Browsing by Author "Chege, Susan W."

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    Analysis of Adhocracy Culture Implementation Approach and Performance of Universities in Kenya.
    (EdinBurg Peer Reviewed Journals and BooksPublishers, 2022) Chege, Susan W.; Gichunge, Evangeline; Muema, Wilson
    The recent increase in competition and insufficient government financing, as well as the government's increased focus on technical, vocational education training, have had a significant negative impact on higher education's service delivery and performance. The study sought to determine the effect of role culture implementation approach on universityperformance in Kenya. The study used a descriptive research approach, and its target population included 444 senior university employees from all 74 accredited universities in Kenya. Descriptive and inferential statistics were used to analyze the data. Adhocracy culture insignificantly influenced universities’ performance by -13.3% (R square value of -0.133). The correlation value of (r=-.097, p<0.05) showed the negative relationship between adhocracy culture and universities’ performance. The chi-square value of χ2(5) = 0.038, p=0.049 proved there was an insignificant relationship between adhocracy culture and universities’ performance. Adhocracy culture was insignificantly associated with placement and research output performance, university ranking, student placement by KUCCPS,and graduation rate.Organization managers musthave a good understanding of the adhocracy culture that exists in universities and the impact it generates on typical performance. This is very important while making imperative decisions.
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    Effect of Achievement Culture on the Performance ofUniversities in Kenya.
    (EdinBurg Peer Reviewed Journals and BooksPublishers, 2022) Chege, Susan W.; Gichunge, Evangeline; Muema, Wilson
    The recent increase in competition and insufficient government financing, as well as the government's increased focus on technical, vocational education training, have had a significant negative impact on higher education's service delivery and performance. This study set out to find out how Kenyan universities perform in relation to their adoption of an accomplishment culture. The study used a descriptive research approach, and its target population included 444 senior university employees from all 74 accredited universities in Kenya. Descriptive and inferential statistics were used to analyze the data. The relationship between achievement culture and universities’ performance was significant. Vision, missions, goals, core values, and philosophies significantly affected public universities’ performance. Therefore, universities adopted realistic and achievable strategic statements and communicated adequately among staff. The study recommends that managers must support the achievement culture to accomplish the goals set by an organization successfully. Therefore, employees need to be supported by managers by all means alongside training needs and learning opportunities, creativity, and innovation.
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    Effect of Role Culture Implementation Approach on Universities Performance in Kenya.
    (EdinBurg Peer Reviewed Journals and BooksPublishers., 2022) Chege, Susan W.; Gichunge, Evangeline; Muema, Wilson
    The recent increase in competition and insufficient government financing, as well as the government's increased focus on technical, vocational education training, have had a significant negative impact on higher education's service delivery and performance. The study sought to determine the effect of role culture implementation approach on university performance in Kenya. The study used a descriptive research approach, and its target population included 444 senior university employees from all 74 accredited universities in Kenya. Descriptive and inferential statistics were used to analyze the data. The study discovered that role culture was significant to performance of universities. The R square value of 0.184 proved that role culture affected the performance of universities by 18.4%. The correlation value of (r=0.321, p<0.05) showed the relationship between role culture and universities’ performance was positive and significant. The chi-square value of χ2 (5) = 12.222, p=0.027 further established a significant relationship between role culture and universities’ performance. Role culture was significantly associated with research output, student placement by KUCCPS, and graduation rate. Organization managers must have a good understanding of the cultures that exist in universities and the impact it generates on typical performance. At the managerial level, the management should not only pay attention to the results but also consider the needs of the staff for positive outcomes.