Universities In Kenya Research Articles

Education for Sustainable Development: A Case Study of Mount Kenya University’s Competency Based Curriculum (CBC) In Improving Higher Education In Kenya

This study examined the rationale behind Kenya’s Competency-Based Curriculum (CBC) by exploring Grade 6 students’ anxiety levels, assessing the preparedness of Head Teachers and teachers for implementation, evaluating university students’ reception of CBC, and analyzing gender differences in attitudes toward the system. Using an ex post facto research design, the study targeted 10 institutions: 4 primary schools (2 public, 2 private), 4 junior secondary schools (2 public, 2 private), and 2 universities (1 public, 1 private). Data was collected through researcher-designed questionnaires and a Likert scale to measure anxiety and attitudes, with a pilot study conducted to enhance validity and reliability. Descriptive statistics and Chi-square tests were used for analysis. The findings indicated that Grade 6 students experienced high anxiety about CBC, Head Teachers and teachers were adequately prepared for its implementation, university students were less receptive to the new system, and there were no significant gender differences in attitudes toward CBC.

Investigating the Influence of User Training on the Adoption of Desktop Open Source Software: A Case of Students in Selected Universities in Kenya

The adoption of Open Source Software (OSS) has been increasing in some regions, while proprietary software remains dominant in many African countries. This study examines the role of user training as a facilitating condition for OSS adoption among university students in Kenya, with job market demands serving as a moderator. Using the Extended Unified Theory of Acceptance and Use of Technology (UTAUT), the research explores how user training influences OSS adoption and whether job market demand for OSS skills affects this relationship. The research adopted a descriptive research design and a quantitative approach. Data were collected from a purposive sample of 384 students identified through snowballing technique. This sample was drawn from 5 randomly selected Kenyan universities. Data were collected using questionnaires with Likert scale questions and analyzed quantitatively using descriptive statistics (medians, modes) and inferential statistics (correlation and regression analysis). This study examined the relationships between User Training, OSS Adoption, and Job Market Demands using descriptive statistics, correlation, and regression analyses. Descriptive results indicated limited OSS training (median = 2.00) but high perceived job market demands for OSS skills (median = 4.00). Correlation analyses revealed weak, non-significant relationships among the three variables. Regression analysis found no significant direct effect of User Training on OSS Adoption (B = 0.158, p = .117, R² = 0.006). Additionally, Job Market Demands did not moderate this relationship (B = -0.020, p = .230, ∆R² = 0.001). These findings suggest that training alone may not drive OSS adoption, highlighting the need for broader systemic factors, which future research should explore. To foster greater OSS adoption, interventions should combine user training with strategies that address barriers to adoption and align with users' specific needs. The study underscores the importance of developing a deeper understanding of OSS, especially among individuals who acknowledge its job market value but are not sufficiently motivated to adopt it on their own.

Support needs for registered nurses to bachelor of science in nursing students in Kenyan universities.

Support needs for registered nurses to bachelor of science in nursing students in Kenyan universities.

Preclinical Experiential Global Health Leads to Transformative Learning and Long‑term Impact.

Background: The Slemenda Scholars (SS) program at Indiana University School of Medicine offers preclinical students early exposure to global health through a summer program in collaboration with the Academic Model Providing Access to Healthcare (AMPATH). AMPATH Kenya is a 30‑year partnership between a consortium of US and European universities and Moi University in Kenya that provides sustainable, high‑quality care through medical education, clinical care, research, innovation, and community service. The positive impact of electives during medical students' clinical years is well documented, but the impact of quality, immersive learning in preclinical years has not previously been studied. Methods: A cross‑sectional survey was administered to past participants of the SS program via e‑mails in 2023. Written narratives about the SS program by participants from 1998 to 2023 were evaluated using qualitative analytic methods. Narratives were obtained via internet search and compiled from open‑ended survey responses. Themes were generated on the basis of a constant comparative method using grounded theory and finalized through an iterative consensus process. Findings: Surveys were distributed to 66 SS alumni. In total, 54 responses were received (81.8% response rate). After excluding incomplete responses, 45 were included in the final analyses (68.2%). Respondents indicated they learned more about themselves (mean 4.9; 5 = strongly agree), global health (mean 5), and medicine (4.9) through the SS program and developed skills, including cultural humility and personal resilience. A qualitative review of 50 narratives identified two major themes: impactful experiences and transformative learning. Conclusions: Preclinical global health experiential learning opportunities are impactful and transformative. Immersive learning expands trainees' perspectives, promotes the development of relational skills with diverse colleagues, and fosters adaptability. Early, immersive global health exposure within the context of established institutional partnerships affirmed or informed a career addressing health disparities both locally and globally.

