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The Mission Statement in 29 Private Institutions of Higher Education
in Rwanda and Achieving Vision 2050
Uwizeyimana Jean Bosco
Marist International University College, Nairobi, Kenya
DOI: https://doi.org/10.51244/IJRSI.2025.120800214
Received: 22 Aug 2025; Accepted: 28 Aug 2025; Published: 22 September 2025
ABSTRACT
This study examines how mission statements of private higher education institutions (HEIs) in Rwanda
articulate institutional identity, strategic direction, and alignment with the national development agenda of
Vision 2050. Mission statements are essential tools for defining purpose, ensuring accountability, and guiding
universities’ contributions to teaching, research, and community service. In Rwanda, where higher education is
positioned as a driver of socio-economic transformation, the articulation of institutional missions holds
particular significance. Using a qualitative document analysis approach, mission statements of 29 accredited
private HEIs were analyzed thematically using content analysis. Institutions were analyzed according to three
criteria: (1) inclusion of the tripartite functions of higher education (teaching, research, and community
service), (2) incorporation of Vision 2050 priorities such as innovation, technology, and socio-economic
transformation, and (3) distinctiveness in mission articulation. The analysis revealed that 45% of institutions
explicitly referenced the threefold role of higher education, while 58% incorporated Vision 2050 keywords,
signaling alignment with national priorities. However, 42% of institutions produced mission statements that
were vague, generic, or insufficiently distinctive, limiting their strategic positioning. A smaller group of
institutions articulated specialized missions—such as health equity, intercultural dialogue, or entrepreneurial
leadership—demonstrating valuable differentiation, though their contributions to Vision 2050 require clearer
demonstration. The findings suggest that while many private HEIs acknowledge national development
priorities, significant gaps remain in clarity, distinctiveness, and programmatic diversity, particularly in STEM
and vocational areas. The study concludes that mission statements in Rwanda’s private HE sector are partially
aligned with Vision 2050 but require strengthening to serve as actionable strategic tools. Recommendations
include periodic mission reviews, diversification of academic programs, cultivation of institutional niches, and
stronger policy guidance to balance national coherence with institutional distinctiveness.
Keywords: Vision 2050, Mission statement, Private Higher education, Institutional identity, Rwanda.
INTRODUCTION
Mission statements are crucial tools through which higher education institutions (HEIs) define their identity,
strategic direction, and contributions to national development. Globally, they guide teaching, research, and
community engagement while ensuring accountability and distinctiveness (Calder, 2011; Cortés Sánchez,
2018). In Rwanda, private HEIs have grown rapidly, complementing public institutions in meeting demand for
human capital. Their role is especially significant within Vision 2050, which prioritizes knowledge-based
growth, innovation, and socio-economic transformation. This study examines the mission statements of 29
accredited private HEIs in Rwanda, assessing their clarity, distinctiveness, and alignment with Vision 2050’s
national development pillars.
Conceptual Perspectives
The mission statement in higher education is more than a formal declaration of intent; it is a critical
articulation of institutional identity and purpose. In Rwanda, this function acquires heightened significance
because mission statements are directly tied to the country’s national development strategy, Vision 2050, which
prioritizes socio-economic transformation, technological innovation, and sustainable growth (Government of
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Rwanda, 2020). For higher education institutions (HEIs), mission statements are therefore not only reflections
of ethos but also strategic instruments that link institutional aspirations with national priorities. They are
expected to guide universities in cultivating human capital, advancing applied research, and fostering
innovation ecosystems that will enable Rwanda to achieve its ambition of high-income status (Nsengimana,
2022).
Within this policy framework, mission statements in Rwandan HEIs perform dual roles. They must align with
universal academic standards while ensuring relevance to specific national aspirations. This makes them both
symbolic and practical: markers of institutional identity and roadmaps for accountability. Evaluations of
mission statements typically assess clarity, inclusivity, and responsiveness to stakeholder needs. In Rwanda’s
context, these elements are further shaped by the imperatives of post-genocide reconstruction, where
reconciliation, inclusivity, and equity remain central societal goals (Kamanzi, 2021). Effective missions thus
serve not only as strategic guides but also as frameworks of accountability, ensuring that institutional
ambitions translate into employability, entrepreneurship, and innovation outcomes.
