Public Universities In Kenya Research Articles

Impact of Staff Training on Enhancing Innovative Work Behavior among Non-Teaching Staff in Public Universities in Western Kenya

In today’s dynamic academic environment, the ability of institutions to remain adaptive and competitive increasingly depends on fostering innovative work behavior (IWB) among employees, including non-teaching staff. Staff training has emerged as a pivotal human resource practice for enhancing employee innovation, yet its role in shaping IWB among non-teaching personnel in Kenyan public universities remains underexplored. The problem is compounded by limited structured training opportunities and underdeveloped HR strategies targeting this vital employee segment, which restricts their innovative potential and contribution to institutional development. The purpose of this study was to examine the effect of staff training on innovative work behavior among non-teaching staff in public universities in Western Kenya. Specifically, the study sought to assess the relationship between staff training and the ability of employees to generate, promote, and implement novel ideas in their work contexts. A descriptive survey research design was adopted, and data were collected using structured questionnaires from a sample of 196 non-teaching staff at managerial and supervisory levels across six public universities. The data were analyzed using both descriptive and inferential statistics. A t-test conducted on the regression coefficient for staff training revealed a statistically significant positive effect on innovative work behavior (β = 0.788, t = 14.142, p < 0.001). These findings underscore the strategic role of targeted and well-structured training programs in enhancing creative thinking, proactive problem-solving, and adaptability among non-teaching staff. The study contributes to policy by advocating for the integration of continuous professional development into HR frameworks within public universities. For practice, it highlights the need to institutionalize employee training as a lever for organizational innovation. Academically, it adds to the growing discourse on human resource development by empirically linking staff training to innovative outcomes in the public education sector.

Moderating Effect of Participatory Management on the Relationship between Power Relations of Parties to Collective Bargaining Process in Public Universities in Kenya

Moderating Effect of Participatory Management on the Relationship between Power Relations of Parties to Collective Bargaining Process in Public Universities in Kenya

Effect of Leave Administration on Employee Performance in Public Universities in Kenya

Work-life Balance allows employees greater plasticity in their work therefore enhancing balance between work and the responsibilities outside their work stations. Leave Administration involves how paid absence is managed after a period of service with a particular employer such as annual, sick and compassionate leave .Leave days allow the workers to relieve themselves from work related issues and focus more on family matters. When leave is granted, it stimulates motivation hence ensures performance and productivity among workers. Herzberg's Two-Factor Theory, also known as the motivation-hygiene theory, guided this research. The study adopted descriptive research design because it describes the state of affairs, as it exists at present in the study. The study adopted disproportionate stratified sampling technique since it is a probabilistic sampling technique which is distinguished by its two-steps procedure. The study targeted 17,221 employees in the 7 public universities in Kenya established under the old constitution and chartered under individual Act of parliament. The sample size was 376 respondents which comprised of academic and non-academic staff. Primary data was collected using a structured questionnaire which was dropped to respondents and collected later. The quantitative analysis technique was used for analyzing data collected from the respondents. Descriptive summary measures specifically frequencies, percentages, means and standard errors were used to describe profiles of the Universities and respondents. Correlation was used to establish the relationship between the research variables. Hypotheses was tested using t-test while the overall significance of the model was tested using F-test at 5% level of significance. The findings were presented by use of tables and figures. Cronbach Alpha coefficient of 0.7 was used to test the reliability of research instruments. The study findings indicated that leave administration has an effect on employee performance in public Universities in Kenya. The study concluded that leave administration has a statistically significant effect on employee’s performance in that 70.1 % of the variations in employee performance can be explained by the independent variable leave administration while 29.9% of variations in employee performance are explained by random error or other factors. Further the study results indicate that leave administration should be effective so as to enable employees to meet their expectations and ultimately influences university’s performance. Therefore, a lack of leave administration may lead to decreased employee service delivery, efficiency, and effectiveness, which negatively affects the university’s performance. The study recommends that universities should sustain and continually improve on their leave administration by instituting a leave policy to ensure consistent leave administration that is in accordance with the existing laws.