Examining how Development Studies as a Faculty in Our Kenyan Universities is Promoting Socio Economic and Ecological Development in Kenya, A Case Study of Maseno University

The increasing recognition of Development Studies as a faculty at Kenyan universities presents opportunities for researchers, students, and scholars to examine the role the field plays towards economic advancement, and prosperity. This discussion delves into the historical evolution of Development Studies, the state of Development Studies in Africa, and the Kenyan economy. Through the review of peer-reviewed literature, it discusses the role of Development Studies in promoting socio-economic, and ecological development in Kenya, the challenges faced by the faculty, and probable solutions to the challenges.

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.

5 - PROFESSOR ABDALLA SAID BUJRA, (1938–2025) A Pioneer Pan-African Scholar, an Institution-Builder and Man of Conscience

Professor Abdalla Said Bujra, the Kenyan scholar who passed away on 8 January in Malindi, leaves behind an internationally recognised contribution to the social science disciplines in Africa, his published body of work ranging from social anthropology to an informed his- tory of Eastern Africa’s coast, from the problems of underdevelopment and neocolonialism in Africa to social democracy and governance reforms in contemporary Africa. He was actively involved in the founding and management of Africa’s leading social and economic research centre – the Council for the Development of Economic and Social Science Research in Africa (CODESRIA) in Dakar, Senegal – in the 1970s, as well as the Development Policy Management Forum (DPFM) in Addis Ababa and Nairobi, in the 1990s. He taught at universities in Kenya, Tanzania, Germany and the US, and is widely published. But unlike the windbags and self-appointed ‘professors’ who now saturate the social media and the press, Bujra shunned publicity and was modest to a fault. As a result, many Kenyans may not have heard of him, let alone met him outside his small circle of serious scholars and committed policy analysts.

Efficacy of Mi Therapy on Aud Among Students in Mount Kenya University, Nairobi.

Studies all over the world show that, there is a struggle with the issue of students’ alcohol use resulting in alcohol use disorder (AUD) in many universities, a problem that causes considerable medical and social problems. In this regard therefore, prevention and management of the challenge (alcohol use) are of significant concern. A quasi-experimental study to establish the efficacy of Motivational Interviewing (MI) therapy in reducing AUD among Mount Kenya University (MKU) students was done. In order to collect the required data, a sample of 105 respondents, aged 18-26 years, was selected through stratified purposeful sampling in two Mount Kenya University Campuses namely, Nairobi and Nakuru. To assess for the efficacy of MI, a social-demographic questionnaire was used to capture respondents’ demographic information, a Beck’s Depression Inventory (BDI) to screen for depression, a Beck’s Anxiety Inventory (BAI) to screen for anxiety, and an AUD Identification Test (AUDIT) to screen for AUD. Screening was done at baseline, midline, and end line and MI therapy administered to the respondents. The data was collected from Nairobi (experimental) and Nakuru (control) Campuses and analysed using the Statistical Package for the Social Sciences (SPSS), version 23. The results indicated that MI therapy was efficacious in reducing symptoms of AUD among the respondents (p=0.0001). Recommendations were made for stakeholders to arrange for strategic therapeutic activities for different groups of students and especially those that are almost graduating from University.

Applying SERVQUAL Model in Library Service Delivery to Attain Students Satisfaction at a Private University in Kenya

This study examined the extent to which application of SERVQUAL model in delivery of services attains student satisfaction with library services at Gretsa University, a private university in Kenya. The study utilized a descriptive and qualitative research design. A self-administered questionnaire with a five-point Likert-type scale was used to collect data from 100 final-year bachelor’s degree students. Data analysis was done using descriptive statistics, simple linear regression and partial correlation. The hypotheses were tested at 0.05 confidence level. Study findings demonstrate a significant positive relationship between SERVQUAL guided library service delivery and student satisfaction with library services. An increase in service delivery results in an increase in customer satisfaction. The findings also revealed that student factors do not moderate the relationship between SERVQUAL guided library service delivery and student satisfaction with library services. In addition, there is a significant relationship between students' factors and customer satisfaction. Students who reside in university hostels were more satisfied with the quality of library services compared to those residing outside the university. The study focused on final year bachelor degree students. The study recommends improvement of physical facilities in the Gretsa University Library so as to increase customer satisfaction levels.