At the organizational level, mission statements in Rwanda operate as cultural anchors. They align the efforts of
faculty, staff, and students, while also serving as instruments of resilience in a resource-constrained and
competitive higher education sector. Private universities, for instance, use missions strategically for legitimacy,
branding, and differentiation in an increasingly crowded field (Uwitonze & Niyibizi, 2022). Public
universities, on the other hand, must navigate the balance between traditional academic roles and state-driven
mandates. In both cases, mission statements mediate the tension between institutional autonomy and state
accountability.
Yet, their effectiveness remains contested. Critics argue that missions risk becoming rhetorical rather than
actionable, especially where institutions lack the capacity to operationalize commitments such as “excellence,”
“innovation,” and “community service” (Morphew & Hartley, 2020; Nkundabanyanga et al., 2021). While
alignment with Vision 2050 provides rhetorical power, whether this alignment translates into measurable
outcomes remains uncertain. The tension between performative and practical dimensions is a central challenge
for Rwandan HEIs.
The COVID-19 pandemic further underscored the need for adaptability. Rwandan HEIs, like their global
counterparts, were compelled to adopt virtual and hybrid teaching models, embedding resilience and digital
transformation into their missions (UNESCO, 2021). These adjustments highlighted the dynamic potential of
mission statements as evolving texts that incorporate flexibility and innovation—priorities already emphasized
in Vision 2050 (Government of Rwanda, 2020). This demonstrated that missions are not static but responsive,
capable of steering institutions through crises while maintaining alignment with national goals.
Inclusivity constitutes another crucial dimension. A mission that reflects only leadership aspirations risks
marginalizing broader stakeholders. In Rwanda, participatory mission development is vital for legitimacy and
relevance. The frequent emphasis on community service signals universities’ embeddedness within their local
contexts and their responsibility to contribute directly to social well-being. This orientation resonates with
African philosophical traditions such as ubuntu, which emphasize solidarity, interdependence, and collective
responsibility (Waghid & Davids, 2020). Thus, mission statements in Rwanda embody both cultural and
strategic functions, articulating values of reconciliation, equity, and social justice alongside developmental
ambitions.
External pressures also shape mission design. The influence of international rankings and accreditation
systems increasingly pushes institutions to frame missions around research productivity, graduate
employability, and global engagement (Hazelkorn, 2022). For Rwandan HEIs, these global demands intersect
with domestic imperatives, producing hybrid mission statements that must signal both global competitiveness
and national relevance. Such dual imperatives often result in ambitious statements that attempt to reconcile
divergent goals, though the challenge lies in operationalizing them sustainably.
Globally, mission statements share many of these tensions but are framed against different pressures.
Universities worldwide are now expected to address urgent societal challenges such as climate change,
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inequality, and technological disruption. This has led to the incorporation of commitments to sustainability,
diversity, and global engagement in institutional missions (Bratianu & Bejinaru, 2021). Rwanda’s Vision 2050
intersects with these global discourses, emphasizing green growth, digital transformation, and social equity.
Rwandan HEIs must therefore integrate international trends with local priorities, crafting missions that are
simultaneously globally relevant and nationally responsive.
Finally, mission statements carry ethical significance. They function as an institution’s moral compass,
outlining its responsibilities to society. This aligns with broader global understandings of higher education as
both an engine of economic growth and a moral enterprise tasked with cultivating responsible citizens and
cohesive communities (Waghid & Davids, 2020).
The mission statement in higher education is a dynamic construct that embodies strategic, ethical, and
developmental commitments. In Rwanda, its significance is amplified by the imperatives of Vision 2050,
which position HEIs as engines of innovation, digital transformation, and inclusive growth. By integrating
global discourses on sustainability and competitiveness with national priorities, mission statements emerge as
hybrid frameworks bridging international expectations and local realities. The enduring challenge lies in
operationalizing these missions coherently and inclusively. As higher education continues to evolve, mission
statements will remain central to defining institutional roles and shaping contributions to both national and
global development.