ERP ADOPTION IN KENYAN CHARTERED UNIVERSITIES; A MOTIVATING ROLE OF ISO CERTIFICATION -CASE STUDY OF PUBLIC UNIVERSITIES IN KENYA

Automation in Kenyan public Universities has become a new normal where ERP is used to manage both administrative and academic processes. The implementation of the ERP has come with fair share of challenges which vary from one university to the other. With all this universities being ISO certified, the purpose of this survey paper is to identify the role ISO certification process play in accelerating the rate of ERP adoption in Kenyan Public Universities. The findings will give insights to university stake holders, Investors, University Administrators and Vendors on the successful strategy for the implementation of ERP in Kenyan Public Universities with ISO certification as a stimulant. KEY WORDS: ERP, Critical Success factors, Kenyan Public Universities, ERP adoption, ISO, Certification

Personal and library-related causes of library anxiety among Kenyan undergraduate students

Library anxiety is the uncomfortable emotional feeling experienced by library users when they anticipate, imagine or attempt to use a library or library resources. Many library users worldwide experience library anxiety at one time or another. This paper explores the personal and library-related causes of anxiety among undergraduate university students in Kenya. A cross-sectional quantitative survey was used to conduct the study. The study population was 200 undergraduate students from two private and two public universities in Kenya. Structured questionnaires were used to collect data, which were analysed descriptively using SPSS. The findings established that personal factors such as technical skills and library-related ones such as librarians’ friendliness and approachability, the library outlook, and the resources within it, among others, cause library anxiety among undergraduate students in Kenya. Librarians can assist users in overcoming library anxiety to feel more comfortable and confident in using the library's resources and services by creating a welcoming environment in the library, offering library tours and orientations to help users become acquainted with the library and being approachable, friendly and helpful to users.

RELATIONSHIP BETWEEN ATTITUDE AND WHISTLE BLOWING INTENTIONS AMONG EMPLOYEES IN PUBLIC UNIVERSITIES IN KENYA

Whistle blowing is essential to organizations as it helps to expose misbehavior which if left, may degenerate to unethical actions that may bring disrepute to the organization or lead to loss of property. Even though whistle blowing in Kenyan public universities is rare, some surveys have illustrated instances of whistle blowing from both members of the public and administrators. The purpose of this study was to determine to determine the relationship between attitudes and whistle blowing intentions among employees in public universities in Kenya. The study was anchored on the theory of planned behaviour. The study adopted a positivist research philosophy and correlational research design and utilized questionnaires as the main tool in collecting primary data. A coefficient of 0.85 was obtained using the Cronbach Alpha which showed internal consistency. Descriptive statistics were obtained using frequencies and percentages. Multivariate linear regression was used to determine the factors that were associated with whistle blowing intentions among employees in public Universities in Kenya. The target population was 30,818 employees from public university in Kenya. A sample size of 395 respondents was obtained using Yamane formulae. Proportionate sampling was used to obtain the number of respondents in each university and simple random sampling was used to select respondents to fill the questionnaires. Descriptive statistics were analyzed in form of Mean and Standard deviation while multiple linear regression model and correlation analysis were used to establish the relationships of the study constructs. The relationship between attitude and whistle blowing intentions was significant. One unit increase in attitude led to an increase in whistle blowing intentions by 0.12 (R2 = 0.21, β = 0.12, p-value = 0.024). The study findings revealed that gender, altruism, ethical values and attitude all have positive and significant relationships with whistle blowing intentions and organizational support moderates the relationship. The study recommends that universities should continuously sensitize employees on whistle blowing so as to promote the culture of whistle blowing. KEYWORDS: Attitude, Whistle blowing Intentions, Universities, Employees, academic institutions, higher education.

