Academics at higher institutions are expected to conduct research critical to effective teaching, knowledge production, and community development. However, in Africa, research seems to be more motivated by promotion than by problem-solving initiatives. This has left a gap in effective teaching at the higher education level since most academics appear to be more interested in research than teaching, as their career advancement depends on the former. According to evidence, research motivated by promotion contributes far less to effective learning and critical understanding than research-driven by problem-solving initiatives. This disparity appears to be impeding African universities' ability to contribute successfully to the global knowledge economy. Despite this, Africa's university system is affected by a lack of funding, administrative bottlenecks, outdated teaching techniques, and a lack of research capabilities. To address these problems and produce knowledge critical to Africa's future, most African institutions, including those in South Africa, have developed several research entities, scholarships, fellowships, and training programs. These platforms allow academics to conduct research, teach and engage in community service to address social issues and provide value to students. Although these programs are commendable, their contributions to effective teaching and critical knowledge in Africa raise concerns, which have received little attention. The article investigates how research stimulates effective learning and knowledge critical to Africa’s development, using David Easton's theoretical input-output nexus, structural-functionalism and qualitative research design drawn from expert opinions interviews. The findings deepen understanding of the extent of contributions of research to effective teaching and critical knowledge. The results also provide approaches for university lecturers to improve research uptake, quality teaching, and critical knowledge. It concludes that a balance between research and teaching would rapidly enhance Africa’s knowledge production for its development.