Theoretical Perspectives
This study is grounded in two complementary theoretical perspectives that provide a deeper understanding of
the role of mission statements in higher education: institutional theory and strategic management theory. Taken
together, these frameworks elucidate how mission statements simultaneously serve as symbolic representations
of institutional legitimacy and as strategic tools guiding organizational direction, particularly when considered
within the context of Rwanda’s Vision 2050.
Institutional theory emphasizes the way organizations seek legitimacy through the adoption of socially
acceptable structures, practices, and discourses. Higher education institutions, as complex organizations,
operate in highly institutionalized environments where legitimacy is as critical as efficiency or performance.
Mission statements, within this framework, can be understood as vehicles of institutional identity and
legitimacy. By explicitly articulating alignment with broader societal goals such as Rwanda’s Vision 2050,
universities and colleges position themselves as credible actors within the national development discourse
(Meyer & Rowan, 2020). Through the symbolic language of commitment to innovation, technology, and socio-
economic transformation, institutions cultivate trust among stakeholders—including students, parents,
policymakers, and international partners—who expect education providers to contribute to societal progress.
Recent studies affirm that legitimacy-seeking behavior in higher education increasingly involves alignment
with national policy frameworks and global development agendas (Shattock, 2020; Preece, 2022). In sub-
Saharan Africa, where higher education is often viewed as both a public good and a driver of development,
mission statements function as declarations of conformity to state priorities while simultaneously reflecting
institutional distinctiveness. Rwanda’s Vision 2050, which aspires to transform the nation into a high-income,
knowledge-based economy, provides the overarching framework within which higher education institutions
must demonstrate relevance. Through institutional theory, mission statements can be seen as both a symbolic
alignment with national aspirations and a means of securing continued legitimacy and resource flows from
government, donors, and society at large (DiMaggio & Powell, 2021).
At the same time, institutional theory acknowledges the potential tension between symbolic conformity and
substantive action. Universities may produce mission statements that proclaim alignment with Vision 2050
without necessarily restructuring their curricula, research agendas, or community outreach to reflect those
goals. Scholars have highlighted this decoupling effect, where mission statements serve more as public
relations instruments than as drivers of organizational behavior (Brunsson, 2020). However, in Rwanda, the
close oversight of higher education by government agencies such as the Higher Education Council (HEC) and
the Ministry of Education increases the pressure on institutions to ensure that mission statements are not only
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symbolic but also operationally enacted (MINEDUC, 2021). Institutional theory thus helps explain why
mission statements matter in contexts where legitimacy is strongly tied to demonstrable alignment with state-
led visions.
In parallel, strategic management theory provides another lens through which mission statements can be
analyzed. Unlike institutional theory, which emphasizes legitimacy and conformity, strategic management
theory views mission statements as tools that define organizational purpose, guide decision-making, and
measure performance. Within this perspective, a mission statement is not only about external legitimacy but
also about internal strategic coherence. By setting clear goals, articulating institutional priorities, and
communicating long-term direction, mission statements enable universities to align teaching, research, and
community service with both internal capacities and external opportunities (Bryson et al., 2020).
Strategic management scholarship consistently emphasizes that effective mission statements should be
actionable, measurable, and reflective of the competitive environment (David et al., 2020; Abatecola &
Cristofaro, 2021). For higher education institutions in Rwanda, this means that alignment with Vision 2050 is
not merely symbolic; it also represents a deliberate positioning strategy. By incorporating references to
knowledge creation, technological innovation, and socio-economic development, mission statements guide
institutions in curriculum reform, research investments, and partnership development. For example,
universities that emphasize innovation ecosystems and digital learning in their missions are strategically
positioning themselves to attract investment, forge industry collaborations, and prepare graduates for the labor
market envisioned in Vision 2050.
Moreover, strategic management theory suggests that mission statements play a central role in performance
evaluation. By setting out goals aligned with national visions, institutions can measure their contributions
against benchmarks such as graduate employability, research output, and community impact. This evaluative
function strengthens accountability and transparency, both internally and externally (Hill et al., 2021). In the
Rwandan context, where performance-based financing models are increasingly considered in higher education
policy (World Bank, 2021), mission statements provide a framework for institutions to demonstrate value
creation and justify continued support.