RELATIONSHIP BETWEEN ALTRUISM AND WHISTLE BLOWING INTENTIONS AMONG EMPLOYEES IN PUBLIC UNIVERSITIES IN KENYA

Whistle blowing is essential to organizations as it helps to expose wrongdoings or behaviors which if left, may degenerate to unethical actions that may further bring about loss of property or damage reputation. Even though whistle blowing in Kenyan public universities is rare, some surveys have illustrated instances of whistle blowing from both members of the public and administrators. The purpose of this study was to determine the relationship between altruism and whistle blowing intentions among employees in public universities in Kenya. The study was anchored on Prosocial Behavior. The study adopted a positivist research philosophy and correlational research design. The research utilized questionnaires as the tool in the collection of primary data. The reliability was examined using the Cronbach Alpha coefficient where an average of 0.85 was obtained from study parameters for internal consistency. Descriptive statistics were obtained using frequencies and percentages and multivariate linear regression was used to determine the factors that were associated with whistle blowing intentions among employees in public Universities in Kenya. The target population was 30,818 employees from public university in Kenya. A sample size of 395 respondents was obtained using Yamane formulae. Proportionate sampling was used to obtain the number of respondents in each university and simple random sampling was used to select respondents to fill the questionnaires. Descriptive statistics were analyzed in form of Mean and Standard deviation while multiple linear regression model and correlation analysis were used to establish the relationships. One-unit increase in altruism was associated with an increase in whistle blowing intentions by 0.14 (R2 = 0.18, β =0.14, p-value = 0.016), The study findings revealed that altruism, ethical values and attitude all have positive and significant relationships with whistle blowing intentions and organizational support moderates the relationship. The study recommends that universities need to formulate policies which take into account gender differences, put in place mechanisms of identifying altruists who will promote whistle blowing, continuous sensitization of employees on whistle blowing intentions, need to create a positive culture and finally develop policies that ensures protection of whistleblowers. The study may be beneficial to Universities, Academia and also Government.

Non-Placement of the On-Job Trained Employees on their Performance in Public Universities in Kenya

Masinde Muliro University of Science and Technology (MMUST) is one institution that sponsors its administrative staff in various trainings such as on-job training. These trainings aim to ensure that employees remain relevant in their jobs. As a result, employees leave to look for greener pastures thus high turnover rates. This paper, therefore, attempts to investigate the effects of non-placement of the on-job-trained employees on their performance. The study was anchored on the Theory of Performance utilizing the case study approach with a total sample size of 149 respondents. A structured questionnaire and an interview schedule were used for data collection. Quantitative data was analysed descriptively while qualitative data was analysed thematically. From the findings, it was inferred that most respondents agreed that non-placement could affect job performance. The study concludes that employees perform optimally when they are well-placed. The study recommends that institutions should ensure that they hire qualified and competent administrative staff and also endorse policies on the appropriate placement of employees.

Relationship between Personal Support and Performance of Students Enrolled in Distance Learning in Selected Public Universities in Kenya and Senegal

Distance learning has emerged as a pivotal mode of education post-COVID-19, addressing challenges such as geographical and infrastructural limitations. This study evaluates the influence of personal support on the academic performance of students enrolled in distance learning at the University of Nairobi (UoN) in Kenya and the University of Cheikh Anta Diop (UCAD) in Senegal. The study was grounded in Moore's Transactional Distance Theory, which defines transactional distance as the gap between two parties in a learning relationship. The study used a descriptive research design and a sample of 240 students drawn from a target population of 12,022 students. The researcher used purposive sampling to select the two universities for the study. In addition, the researcher used proportionate sampling to select students from each faculty, and simple random sampling technique to select students from each faculty. The researcher used standardized questionnaires to collect data from the participants. The questionnaires were administered with the help of research assistants. The researcher applied both descriptive and inferential statistics in data analysis. The researcher also used regression analysis, goodness-of-fit evaluation, and correlation analysis. The data analysis outcomes were presented using tables and graphs. The research identified a significant positive correlation between personal support and learner performance, with UoN exhibiting an R-squared value of 62% and UCAD 52%. Regression analysis revealed that a unit increase in personal support led to a 0.78 performance improvement at UoN and 0.72 at UCAD. The study underscores the importance of robust personal support systems, including mentorship, counselling, and academic guidance, in enhancing the effectiveness of distance learning. It was established that there exist a positive and significant relationship between personal support and learner performance. Recommendations include strengthening institutional frameworks and exploring longitudinal impacts of support mechanisms.

Attaining compliance for digital archiving through effectual implementation of legislative and regulatory frameworks in selected Kenyan universities

