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<p>Following the collapse of Somalia's central government in 1991, remote regions like Abudwak continued to lack formal public universities. In response, community-organized initiatives have emerged to address this void. This study evaluates the establishment of a community-driven public university in Abudwak, Somalia, emphasizing the roles of community mobilization, local leadership, and participatory governance in enhancing institutional capacity in post-conflict settings. Using a mixed-methods approach, data were gathered through questionnaires and in-depth interviews with stakeholders. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative interview data were analyzed thematically. Documentary evidence was used to contextualize and triangulate these findings. The study revealed that collective action, grassroots leadership, and diaspora engagement are crucial to institutional development, supported by local ownership and social cohesion. Institutional records further documented substantial growth in student enrollment, graduate output, staffing, academic programs, and physical infrastructure from 2017 to 2026. Despite achievements in governance and capacity building, challenges remain, particularly in terms of infrastructure constraints, institutional capacity limitations, gender imbalance, and tensions between centralized governance and regional autonomy. The Abudwak experience illustrates how participatory governance and collective action can contribute to institutional development in fragile and post-conflict settings. However, the findings also suggest that participatory approaches require inclusive governance, institutional accountability, and sustained support to address issues of representation and sustainability. It concludes with recommendations to strengthen hybrid financing arrangements, institutional capacity, inclusive governance, and graduate outcome monitoring to support the long-term sustainability of regional public universities in fragile and post-conflict settings.</p>

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Community driven public higher education in fragile contexts evaluating mobilization leadership and institutional capacity in Abudwak, Somalia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月31日

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  • Mohamud Mohamed Ali Dirir

摘要

Following the collapse of Somalia's central government in 1991, remote regions like Abudwak continued to lack formal public universities. In response, community-organized initiatives have emerged to address this void. This study evaluates the establishment of a community-driven public university in Abudwak, Somalia, emphasizing the roles of community mobilization, local leadership, and participatory governance in enhancing institutional capacity in post-conflict settings. Using a mixed-methods approach, data were gathered through questionnaires and in-depth interviews with stakeholders. Quantitative data were analyzed using descriptive and inferential statistics, and qualitative interview data were analyzed thematically. Documentary evidence was used to contextualize and triangulate these findings. The study revealed that collective action, grassroots leadership, and diaspora engagement are crucial to institutional development, supported by local ownership and social cohesion. Institutional records further documented substantial growth in student enrollment, graduate output, staffing, academic programs, and physical infrastructure from 2017 to 2026. Despite achievements in governance and capacity building, challenges remain, particularly in terms of infrastructure constraints, institutional capacity limitations, gender imbalance, and tensions between centralized governance and regional autonomy. The Abudwak experience illustrates how participatory governance and collective action can contribute to institutional development in fragile and post-conflict settings. However, the findings also suggest that participatory approaches require inclusive governance, institutional accountability, and sustained support to address issues of representation and sustainability. It concludes with recommendations to strengthen hybrid financing arrangements, institutional capacity, inclusive governance, and graduate outcome monitoring to support the long-term sustainability of regional public universities in fragile and post-conflict settings.