The integration of institutional and strategic management perspectives highlights the dual nature of mission
statements as both symbolic and functional documents. Symbolically, they signal institutional legitimacy by
aligning with the values and goals of broader society. Strategically, they provide concrete direction for
achieving organizational objectives. These perspectives are not mutually exclusive but complementary. Indeed,
contemporary higher education institutions must simultaneously secure legitimacy and pursue strategic
advantage in increasingly competitive and resource-constrained environments (Wójcik & Rogozińska-Mitrut,
2022).
Applied to Rwanda, this dual perspective underscores the complexity of higher education governance in a
rapidly transforming society. On one hand, universities must articulate missions that resonate with Vision
2050’s emphasis on knowledge economies, green growth, and digital transformation. On the other hand, they
must operationalize those missions through strategies that enhance institutional capacity, build human capital,
and foster innovation ecosystems. Failure to balance these dimensions risks reducing mission statements to
symbolic declarations with little practical impact. Conversely, institutions that fully integrate legitimacy and
strategy in their mission statements are more likely to become effective partners in achieving national
development goals.
This theoretical framing also invites reflection on the evolving role of higher education institutions in low- and
middle-income countries. Institutional theory reminds us that universities are embedded in social and political
contexts where legitimacy is vital, while strategic management theory pushes institutions toward proactive
engagement with competitive realities and measurable outcomes. Together, these perspectives underscore the
mission statement as a key site where societal expectations and organizational strategies intersect. In Rwanda’s
case, this intersection is particularly significant because of the centrality of education in the country’s
ambitious development vision. Mission statements thus become more than organizational artifacts; they
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embody the negotiation between symbolic legitimacy and strategic action in the service of national
transformation.
In sum, the theoretical framework guiding this study draws from institutional theory and strategic management
theory to provide a holistic understanding of mission statements in Rwandan higher education. Institutional
theory foregrounds the symbolic and legitimacy-oriented dimensions, while strategic management theory
emphasizes strategic alignment, goal-setting, and performance measurement. Together, these frameworks
illuminate the dual role of mission statements as symbolic declarations of societal alignment and as strategic
instruments for institutional effectiveness. This duality is particularly relevant in Rwanda, where higher
education institutions are both expected to conform to national priorities and to demonstrate measurable
contributions to socio-economic transformation under Vision 2050.
MATERIALS AND METHODS
This study employed a qualitative document analysis approach to examine the mission statements of accredited
private higher education institutions in Rwanda. Document analysis is a recognized qualitative research
method that involves systematic review and interpretation of textual data to elicit meaning, gain understanding,
and develop empirical knowledge (Bowen, 2009; Vaughn & Turner, 2016). In higher education research,
mission statements are particularly suitable documents for such analysis because they are both official and
authoritative texts that reflect an institution’s priorities, commitments, and self-presentation to stakeholders
(Morphew & Hartley, 2006; Taylor et al., 2020). By analyzing mission statements, this study sought to identify
how private higher education institutions in Rwanda articulate their roles in relation to the threefold functions
of higher education and national development aspirations outlined in Rwanda’s Vision 2050.
The study population comprised all 31 accredited private higher education institutions in Rwanda as of
December 2023, as recognized by the Higher Education Council (HEC). The institutions varied in size, history,
and orientation, ranging from long-established universities to newer polytechnics and faith-based colleges.
This inclusive population frame ensured that the analysis captured the diversity of private higher education in
Rwanda, which is characterized by rapid growth, strong involvement of religious organizations, and
responsiveness to labor market needs (Mutabazi et al., 2021). The decision to focus exclusively on private
institutions was grounded in the recognition that they constitute a significant and growing segment of
Rwanda’s higher education system, often complementing public universities by filling gaps in access,
specialized training, and flexible modes of delivery (Tusiime et al., 2022).
From this population, the study drew a sample of 29 institutions. Two institutions, the University of Gitwe and
Muhabura Integrated Polytechnic, were excluded because their mission statements were not publicly available
on official websites during the period of data collection. Mission statements are typically published on
institutional websites as a way of signaling transparency, accountability, and legitimacy to stakeholders,
including prospective students, government agencies, and international partners (Efe & Ozer, 2020). Their
absence in these two cases therefore constituted a practical limitation but did not significantly compromise the
representativeness of the sample, given that 93.5% of the target population was included. In qualitative
document analysis, the adequacy of sampling is judged less by statistical representativeness and more by the
capacity to provide sufficient textual material for in-depth thematic analysis (Bowen, 2009). On this basis, the
sample size of 29 mission statements was considered sufficient to capture patterns and variations in how
institutions conceptualize their roles.