Legal and regulatory frameworks constitute the guiding provisions for record keeping globally. However, more often than not, such guidance does not adequately address digital records management. This study examined legal and regulatory frameworks governing digital archives in selected public universities in Kenya, to establish compliance in order to enhance digital archiving practices in the institutions. The study objectives were two-fold: to identify the legal and regulatory frameworks governing digital archives management (DAM) in Kenyan public universities and to establish the effectiveness of the identified legislative and regulatory frameworks in the management of digital archives. The underpinning model for this study was the Archives and Records Management Association (ARMA) Records Management Maturity model. Qualitative research and multiple case study designs were adopted, and data collection was undertaken using face-to-face interviews. The study targeted 205 participants from six public universities in Kenya. Saturation point was however reached after interviewing 29 participants in the categories of Archivists, Records Managers and Records Officers, and 39 participants in the categories of ICT Directors and ICT staff. Additionally, six Legal Officers were interviewed, one from each of the six institutions, giving a total sample size of 74 participants. Data was analysed thematically and presented in narrative descriptions. In a few cases, data was quantified and analysed in descriptive statistics for visual representation using pie-charts. The study established that Public Archives and Documentation Services Act (CAP 19) of the Laws of Kenya (2012) was the major law guiding management of public sector records and archives in the country. Subsequently, the study concluded that legislative and regulatory frameworks governing digital archives in the institutions were deficient and required rigorous review, design, and implementation. The study recommends that the Government of Kenya should fast-track review of Public Archives and Documentation Services Act.

A sense of belonging and cultism in public universities in Kenya: An analysis of Christian Union students’ perceptions

The purpose of the study was to determine Christian Union students’ perceptions of a sense of belonging as a factor influencing cultism in public universities in Kenya. Numerous research indicates that cultism is prevalent and increasing among university students, resulting in several social ills. The study employed a mixed-method research design and was guided by Bounded Choice Theory. The study was carried out in six public universities in Kenya. The total population for the study was 55,600 CU students, and the accessible population was 10,900, out of which a sample of 220 CU students was selected through simple random and stratified sampling methods. The study also included 60 small group Bible study leaders and 6 CU Patrons, one from each selected university through purposive sampling. The study established that a Sense of Belonging (β=0.222; p<0.05) significantly influences cultism. The study concludes that CU students perceived that students were recruited into cults due to the urge to fit into a social group with a promise of social identity and acceptance, especially for fragile learners who are emotionally vulnerable and likely to succumb to recruitment into cultism. The study recommends training of freshers during orientation on critical thinking and discernment to prevent cult recruitment. This study further recommends that universities and CU develop policy frameworks to mitigate cultism. The CU should create an inclusive socio-psychological environment and programs that attract and retain members by addressing members’ needs during vulnerable moments of loneliness, transition, grief, pain and loss.

Influence of Administrative Support On the Performance Of Students Enrolled in Distance Learning in Public Universities in Kenya and Senegal

The purpose of this research was to establish the influence of administrative support on performance of students enrolled in distance learning in Public Universities specifically at the University of Nairobi, Kenya and the University of Cheikh Anta Diop (UCAD), Senegal. Using the positivism paradigm, the study used a descriptive research methodology to test the hypothesis. The study sample comprised of 240 students enrolled in distance learning programs at UoN and UCAD. The correlation analysis results revealed that there was a positive and significant relationship between administrative support and learner performance, Kenya: r (101) = .81, p < .05; Senegal: r (135) = .57, p < .05. The R square value obtained from the analysis revealed that administrative support accounted for 65% of the total variance in learner performance for UoN and 32% of the total variance in learner performance for UCAD. The study's findings demonstrate that administrative support in distance learning plays a significant role to students' performance.

Exploring the Challenges Faced by Bachelor of Education with Guidance and Counselling Students during Practicum

The main goal of this study is to explore the challenges faced by Bachelor of Education with Guidance and Counselling (B. Ed -G&C) students during their practicum, aiming to identify specific obstacles that hinder their professional development. Utilizing a mixed-methods approach, data were collected from a structured questionnaire administered to students from a public University in Kenya. The findings reveal six primary themes of challenges: logistical issues, resource-related deficiencies, role conflict and overload, relational dynamics, confidentiality and ethical concerns, and inadequacies in training and curriculum. Notably, logistical challenges, such as difficulties accessing counselling facilities and inadequate time allocation, were prevalent among 90% of respondents. Resource-related challenges, including insufficient clients and referral documents, further limited the students’ practical training. The study highlights the dual roles of teaching and counselling as a significant stressor and emphasizes the relational issues stemming from negative attitudes among students, staff, and administration. Ethical challenges concerning confidentiality were also identified, indicating a critical gap in the students’ preparedness for real-world counselling scenarios. The paper concludes with targeted recommendations to enhance the practicum experience, ultimately fostering the growth of competent and resilient counsellors capable of meeting the increasing demand for mental health services.

