In all its forms, topics, and functions, research holds the potential to be a powerful driving force that a country can employ to strengthen its economy, preserve the environment, and address societal inequalities. Thus, it is no surprise that countries globally have devoted increased attention and resources to nurturing the competencies of their research practitioners. Higher education institutions (HEIs) are responsible for nurturing researchers who can meet international research standards and contribute to the prosperity of their countries. This qualitative study, grounded in a postmodern research paradigm, employed the principles of grounded theory to achieve the purpose of the study. This research is based on a larger project that collected data from ten semi-structured interviews, a document analysis consisting of 40 documents, and a thorough review of global scholarly literature. To achieve the purpose of this study, the findings and recommendations stem from the literature review and document analysis. The purpose of this study was distinctive, as scholarly literature calls for more studies on sustainable research capacity building (SRCB). In addition, the limited available research focuses on capacity building (CB) in the health sector, whereas less attention is devoted to the development of academic professionals who conduct research in higher education. The findings revealed that research capacity plays a crucial role in achieving sustainable development goals (SDGs), improving the quality of research conducted by HEIs and their academic practitioners, and improving the education system. According to scholars located in different corners of the world, maximizing SRCB will require nurturing the ability of doctoral students, developing globally competent researchers, mentorship, applying a whole-institution approach, implementing effective institutional leadership, motivating research practitioners by offering research incentives, and establishing an enabling environment for research training. [For the complete Volume 23 proceedings, see ED678047.]