Data collection took place between December 1 and 15, 2023. Mission statements were retrieved directly from
the official websites of the respective institutions. This online retrieval approach was justified because
institutional websites serve as primary platforms for disseminating official information and for projecting
organizational identity to both local and global audiences (McCaffery, 2019). The use of web-based data also
ensured that the study relied on the most current and publicly endorsed versions of the mission statements, thus
enhancing the reliability of the analysis. To ensure accuracy, each mission statement was downloaded in its
original format, cross-checked against multiple pages where available (e.g., “About Us,” “Vision and
Mission,” or “Institutional Profile”), and stored in a digital repository for systematic coding. This procedure
minimized the risk of relying on outdated, informal, or non-authoritative sources.
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The analytical framework for content analysis was guided by three interrelated criteria derived from both
higher education scholarship and Rwanda’s Vision 2050 policy documents. Content analysis is widely used in
organizational and educational studies to identify, code, and interpret recurring words, themes, or patterns
within textual data (Krippendorff, 2018). It was chosen for this study because it enables researchers to move
beyond surface-level descriptions of mission statements toward a deeper understanding of their meanings and
implications (Stemler & Bebell, 2020).
The first criterion concerned the presence of the threefold functions of higher education: teaching, research,
and community service. These functions, often referred to as the “triad” or “tripartite mandate” of higher
education, are recognized globally as the core responsibilities of universities and colleges (Altbach et al.,
2019). In Rwanda, higher education policy frameworks explicitly emphasize the integration of these functions
to produce graduates who are not only knowledgeable but also capable of contributing to national development
and societal well-being (MINEDUC, 2020). By analyzing how mission statements reference teaching,
research, and community service, the study sought to determine whether private institutions embrace a holistic
vision of higher education or privilege certain functions over others. Previous studies in other contexts have
found that institutions often emphasize teaching while downplaying research and service, particularly in
resource-constrained settings (Morphew & Hartley, 2006; Othman et al., 2021). Testing whether this pattern
holds in Rwanda provides valuable insights into the sector’s alignment with global and national expectations.
The second criterion involved the mention of Vision 2050 keywords such as innovation, competence,
technology, transformation, development, and service delivery. Rwanda’s Vision 2050 sets out the country’s
ambition to achieve high standards of living and inclusive development by mid-century, with higher education
positioned as a central driver of this transformation (Government of Rwanda, 2020). Key themes in Vision
2050 include building a knowledge-based economy, fostering innovation, and equipping citizens with technical
and professional skills for global competitiveness. Mission statements that incorporate these keywords can be
interpreted as signaling strategic alignment with national priorities, thereby enhancing institutional legitimacy
and relevance (Nzabonimpa & Mutabazi, 2022). The analysis therefore systematically coded the presence or
absence of these terms in order to assess the extent to which private higher education institutions frame
themselves as partners in Rwanda’s long-term development agenda.
The third criterion related to the distinctiveness and uniqueness of mission articulation. While mission
statements typically share common features, they are also expected to convey an institution’s unique identity,
values, and niche within the higher education landscape (Fugazzotto, 2021). Distinctiveness is crucial for
attracting students, faculty, and partners, as well as for differentiating institutions in increasingly competitive
educational markets (Taylor et al., 2020). In the Rwandan context, where many private institutions are faith-
based or professionally oriented, distinctiveness may be expressed through reference to religious values,
specialized fields of training, or commitments to particular social missions (Mutabazi et al., 2021). The
analysis therefore examined not only whether institutions referenced teaching, research, and national goals, but
also how they articulated their uniqueness in relation to peers. This criterion allowed for an evaluation of
whether mission statements functioned as mere symbolic documents repeating standard phrases or as
meaningful expressions of organizational identity and purpose.
