Reconfiguring the Academic Success Matrix through Student Involvement: Implications for a Higher Education Institutions: A Case of Three Selected Universities in Zimbabwe

The article explores reconfiguring the concept of academic success in Zimbabwe, now premised on attainment benchmark Doctrine Education 5.0 pillars set by Ministry Higher and Tertiary Education, Innovation, Science Technology Development enforced Zimbabwe Council for (ZimCHE) as a quality assurance agency. It reviews standards based teaching learning; research, community engagement; innovation; industrialisation. Targeting, HEI officers, managers, students population, study purposively selected three HEIs stated science, technology, engineering, mathematics (STEM) mandates drawn from Zimbabwe’s 20 registered public private universities. Questionnaire-elicited data were analysed using Statistical Package Social Scientists presented graphs derived descriptive statistics to enhance meaning findings. Findings show five-fold remains news although they passively participate recipients, reflected students-as- consumers rather than ‘students-as-partners’ among later industry. Without students’ voice partners, would be analogous maternity centre rating its ‘state art equipment’ high calibre staff without mention babies delivered core business therein. recommends reconfiguration academic-success matrix reflect student-interests involvement, industrial perspective end-line users graduates. A one-size fits-all approach is not tenable HEIs, their divergent call differentiated methodological approaches achieve success. continue rate terms student enrolment figure, infrastructural development at expense student-centred criteria that assesses innovative skills capacity appraisals post-graduation. shift higher education has been unmanaged, with telling implications visions missions, necessitating change. Consolidating requires Chief Executive Officers’ whose proven mandate espouses all deliverables, particularly innovation industrialisation through research engagement, except learning. Nothing academia prepares Professors Vice Chancellors this task, reducing them duds grasp largely superficial. HEIs’ involvement 3.0 scope when should functionally operating 5.0, which just paper tick-a-box-kind-of compliance satisfy minimum expectations. danger leaving important stakeholders behind until too late lingers, potentially negative ramifications therefrom all.