Research capstones in higher education often culminate in rich theses that remain unpublished, limiting scholarly impact and student engagement. This study proposes a novel conceptual framework and data-informed approach to bolster capstone-to-publication pipelines. Focusing on Rwanda with comparative African and global perspectives, we integrate Resource Dependence Theory (institutional supports), Diffusion of Innovation (adoption of publication supports), and Communities of Practice (peer writing groups) to examine how supervision structures and writing supports influence conversion of capstone projects into peer-reviewed publications. We conduct secondary analyses of institutional documents (supervisor handbooks, ethics standard operating procedures), repository records, and journal timelines. Process mapping visualizes current pipelines, while bibliometric tracing quantifies conversion rates across universities. Content analysis of policies identifies support features (e.g. co-authorship norms, writing workshops, milestone checklists) associated with higher publication outcomes. Key findings reveal that institutions with robust supports – clear co-author expectations, structured writing feedback, and timeline alignment with journal cycles – have significantly higher capstone publication conversion rates. In Rwanda’s context, where only ~6% of surveyed undergraduates had published their capstone research, strategic interventions can close the gap. Philosophically, we interrogate the ethics of student–supervisor publishing collaborations and the epistemological empowerment of student-generated knowledge. We deliver actionable tools: a revised supervisor handbook template embedding publication pathways, an ethics approval flowchart for expedited student research, and a semester-by-semester publication timetable. Implementing these tools is projected to enhance institutional research visibility and student success.