Alumni-driven sustainability strategies: paving a way forward for sustainable development of public HEIs

Purpose This investigation is based on the rich experiences of alumni from a reputable public higher education institution (HEI) in Pakistan. Its primary goal is to assess and investigate the relationship between the institution’s long-term sustainability strategies and alumni impressions. The inquiry aligns with the global changing landscape of HEIs, which demands more robust and marketing-driven strategies to achieve long-term sustainability through engaging various stakeholders. Design/methodology/approach The study employs a phenomenological research design to offer fresh insights into the effectiveness of alumni engagement practices. This research uses semi-structured interviews with nine alumni to contribute an interesting and important narrative regarding alumni’s experiences with engagement strategies. Findings The findings show that alumni strongly desire to maintain contact with their institution and support in various ways, thus signifying the importance of alumni engagement. In the broader context, alumni engagement can support HEIs to avoid the risks of losing education standards in financially strict times and achieve sustainable development. Practical implications By actively involving alumni, HEIs in Pakistan can support their sustainable development, strengthen their financial position, raise educational standards, access resources and more. This research provides a way for Public HEIs to attract external support to address the growing institution’s sustainability concerns and avoid the risk of deteriorating education. Originality/value The present research extends to the existing body of knowledge regarding Pakistan’s developing economy, while earlier studies have primarily concentrated on alumni studies from developed nations. The study has theoretically expanded the use of the stimulus-organism-response framework and introduced several new constructs not examined or utilized in earlier alumni studies.