A Comparative Analysis of Artificial Intelligence Learning and In-Class Learning in Kenyan Universities

This study presents a comparative analysis of Artificial Intelligence (AI) learning and traditional in-class learning in Kenyan universities, focusing on learning outcomes, student engagement, and accessibility. The study was conducted across six universities—three public and three private—and the study involved 424 undergraduate students and 35 instructors, utilizing a mixed-methods approach. Quantitative data from surveys and performance records were complemented by qualitative insights from interviews and focus group discussions. The results revealed that students using AI learning platforms outperformed those in traditional settings, particularly in Science, Technology, Engineering, and Mathematics (STEM) disciplines, with AI learners achieving an average score of 78.4% compared to 72.9% for in-class learners. Engagement levels were also higher among AI learners, who reported more frequent interaction with learning materials and instructors, especially during asynchronous sessions. However, significant challenges were identified in terms of accessibility, especially in rural universities where unstable internet and a lack of digital infrastructure hindered AI adoption. In contrast, in-class learning was more accessible in these regions but faced issues of overcrowded classrooms and limited resources. The study suggests that while AI learning offers significant advantages in terms of personalization and flexibility, a blended learning model combining both AI and in-class methods may provide the most effective educational experience. This model could address the strengths and limitations of each approach, especially in addressing the digital divide and fostering critical thinking. The findings suggest policy reforms to improve digital infrastructure, promote instructor training, and ensure inclusive access to AI-driven education in Kenyan universities.

Addressing Enrollment Challenges: Exploring Obstacles and Strategies to Improve Inclusivity for Students with Disabilities in Kenya's Private Higher Education

Despite the presence of policies supporting the inclusion of persons with disabilities in Kenyan learning institutions, including the Sector Policy for Learners and Trainees with Disabilities (2018), the Kenyan Constitution (2010), the Disability Act (2003), Ominde Report (1964) among others and Kenya's status as a signatory to international conventions; the enrollment of students with disabilities in private higher education institutions in Kenya remains low hindering their inclusivity. Despite the efforts to attain inclusive education, it is still estimated that 258 million children, adolescents and young people do not enter the school system which represents 17% of the world’s population. Specifically, in higher education the percentage is even higher, reaching approximately 60% of people that do not enter that educational level. Therefore, the gross average world enrollment rate reached only 38% in 2018. Furthermore, wide differences were observed between low-income countries with a 9% enrollment, as compared to high-income countries, where 75% was attained. According to the Commission of University Education Statistics 2017-2018, the reported number of students with disabilities in Public and Private Universities reduced by 10% from 881 in 2016 to 793 in 2017. Most of these learners were admitted to government Universities (681) representing 85.9% of the total admitted in comparison to Private Universities (112) representing 14.1%. This article explores the factors contributing to this low enrollment gap hindering inclusivity and proposes strategies to improve the implementation of inclusive policies. Through an extensive literature review, the article identified barriers hindering the effective implementation of inclusive education policies. By emphasizing the importance of adhering to these laws, the study sought to provide insights that can inspire private universities to take decisive actions to improve inclusive education, thus boosting the enrollment and academic success of learners with disabilities in private 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

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.

Assessment of the Scale, Gender Diversity, and Financial Proficiency of University-Based Pension Funds in Kenya: The Influence of Board Structure on Performance

Aim This study examined the relationship between pension fund board characteristics and the financial performance of Kenyan universities’ pension funds. It focused on board size, gender diversity, and financial expertise as the independent variables and their effect on financial performance measured by ROA. Design/Methodology: The study used an explanatory design within the positivism paradigm. Panel data from 26 universities' pension funds in Kenya covering the period of 8 years (2015–2022) yielded 208 observations. Secondary data were obtained from the annual returns to the Retirement Benefits Authority. The theories underpinning the study were Agency Theory and Resource Dependency Theory. Findings: The mean board size was 7 trustees; the Mean number of women was 2; the Mean number of trustees with financial expertise was 3; the Mean age of the pension funds was 17.4 years while the mean fund size was Ksh 24.2 Billion. Regression results showed that Board size positively influenced financial performance ROA (β = 0.0193, ρ=0.007), Gender diversity positively affected financial performance (β = 0.0006, ρ=0.0022) Financial expertise influenced financial performance ((β = 0.098, ρ=0.005). Conclusion: This study provides robust evidence that board characteristics significantly influence the financial performance of universities' pension funds in Kenya. The positive and statistically significant relationships between Board Size, Gender Diversity, and Financial Expertise with Return on Assets (ROA) highlight the importance of diverse and knowledgeable governance structures. The Retirement Benefits Authority should enforce board composition requirements and capacity-building initiatives to strengthen pension fund governance. Certification programs and training will enhance board competencies, improving investment strategies and stakeholder confidence. These measures will ensure the stability and sustainability of Kenya’s pension industry.