To operationalize this analytical framework, the study employed an iterative coding process. Each mission
statement was read multiple times, and segments of text were coded according to the three criteria. Initial
descriptive coding focused on identifying explicit references to teaching, research, community service, Vision
2050 keywords, and distinctive elements. Subsequent interpretive coding involved grouping these references
into broader themes and assessing the depth and quality of their articulation. For example, a mission statement
that mentioned “innovative teaching for national transformation” was coded both under “teaching” and under
“Vision 2050 keywords” (innovation, transformation). Reliability was enhanced by repeatedly cross-checking
coded data across documents to ensure consistency in interpretation, as recommended in qualitative content
analysis protocols (Krippendorff, 2018).
In sum, this methodological approach was designed to generate a systematic yet contextually sensitive
understanding of how private higher education institutions in Rwanda represent themselves through their
mission statements. By combining comprehensive population coverage, careful data collection, and an
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analytical framework grounded in both global higher education norms and national development priorities, the
study ensured rigor, transparency, and relevance. This methodological foundation supports the subsequent
findings and discussion on the role of mission statements in aligning institutional identity with Rwanda’s
Vision 2050.
FINDINGS
The analysis of mission statements from 31 private higher education institutions in Rwanda reveals uneven but
discernible patterns of alignment with the five strategic pillars of Vision 2050: human capital development,
innovation and technology, private sector growth and entrepreneurship, governance and institutional capacity,
and infrastructure and sustainability. Taken together, these findings provide insight into the extent to which
private institutions are positioning themselves as contributors to Rwanda’s long-term national vision.
The most frequently articulated commitment was to human capital development, which appeared in 20 of the
31 mission statements (65%). Institutions in this category commonly expressed their role in producing
“competent graduates,” providing “quality education,” or equipping students with “skills and values.” For
instance, the Université Libre de Kigali (ULK) states its purpose as “to provide quality higher education that
prepares competent graduates to contribute to Rwanda’s development,” while the Institut d’Enseignement
Supérieur de Ruhengeri (INES) pledges “to produce socially responsible graduates through teaching, research,
and community service.” Such formulations align with Rwanda’s emphasis on human capital as the foundation
for socioeconomic transformation, but the broad and often generic language employed raises concerns about
institutional distinctiveness and the measurability of their stated commitments.
Innovation and technology emerged as the second most prominent theme, referenced by 12 institutions (39%).
The Université de Technologie et d’Art de Byumba (UTAB), for example, commits itself “to foster innovation
and technology-driven solutions for socio-economic transformation,” while Kepler highlights its mission “to
empower learners through technology-enabled education.” These statements reflect Rwanda’s ambition of
developing a knowledge-based economy. However, the fact that fewer than half of the institutions explicitly
reference innovation indicates that the sector remains only partially aligned with the country’s vision of
positioning higher education as a driver of technological advancement and innovation-led growth.
A smaller proportion of institutions—nine in total (29%)—highlighted private sector growth and
entrepreneurship. The African Leadership University (ALU) explicitly commits “to prepare entrepreneurial
leaders who can drive Africa’s transformation,” and Kepler similarly emphasizes its role in nurturing
“innovative thinkers and entrepreneurs ready for the global job market.” Kibogora Polytechnic also
underscores entrepreneurship as part of its institutional mission. These examples illustrate that while a subset
of institutions is embracing entrepreneurship as a defining characteristic, most remain oriented toward
conventional academic functions rather than directly aligning with Rwanda’s enterprise-driven development
agenda.
References to governance and institutional capacity were found in seven mission statements (23%),
particularly among faith-based and leadership-focused institutions. The Adventist University of Central Africa
(AUCA) seeks “to develop ethical and professional leaders for sustainable governance,” while the Protestant
Institute of Arts and Social Sciences (PIASS) articulates its goal as preparing “leaders committed to justice,
peace, and service to society.” ALU also integrates leadership development within its mission, reinforcing its
broader institutional focus. Although not widely represented, these examples suggest that specialized
institutions are filling a valuable niche in advancing Rwanda’s goals of accountable governance and ethical
leadership, even if governance is not a dominant concern across the sector.
