Critical success factor model and the implementation of public private partnerships for educational infrastructure development in Zimbabwe’s state universities

Abstract

Public Private Partnerships (PPPs) are increasingly seen as a way to develop infrastructure on a cost effective and sustainable basis. The study sought to understand the Zimbabwe state universities’ experiences in using PPPs for educational infrastructure development. The study examined the evolution of PPPs as an alternative funding option for the development of educational infrastructure, analysed the adequacy of the extant regulatory frameworks governing the implementation of infrastructure PPPs, explored critical factors hampering the uptake and implementation of infrastructure PPPs and developed an Educational Infrastructure Critical Success Factor Model (EICSFM) that will promote effective implementation of educational infrastructure PPPs in in Zimbabwe state universities. This explanatory study employed an interpretive policy analysis qualitative research methodology, underpinned by constructivism research philosophy and augmented by a multiple case study research design. Nineteen research participants were selected through purposive sampling techniques while the secondary data was sourced from relevant literature using the document analysis technique. Data was collected using key informant interviews and documentary search. The study findings indicated that the effective implementation of PPPs has been hampered by a series of factors which include; lack of indemnities or sovereignty guarantee, dearth of prerequisite capacities to handle PPPs within the State universities, unstable macro-economic environment, limited local financial markets, lack of available financial resources for feasibility studies, absence of land ownership rights by State universities, insufficient support from the parent ministry, and lack of bankability and attractiveness of some projects in State universities. There has been a low uptake and implementation inertia of educational infrastructure through PPPs since their adoption and standardisation in 2010. The Government of Zimbabwe has not put in place a favourable business operating environment for PPPs arrangements in Zimbabwe state universities. An Educational Infrastructure Critical Success Factor Model (EICSFM) for implementing PPPs in Zimbabwe state universities was developed. The model provides a holistic approach in the adoption and implementation of PPPs in Zimbabwe state universities. The study concluded that some of the regulatory policy frameworks such as the Joint Venture Act [Chapter 22:22] were biased towards the use of PPPs for economic infrastructure instead of social infrastructure development. The study recommends that State universities should develop business oriented approaches in their operations if they are to attract private investors in their PPP arrangements. The research also recommends that there should be a sector specific legal and institutional regulatory framework for implementing PPPs in state universities. The study further recommended that state universities should be given land ownership rights in the form of title deeds, the domestic financial markets have to be stable, PPP projects to be bankable, and the need for transparency in the procurement process. If these proposed recommendations are adopted, state universities will be able to address the infrastructure challenges.