDGs
Following an earlier submission by Sansone et al. [48] that Enactus students are not only adept at swiftly adapting to new technologies and innovations but also excel at sharing this knowledge with marginalized communities, it could be deduced that information sharing is essential to accomplishing the SDGs and adhering to the UN’s ‘leave no one behind’ tenet. In congruence, Zhou et al. [78] found that knowledge sharing is statically related to the attainment of SDGs. Experiences from universities across the globe could be widely disseminated, particularly with respect to the best practices. This approach has the potential to catalyze the progress of achieving the SDGs in higher education across fields of study and nations. It would be worthwhile to include students in partnerships that are equitable, and financing for these procedures could be increased. Additionally, the ‘leave no one behind’ philosophy, in the authors’ opinion, could be viewed as an appeal to all key stakeholders, including higher education, to cultivate a regenerative mentality, particularly towards the vulnerable sector of society.
7.4. Motivating University Stakeholders to Adopt a Flexible Approach towards SDG Implementation Is Crucial Due to the Prevailing Resistance to Change among Faculty Members
Another major obstacle to the advancement of SDGs in South African universities is students’ and faculty members’ resistance to change, as noted by Bazana et al. [49] and Mawonde and Togo [4]. In order to turn this situation around, the direct involvement of students and faculty members in SDG-related activities is recommended. The initiative may be expanded with the aid of students; this would also provide the students with a chance to learn about the SDGs via first-hand experience. For instance, several universities in industrialized nations are incorporating students into their greening methods, such as Monash University’s ‘Take One Step Initiative’, while universities in Australia have also launched a research-based doctorate in sustainable development based on the SDGs [79]. The essence of the foregoing is to challenge the status quo and encourage students and faculty members to take part in SDG-related activities both in theory and practice.
7.5. Adopting Multidisciplinary and Multi-Stakeholder Approaches to Achieve the SDGs Can Assist HEIs in Building Partnerships
This review identifies an anti-transdisciplinary mentality and a focus on one field of study as roadblocks to the implementation of the Sustainable Development Goals (SDGs) in South Africa. It suggests exploring interdisciplinary teaching and learning strategies that incorporate real-world issues and community involvement to develop the critical thinking and problem-solving skills needed for extending the front tier of SDGs. This perspective is in line with the recommendation of World Vision International and The Partnering Initiative, who contend that multi-stakeholder forums are crucial tools for maximizing collaborations [80].
7.6. Localization of SDGs in Every Higher Education Institution in South Africa Is Imperative
The integration of the global goals into existing education, volunteerism, research, and innovation contexts is key to localizing the SDGs. However, despite the benefits inherent in the localization of SDGs, many universities are lagging behind in this regard [10]. Consequently, it is crucial that South African universities such as UNISA, Pretoria University, Johannesburg University, and Stellenbosch University, which are currently making progress in this area, share knowledge through inter-university collaborations and provide a lifeline for other universities.
7.7. Raising Sustainability Awareness across Universities
This review reveals that students and faculty are resistant to change due to misconceptions that Enactus projects are exclusively related to the field of commerce [55]. Universities can address this by partnering with organizations such as Enactus, Shwab Foundation, Awethu Project, Innovate South Africa, Ashoka, Echoing Green, Acumen, and Active Change Drivers to reorient students and faculty. This collaboration has the potential to foster a transdisciplinary network, guiding students and faculty toward embracing sustainability competencies. Above all, raising awareness through ‘universities without borders’ could further enhance this approach.
8. Concluding Remarks
In this review, an attempt was made to establish a link between Enactus’ sustainability initiative and the UN’s Sustainable Development Goals. The study outcome indicates that the student-led Enactus projects covered all the SDGs except SDG 14 (life below water) and SDG 15 (managing the forests). The study is not exhaustive, even though it focused on the sustainability practices of Enactus, which is a large non-profit organization. However, the authors acknowledged the existence of several other organizations whose activities align with global goals. Additionally, the results of this study suggest that South African universities still have a long way to go in SDG implementation. However, in order to achieve global goals in accordance with South Africa’s National Development Plan, the universities and other institutions of higher education could draw inspiration from the insights provided in this study. This can be done in a number of decision-making spheres and through collaborations that emerge in a variety of settings.
In spite of the various weak links identified in this study, there remains room for improvement. The notable sustainability practices being demonstrated at South African universities in collaboration with industry partners can be leveraged as a learning and knowledge-sharing platform. The key lessons offered in this article for HEIs aiming to achieve Sustainable Development Goals are indicative that the attainment of SDGs is strictly dependent on the willingness of HEIs to take urgent steps in the right direction. Aside from South Africa, the authors contend that the outcomes of this review could potentially mirror the current reality of sustainable awareness in other developing countries’ HEIs.