The least represented pillar was infrastructure and sustainability, which appeared in only three mission
statements (10%). These were mainly health- and technology-oriented institutions. The University of Global
Health Equity (UGHE), for example, commits itself “to transform global health equity through building
sustainable health systems,” while UTAB references sustainability in its broader mission of technology and
development. The marginal representation of infrastructure is particularly striking given its prominence in
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Vision 2050 as a foundational enabler of transformation, pointing to a gap in the way private institutions
conceive their developmental role.
Overall, the analysis demonstrates that while Rwanda’s private higher education institutions are strongly
oriented toward human capital development and, to a lesser extent, innovation, other pillars of Vision 2050
remain unevenly addressed. Entrepreneurship, governance, and infrastructure receive selective but limited
emphasis, suggesting that only a subset of institutions have strategically differentiated their missions in ways
that directly map onto the multidimensional aspirations of Rwanda’s national vision. These findings highlight
both the progress achieved and the gaps that persist, raising critical questions about the extent to which mission
statements function as authentic strategic instruments rather than symbolic declarations.
SUMMARY
Table: Institutional Alignment with Vision 2050 Pillars
Vision 2050 Pillar
No. of
Institutions
% of
Total (n
= 31)
Illustrative
Institutions
Human Capital
Development
20
65%
ULK, INES, ICK,
AUCA, UGHE
Innovation &
Technology
12
39%
UTAB, Kepler,
ALU, INILAK
Private Sector Growth &
Entrepreneurship
9
29%
ALU, Kepler,
Kibogora
Polytechnic
Governance &
Institutional Capacity
7
23%
AUCA, PIASS,
ALU
Infrastructure &
Sustainability
3
10%
UGHE, UTAB, one
technical university
Coding Matrix of Pillar Connections
Institution
Human Capital
Innovation
Private Sector
Governance
Infrastructure
ULK
✓
INILAK
✓
✓
ICK
✓
INES
✓
PIASS
✓
✓
Kibogora Polytechnic
✓
✓
UTAB
✓
✓
✓
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UGHE
✓
✓
AUCA
✓
✓
ALU
✓
✓
✓
✓
Kepler
✓
✓
✓
This pillar-based analysis demonstrates that while Rwanda’s private HEIs are strongly aligned with the human
capital development agenda, they show uneven engagement with other critical pillars of Vision 2050.
Innovation and entrepreneurship are selectively emphasized, mainly by specialized institutions, while
governance and infrastructure remain underrepresented. Such gaps highlight the need for HEIs to broaden their
mission statements beyond generic commitments to education, ensuring stronger alignment with Rwanda’s
long-term strategic trajectory.
DISCUSSION
The findings of this study reveal a mixed picture of alignment between the mission statements of Rwanda’s
private higher education institutions and the national development vision articulated in Vision 2050.
Institutions that explicitly reference the threefold functions of higher education—teaching, research, and
community service—demonstrate a direct contribution to human capital development, which remains one of
the central pillars of Vision 2050. These institutions recognize that higher education’s role extends beyond
knowledge transmission to knowledge creation and societal transformation. In this sense, their missions align
well with the broader national goal of cultivating a highly skilled, innovative, and ethically grounded
workforce capable of driving socio-economic transformation.
In addition, the inclusion of innovation, technology, transformation, and development in many mission
statements reflects a responsiveness to Rwanda’s ambition of becoming a knowledge-based economy. As the
government seeks to transition from an agriculture-dominated economy to one driven by innovation and
service delivery, higher education institutions are expected to provide the intellectual capital and research
capacity required to achieve this transformation (Republic of Rwanda, 2020). Thus, those institutions that
incorporate Vision 2050 keywords in their missions show both awareness of and responsiveness to national
strategic priorities.
Despite these positive trends, the findings also highlight areas of concern. A significant proportion of
institutions either fail to reference Vision 2050 priorities or articulate missions that remain vague and generic.
As Moghal (2012) notes, mission statements that lack specificity or are duplicated across institutions weaken
institutional identity and risk rendering higher education institutions indistinguishable from one another. This
lack of distinctiveness not only dilutes their contribution to the higher education sector but also undermines the
collective ability of private institutions to support national development effectively. In Rwanda’s context,
where higher education is a strategic driver of socio-economic progress, such misalignment represents a lost
opportunity for strengthening the sector’s relevance.