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

Factors that Promote Successful Supervision of Doctoral Statistics Students in Kenya: A Literature Review

This study delves into the reasons behind Kenya's insufficient production of PhD graduates in statistics to meet its demands and what needs to be done to promote higher completion rates. The paper reviewed current literature guided by four specific inquiries: (i) What factors associated with students influence the successful completion of PhD studies in Statistics? (ii) How do issues pertaining to statistics lecturers impact the supervision and mentoring of PhD students? (iii) How does the university environment affect the performance of PhD students in statistics? (iv) What global and Kenyan models have been employed for the training and supervision of PhD students? The study's conceptual framework encompasses four fundamental factors related to these research questions. Two factors fall under the category of human characteristics, while the remaining two relate to course delivery. These domains collectively shape the quality of supervision offered to statistics PhD students. The findings reveal that students often lack a strong foundation in the theory of research methods and statistics. Furthermore, financial constraints frequently hinder their progress and graduation. Additionally, there is a shortage of qualified statistics lecturers, and those available often lack robust supervision skills. Universities in Kenya face resource shortages, including insufficient access to computers and software, which impacts the research environment. The current Humboldtian model of supervision practised in Kenya is criticized, partly due to its limited flexibility to respond to rapidly changing curricula. In conclusion, the evidence available advocates a holistic approach to enhance the capacity-building process and mentoring of doctoral students in statistics in Kenyan universities.

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.

Adoption and Usage Patterns of Referencing Services Management Software Among Postgraduate Students: A Case Study of a Select Kenyan Universities

Administration of referencing, referral services offered in university libraries across the world is a critical function in library services to its users. It impacts the way the face of the library is viewed in the eyes of the users. However, various studies show that this service is prone to numerous crisis during its provision that affect an efficient, effective, and user-friendly referencing services management system. The functions of the reference desk within the library revolve around providing a point of referral for help users seeking library services, a point of referral to other services, or to other materials within the library that cannot be accessed by the users, or to other physical spaces where library functions take place, and providing a contact point with the library. Libraries have traditionally offered in-person referencing and referral services to their users; the use of in-person referencing services has declined markedly while virtual referencing and referral services has increased, and referencing services have been integrated in library websites management systems where you see applications like Turnitin, Endote, Zotero, APA as well as AI prominently incorporated. This redefinition of referencing services has challenged librarians to identify the skills and competencies required by service staff to meet this need. Referencing services nowadays may involve much more than acting as a roving search engine. Successful referencing work requires librarians and information specialists to familiarize with a variety of databases and be comfortable with many diverse menus of technologies, as well as being familiar with good online referencing techniques. The purpose of this case study was to examine the adoption and usage of referencing services management software among postgraduate students in Kenyan universities. The study analyzed four predictors: Ease of Navigation, Institutional Resources, Training Impact, and Perceived Relevance. The study was qualitative, and the design used was multiple-case based, involving 205 postgraduate students in Kenyan universities who were purposively selected to participate in the study. Data were collected using focus group discussions, observation, and document analysis. The results revealed a strong model fit, with an R Square value of 0.770, indicating that the predictors explained 77% of the variance in adoption and productivity. Key findings highlighted the significant positive contributions of Ease of Navigation, Training Impact, and Perceived Relevance, while Institutional Resources showed no significant influence. The results underscore the importance of user-friendly design, skill development, and relevance to user needs in driving software adoption. Practical implications include the need for flexible, collaborative training programs and improvements in resource utilization. Suggestions for future research include exploring broader demographic factors and longitudinal studies. This case study can be utilized by all library users ranging from undergraduate to faculty level.

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.