The intricate shortcomings highlighted in this review may not be resolved by a quick fix; rather, HEIs need to completely rethink how to properly integrate sustainability as a fundamental priority across all departments. As the year 2030 approaches, the authors warn that the resistance of university stakeholders to change and knowledge gaps of sustainability practices, as well as other limiting factors identified in this study, may impede the attainment of Sustainable Development Goals in the country.
9. Limitations and Future Research
This study is not without limitations: specifically, as the study assesses the student-led Enactus initiatives that are currently available in the literature, it remains probable that some Enactus projects evolved without being made public online. Additionally, this study employs a focused review method, which excludes the possibility of gathering primary data that would have further enhanced the research findings. Moreover, the scope of the study does not allow for an in-depth analysis of other SDG-driven organizations in South Africa and beyond. This may limit the generalizability of the findings. In order to gain deeper insight into sustainability realities across diverse cultures, a more comprehensive study that would take into account the views of Enactus students and faculty needs to be conducted. A comparative study is also required to examine the sustainability focus of different institutions across diverse geographical regions. A final focus of future research should be on understanding the alignment of sustainability practices in universities with the SDGs. This is crucial to enriching stakeholders’ understanding of sustainability in theory and practice.
Conceptualization, A.O.O. and M.A.; Methodology, A.O.O., K.M.K. and M.A.M.; Investigation, A.O.O. and M.A.; Data curation, A.O.O.; Writing—original draft, A.O.O.; Writing—A.O.O.; Visualization, A.O.O., M.A., K.M.K. and M.A.M.; Supervision, A.O.O., K.M.K. and M.A.M. All authors have read and agreed to the published version of the manuscript.
Not applicable.
Not applicable.
Not applicable.
The authors declare no conflict of interest.
Footnotes
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![View Image - Figure 1. Focused literature review adapted from Hagen-Zanker and Mallett [30] and customized by authors.](https://media.proquest.com/media/hms/THUM/2/UQ6cV?_a=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%3D%3D&_s=P9x%2Bs29%2F1I2Z1MZw53Fd65I9mPw%3D "View Image - Figure 1. Focused literature review adapted from Hagen-Zanker and Mallett [30] and customized by authors.")
Enlarge this image.Figure 1. Focused literature review adapted from Hagen-Zanker and Mallett [30] and customized by authors.
![View Image - Figure 2. Notable examples of Enactus projects across the globe, designed by authors based on the following references: [8,16,17,60,61,62,63,64,65,66].](https://media.proquest.com/media/hms/THUM/4/UQ6cV?_a=ChgyMDI1MDkwNjEzMTIxNjQ2NzozNzYzMjASBzEzODMzMjMaCk9ORV9TRUFSQ0giDTIxNi43My4yMTYuMjgqBzIwMzI0MDUyCjI4NjkzMjI5OTU6C0lubGluZUltYWdlQgEwUgZPbmxpbmVaA0lMSWIEVEhVTWoKMjAyMy8wMS8wMXIKMjAyMy8xMi8zMXoAggEgUC0xMDAwMDg0LTIwMTM5NS1TVEFGRi1udWxsLW51bGySAQZPbmxpbmXKAWdNb3ppbGxhLzUuMCBBcHBsZVdlYktpdC81MzcuMzYgKEtIVE1MLCBsaWtlIEdlY2tvOyBjb21wYXRpYmxlOyBDbGF1ZGVCb3QvMS4wOyArY2xhdWRlYm90QGFudGhyb3BpYy5jb20p0gESU2Nob2xhcmx5IEpvdXJuYWxzmgIHUHJlUGFpZKoCG09TOkVNUy1GdWxsVGV4dC1nZXRGdWxsVGV4dMoCD0FydGljbGV8RmVhdHVyZeICAU7yAgD6AgFZggMDV2ViigMcQ0lEOjIwMjUwOTA2MTMxMjE2NDY3Ojc1OTA5Ng%3D%3D&_s=3vLKh%2Bd0M7We2uQhkEyJuXq%2F4Jo%3D "View Image - Figure 2. Notable examples of Enactus projects across the globe, designed by authors based on the following references: [8,16,17,60,61,62,63,64,65,66].")
Enlarge this image.Figure 2. Notable examples of Enactus projects across the globe, designed by authors based on the following references: [8,16,17,60,61,62,63,64,65,66].
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; Morakinyo Akintolu 2
; Kimanzi Mathew Kimweli 1
; Modise, Motalenyane Alfred 1
1 Department of Languages and Social Sciences Education, Central University of Technology, Bloemfontein 9301, South Africa;
2 UNESCO Chair on Open Distance Learning, College of Education, University of South Africa, Pretoria 0002, South Africa;