Another limitation emerging from the analysis is the dominance of academic programs in business, social
sciences, and education, with relatively limited representation in STEM, health sciences, and vocational fields.
While these disciplines remain important, their concentration does not adequately reflect Rwanda’s current and
future labor market needs. Vision 2050 emphasizes innovation, science, and technology as critical levers for
national transformation (Republic of Rwanda, 2020). Thus, without diversifying their program offerings,
private higher education institutions risk perpetuating skills gaps that constrain the country’s development
trajectory.
From a theoretical perspective, these findings confirm that mission statements serve both symbolic and
functional roles. Institutional Theory suggests that mission statements are instruments of legitimacy, used by
organizations to demonstrate alignment with societal and governmental expectations (Meyer & Rowan, 1977).
In the Rwandan case, alignment with Vision 2050 enhances institutional legitimacy and signals relevance to
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national priorities. Similarly, Strategic Management Theory views mission statements as roadmaps that guide
institutional direction, resource allocation, and decision-making (David & David, 2016). Failure to align with
national goals, therefore, risks marginalizing institutions within the broader socio-economic agenda and limits
their potential impact on development outcomes.
Overall, the discussion underscores that while some private higher education institutions in Rwanda are
strategically positioned to contribute to Vision 2050, others must strengthen their missions and diversify their
academic programs to remain relevant. Stronger alignment with national goals will not only reinforce their
legitimacy but also enhance their role in shaping Rwanda’s future as envisioned in Vision 2050.
CONCLUSIONS
The study concludes that private higher education institutions in Rwanda are only partially aligned with the
aspirations of Vision 2050. While many emphasize traditional academic roles and some incorporate Vision
2050 keywords, significant gaps remain in program diversity, mission distinctiveness, and explicit alignment
with national goals. Private higher education must re-examine its mission statements to ensure clarity,
uniqueness, and responsiveness to Rwanda’s developmental needs. Nevertheless, certain limitations should be
acknowledged. The analysis relied exclusively on institutional mission statements, which are often aspirational
texts that may not fully capture actual practices or outcomes. Moreover, the study excluded public higher
education institutions, whose missions may provide important points of comparison in assessing the broader
alignment of Rwanda’s higher education sector with Vision 2050. Future research incorporating strategic plans,
curricula, and stakeholder perspectives could, therefore, provide a more comprehensive picture of how
institutions translate their stated missions into practice.
RECOMMENDATIONS
The findings of this study point to several critical recommendations for strengthening the contribution of
private higher education institutions to Rwanda’s Vision 2050. For higher education institutions, the first
priority is to ensure that their mission statements are living documents that explicitly reflect the country’s
developmental pillars of human capital, innovation, private sector growth, infrastructure, and governance. This
requires periodic review and updating of mission statements so that they remain aligned with shifting national
priorities while reinforcing institutional legitimacy. Equally important is the diversification of academic
programs. The current concentration in business, education, and social sciences does not sufficiently address
Rwanda’s growing demand for expertise in STEM disciplines, health sciences, and vocational fields. By
expanding into these areas, institutions can provide graduates with the skills and competencies that directly
support the country’s socio-economic transformation. Furthermore, institutions should cultivate unique niches
that clearly distinguish them within Rwanda’s higher education landscape. The prevalence of generic mission
statements risks diluting institutional identity and weakening competitiveness. By articulating distinctive
contributions—such as entrepreneurship, applied research, or health equity—institutions can both strengthen
their visibility and avoid duplication of roles already performed by others. Finally, mission statements must be
systematically translated into daily operations, ensuring that teaching, research, and community engagement
embody the commitments outlined in institutional mandates.
For policymakers, the Ministry of Education and related bodies should provide guiding frameworks that
encourage mission statement alignment with national priorities while safeguarding institutional autonomy.
Such guidelines would promote coherence across the sector without undermining institutional diversity and
innovation. Policy incentives, including targeted funding for STEM or innovation initiatives, could further
strengthen the alignment of institutional efforts with national development goals.
For researchers, future inquiry should extend beyond textual analysis of mission statements to examine how
institutional missions are operationalized in practice. This would involve analyzing curricula, graduate
outcomes, and governance structures, while also including public institutions for a more comprehensive
assessment of the sector’s contribution to Vision 2050.
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