Abstract
The capacity of higher education institutions (HEIs) to serve as drivers to economic competitiveness has been negatively impacted due to the exponential growth and numerous constraints which interfere with their quality. In Kenya, HEIs, in their attempt to cater for the 28% increase in number of students, 6% government capitation cut and 14.3% of the 28 weeks, academic year time waste between 2014 and 2015, have encountered many challenges caused by overcrowding, crumbling infrastructure, inadequate human capital with 1:500 lecturers to student ratio and financial resources and declining quality of the professional courses on offer. They have raised concerns about the quality of public university education. The aim of this study is to analyze the effect of organization culture on the relationship between Quality Management System (QMS) adoption and organization performance of public universities in Kenya. The study was guided by structural contingency theory and equity theory; using a census survey with a Bureau of Standards. The study results revealed organization culture (β=0.492 p=0.030) moderated the relationship significantly implying the interactive effect of organization culture improved organization Performance by 0.7% (Δ R2 .007p=0.030). The study concluded that organization culture increases the effect of QMS adoption on organizational performance. response at 94.41% on a population 215 top management personnel of 11 public universities certified by the Kenya Key words: Quality Management System (QMS), Universities, organizational culture, performance.
Highlights
Education plays a critical role in the overall development of a country’s economy (Ali and Rahmat. 2010) and cannot be underestimated
The interaction term was between the independent variable (Quality Management System adoption) and the moderator variable
The null hypothesis (Ho) stated that there are no significant moderating effects of organizational culture on Quality Management System adoption and organizational performance on public universities in Kenya. This hypothesis was tested and actualized by use of Moderated Regression Analysis (MRA). It was based on the interaction between quality management system adoption and organizational culture using a hierarchical regression
Summary
Education plays a critical role in the overall development of a country’s economy (Ali and Rahmat. 2010) and cannot be underestimated. According to Mathooko (2013) and Otieno (2010), the historical experience of the development of the university system in Kenya is similar to the situations faced in most developing countries concerning the basic orientation reflecting the influence of the colonial forces. They were established as part of the countries’ education systems on the premise of supplying labor to maintain existing industrial facilities developed during the colonial period (Chang'ach, 2014). Higher education stakeholders are continually questioning the value of the products the higher education institutions in Kenya are presenting to the market and why foreign universities remain attractive
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