A survey of quality management in collaboration strategy between public universities and tertiary colleges in Kenya
Author(s)Mbaya, Joyce Muthoni
KeywordsTotal quality management in higher education --Kenya
Quality assurance --Kenya
Quality assurance --Kenya Education, Higher --Kenya --University and colleges --Standards Thesis
Full recordShow full item record
AbstractDepartment of Business Administration, 54p. The LB 2341.8 .K4M33 2012
In a bid to deal with the low enrolment to Kenya Public Universities, the Government of Kenya Sought to provide university education by having double intakes in an academic year as well as Taking over middle level colleges and polytechnics and converting them into universities issuing degrees. These steps however weren't sufficient to increase enrolment of deserving students to Universities. This has led to some public universities collaborating with private tertiary colleges to further reach the students and offer degrees. Focusing on collaborations contribution to access of higher education and quality, this survey was carried out on the quality management of the collaboration strategy between public universities and tertiary colleges in Kenya. The objective of the study was to examine the effect of quality management practices in collaborations, to identify the facilities leading to collaborations and identification of the policy guidelines in quality management in collaborations. The study employed a descriptive design. The target population was public Universities and Private colleges that have collaborated. Stratified sampling was used in the study to get a sample. This resulted in getting a target of 64 elements. Of these, 54 responded and returned the questionnaires constituting 84.3% response rate. This was a representative rate for sufficient inference on the general population. The managers consisted of 25% of the target population, the staff and lecturers 50% while the students consisted of 25% of the population. A structured questionnaire with both open and closed questions was used as the main tool of data collection. The data was analyzed using descriptive statistical methods and measures of central tendency. From the findings, it became apparent that the principles and practices of quality. that is people and relationships, continuous improvement (kaizen) and measures to quality maintenance are practiced and there has not been evidence of adverse negative effects of the collaborations on quality. Kaizen was found to exist below average. Quality- measures are however observed. Following guidelines from the Commission of Higher Education on the ratio of lecturers to students, the findings were that all ratios in the institutions were above the recommended ratio of the commission. From observation however, the ratio is much higher than what was indicated by the respondents. It is recommended that policy makers provide policies on revenue sharing ratios, joint management, take into account the global environment and incorporate Kenyan education system measure up to global standards. Further, universities and other institutions of learning ought to be registered by the Commission of Higher Education, which can rank the universities. On ratios, there could be increase lecturers to balance the deficit, enforce class sizes in both public and private institutions. Further, the use of both distance learning and E-learning can be used to decrease the number of students to lecturers, but more lecturers would still be important to have quality interaction of the distance learners and E-Iearners as well. Training on the management of public and private collaborations can be implemented as well.
Showing items related by title, author, creator and subject.
The role of strategic Human Resource Management in organizational performance in Kenya (a case of Kenya Ports Authority and Kenya Sugar Research Foundation)Juma, Flaura Kidere (2012-02-29)Department of Business Administration, 57,p. The HF 5549 .J85 2005
Mau-Mau War Rituals and Women Rebels in Kirinyaga County of Kenya (1952–1960): Retrieving Women Participation in Kenya’s Struggle for IndependenceKenyatta University and Research Fellow in the Research Institute for Theology and Religion, UNISA; Gathogo, Julius M.; SENIOR LECTURER KENYATTA UNIVERSITY MOMBASA CAMPUS P. O. BOX 16778-80100 MOMBASA KENYA (University of South Africa Press, 2017-08-17)The Mau-Mau war of independence in Kenya was fought after the returnees of the First and Second World Wars (1919–1945), who were mainly Christians, succeeded in politicising the black majority in the then Kenyan colony (1920–1963) to demand justice across the colour divides, as a religio-ritual duty which climaxed in oaths. The first stage of the war was seen in the change of contents in the African ritualistic dances that young men and women had gotten used to. In time, the love songs became political and/or patriotic songs that prepared people for a major war that was in the offing. The second stage was the secretive binding oaths. The third stage was the repositioning of the rebels in terms of forest fighters, the combatants, who were to engage the British government in guerrilla warfare. The third stage also saw some rebels positioned as spies, oath administrators, resource mobilisers, food suppliers to the forest fighters, among other offices. In all these duty allocations within the rank-and-file of society, it is critically important to ask: Were these ritualistic oaths a poor imitation and/or mockery of ecclesiastical Eucharist? Were men and women fighters acting from a just war theory? What role did women play in this all-important war that inspired other liberation movements in Africa and beyond? In Kirinyaga County of Kenya, were there women combatants and/or supporters of Mau-Mau rebellion (1952–1960)? The materials in this article are primarily gathered through archival sources and through interviewing some of the participants.
Practice and experiences in development of distance learning in Kenya: Case of the Centre for Open and Distance Learning- University of Nairobi, Kenya.Wafula, Charles Misiko (University of Nairobi, 2013-06-22)This paper is a documentary presentation and discussion of the major Issues and Educational Challenges that face Kenya towards its Fulfillment of Vision 2030 which has been set as Economic development Landmark to turn around this country and how open and distance learning address those challenges.
The paper identifies the magnitude of required capacity to undertake the training and -in-servicing of the working Kenyans for the provision of new skills and change of mindset of the key managers on carrying out their business to be result and outcome oriented without removing them from their jobs or workplace.
It discusses the justification and relevance of the specific Flagship Projects offered by open and distance modes using e-learning and printed modules with online learner support and how they were identified to be part of the performance contract at the College of Education and External Studies.