Influence of Shared Leadership on Student Leaders’ Effectiveness in Public Universities in Kenya

Leadership style is one of the determinants of effective leadership. However, the majority of student leaders lean on traditional leadership which is ineffective, and this has made most of them not to be re-elected for another term. The purpose of this study was to assess the influence of shared leadership on student leaders’ effectiveness in public universities in Kenya. The objectives of the study were to evaluate the leadership styles used by student leaders; determine the level of student leaders’ awareness of shared leadership and examine the extent of student leaders’ application of shared leadership style. A descriptive research design was adopted. The target population consisted of public universities in Kenya. Simple random sampling was used to select a sample of 10 public universities using 30% of the total population. A sample of 70 student governing councils who were the respondents from 10 public universities was used. Data was collected using a questionnaire and descriptive statistics was used to analyse data. Data was presented using percentages and frequency tables. The result revealed that 67.1% of student leaders were not aware of shared leadership while 32.9% were aware. On the extent of application of shared leadership, 78.5% did not apply shared leadership while 21.5% applied. The study concluded that shared leadership was not commonly used by student leaders in public universities. The study recommended training for student leaders on shared leadership to enhance its application when they were discharging their duties.

Organizational Agility: Does it Play a Role in the Nexus Between Restructuring Strategies and Performance of Selected Public Universities in Kenya

Organizational Agility: Does it Play a Role in the Nexus Between Restructuring Strategies and Performance of Selected Public Universities in Kenya

Determinants of Examination Malpractices Among Kenyan Public Universities

Examination malpractice is a major problem in many universities in Kenya and world over. Many students have been expelled or suspended, leading to either delayed graduation or non-completion of their courses altogether. This study sought to determine the factors influencing examination malpractice among Kenyan university students. Cross-sectional study design and cluster sampling were adopted. Structured questionnaires were used to collect data and data was collected from four public universities. The dependent variable was examination malpractice, while school, home, course and student factors were independent variables. Multiple linear regression was used to fit a model between examination malpractice as the dependent variable and school, home, course and student factors as the independent variables. The data collected were cleaned, coded, captured and analyzed using SPSS version 27. Results obtained showed that the prevalence of examination malpractice in Kenyan Public Universities is 56.2%. It was further noted that significant relationships exist between school factors and examination malpractice, home factors and examination malpractice, course factors and examination malpractice and student factors and examination malpractice. This study recommends that universities need to strengthen their guidance and counseling units and the parents and guardians need to regularly monitor the academic progress of their children.

Determinants of National Cohesion in Kenyan Universities: The Role of Co-Curricular Activities, Training Programs, and Institutional Policies

This study investigated the determinants of national cohesion in Kenyan universities, focusing on the influence of co-curricular activities, training programs, and institutional policies. The research was conducted in five public universities in Kenya, selected purposively based on criteria including possession of a charter, over a decade of existence, and a history of ethnic conflicts that disrupted learning. Using a cross-sectional descriptive survey research design, the study engaged a sample of 384 respondents. Students were selected through simple random sampling to complete questionnaires with multiple-choice questions, while deans, department heads, and faculty members were purposively selected for semi-structured interviews. Data collection and analysis were ongoing, with questionnaire data analysed using SPSS prior to conducting interviews. The findings revealed that co-curricular activities play a crucial role in promoting intercultural understanding, personal development, and community building, enabling students to appreciate diversity and establish meaningful relationships. Training programs were identified as essential in instilling values of tolerance and respect; however, limited awareness of these initiatives highlighted the need for more effective communication strategies to amplify their impact. Institutional policies, such as the establishment of International Students Offices, support for diverse social clubs, and initiatives like Kenyatta University’s ‘Nyumba Kumi,’ were shown to support diversity and mutual responsibility. Nevertheless, many participants reported limited awareness or neutrality toward these policies, emphasizing the necessity of enhanced awareness campaigns. The study concludes that universities can foster national cohesion by strengthening the design and implementation of co-curricular activities, expanding and effectively communicating training programs on tolerance, and raising awareness of institutional policies. These efforts can collectively promote a shared understanding of national cohesion and contribute to a more inclusive and harmonious society.

