Higher education offers several opportunities for faculty, administrative staff, and students to contribute to climate change mitigation and adaptation as well as promote sustainability within the areas where such institutions are located. Through training, research, and community engagement functions, higher education institutions can ably contribute to sustainability and climate change response. This paper presents part of the findings from a larger study conducted at University of Dar es Salaam in Tanzania. The researcher adopted a socio-constructivist perspective to explore the perspectives and views of lecturers, administrators, and students on climate change related programmes regarding the role that university governance and management can play in promoting climate change and sustainability interventions at their university. Data was generated using semi-structured in-depth interviews and focus group discussions (FGDs) from 33 participants. Data was analysed using thematic analysis based on Braun & Clarke (2006). Findings revealed several roles that their university’s governance has and continues to play in promoting climate change and sustainability interventions including integrating these aspects in the university strategy, adding climate change and sustainability to the university research agenda, and promoting sustainability practices in the management and governance processes and systems. The findings may be handy in supporting other universities to promote these aspects right from the governance levels.
climate change, sustainable development, education, participation, governance