Prevalence and Determinants of Depression Among University Students: Case Study, Technical University of Mombasa

Depression is a significant global mental health issue that affects countless individuals annually and can lead to severe consequences, including suicide. One area that has seen an increase in mental health concerns is among public university students, with many struggling with depression-related challenges and even dropping out of school. Unfortunately, there have been several reports of suicide among university students in the mainstream media. To better understand the situation, a study was conducted to determine the prevalence of depression among Technical University of Mombasa students and identify the risk factors that contribute to this condition. The study surveyed 390 students using structured questionnaires, with depression as the dependent variable and family, school, environment, and economic factors as the independent variables. Through the use of the chi-square test of independence and multiple linear regression model, the study found that 57.7% of students experienced depression, with students in year four and above being more likely to be affected than those in lower years. The study found that family, school, environment, and economic factors significantly influence depression among students, with 34.2% of the variations in depression explained by these factors. Family, school, environmental, and economic factors were found to increase depression levels by 23.8%, 12.7%, 10.6%, and 17.7%, respectively. Based on these results, the study recommended establishing peer counselling programs, raising awareness of mental health issues, creating online platforms for students to share their concerns, promoting participation in extracurricular activities, and incorporating mental health education into the university curriculum. These recommendations aim to address the rising cases of depression and promote the overall well-being of students in public universities in Kenya.

Effect of Recruitment Practices on Employees’ Performance in Public Universities in Nyanza Region, Kenya

Employee performance is integral to organizational success, yet public universities in Kenya have faced challenges in achieving satisfactory performance despite implementing human resource management (HRM) practices. This study aimed to investigate the effect of recruitment practices on employee performance in public universities in Nyanza region, Kenya. The target population comprised of 3,129 individuals, and the sample size of 355 teaching and non-teaching staff were determined using the Yamane formula, employing random sampling techniques for data collection. A structured questionnaire was utilized as the primary data collection tool in a quantitative research design. Cronbach's alpha was calculated for each scale in the questionnaire. Data analysis was conducted using both descriptive statistics and inferential statistics with the aid of SPSS version 23. To ensure reliability, the results were as follows: recruitment practices have a significant positive effect on employee performance ((β = 0.165, p<0.05). The study concluded that recruitment practices have a significant positive effect on employee performance. The study recommended that hiring decisions in universities should always be made on the basis of a person’s potential to do a job. The study recommended that hiring decisions in universities should be made on the basis of a person’s potential to do a job. The recruitment process should continue to be done in a transparent manner and the recruitment processes in the universities should keep on being improved to enhance employee satisfaction. The employee selection process should always be done in an ethical manner and in a manner that is fair.

The Relationship between Knowledge Sharing Capability and Competitiveness of Chartered Public Universities in Kenya

Purpose: The purpose of this study was to establish the relationship between knowledge sharing capability and competitiveness of chartered public universities in Kenya. Universities are knowledge intensive environments, and play a central role in the creation and dissemination of knowledge that they generate. Accordingly, it would be expected that such institutions would adopt proactive approaches to the incubation of knowledge management capability and strategies, and that they would have better insight on how to achieve and optimize the value of their knowledge assets. However, research has shown that this is not the case, and that the approaches adopted by universities are passive and inconsistent. In addition, although there is a strong body of research in the area of knowledge management in commercial environments, and growing interest in knowledge management in public sector organizations, there has been little research on knowledge management capability in universities. Methodology: The study adopted a descriptive design. The population of the research consisted of 31 chartered public universities authorized to operate in Kenya as at December 2020. The study adopted a census methodology while purposeful and convenient sampling was adopted to select respondents amongst the middle level management staff. The study used both secondary and primary data. A self-administered questionnaire was used as the primary data collection instrument. Out of 155 questionnaires that were sent out, 123 were filled and returned. Statistical Package for Social Studies (SPSS) was used for data analysis. The study used regression model to estimate the level of significance which yielded a positive and significant influence of knowledge sharing capability on competitiveness of chartered public universities in Kenya. Findings: The findings pointed out that knowledge sharing capability significantly influenced competitiveness of chartered public universities in Kenya. The public universities should therefore entrench knowledge management practices in their day to day operations in order to remain competitive. Unique Contribution to Theory, Practice and Policy: The study recommended that public universities should embrace knowledge sharing practices in their operations as it enhances competitiveness. One of very important factor in knowledge sharing is that university stakeholders should be accorded with formal, informal and virtual space to interact with each other for knowledge exchange.