Evaluation on change management strategies for effective implementation of competence-based curriculum in private universities in Nairobi County, Kenya

Abstract

In 2017, Kenya replaced the 8-4-4 curriculum with a Competency-Based Curriculum (CBC) that focuses on developing competencies and applying knowledge to real-life tasks. The first CBC graduates will enter universities in 2029. However, there exists a research gap on change management strategies for effective implementation of CBC in private universities in Nairobi County, Kenya. The objectives of the study were : to assess change management strategies used to effectively implement CBC in private universities in Nairobi County, to find out curriculum review strategies deployed by private universities in Nairobi County to suit CBC requirements, to examine capacity building strategies for faculty members that support CBC implementation, to identify physical facilities improvement strategies established to support CBC requirements and to determine the effect of instructional strategies on effective implementation of CBC in private universities. Lewin’s three-phase theory of change underpinned the study. Unfreeze; preparing the universities for change by challenging the status quo, creating awareness, and building motivation. Change (or Transition) implementing new methods, processes, or practices. This is the action stage where training, support, and adjustments take place. Refreeze, embedding the change into the organizational culture so it becomes the new norm. Lewin’s theory assists the study in providing a framework, guides analysis, evaluates effectiveness and practical recommendations. This ensures sustainability. The study used a cross-sectional descriptive design with a mixed methods approach. A cross-sectional descriptive design ensures the study captures a broad, current overview of change management strategies across private universities, while a mixed methods approach enriching the evaluation by combining measurable data with in-depth perspectives resulting in a comprehensive and actionable understanding of CBC implementation. A multi-stage sampling strategy was used: purposively sampling, Stratified sampling and Simple random sampling. This combination makes the findings valid, reliable, and generalizable, while still being tailored to the unique context of CBC implementation in private universities. The sample included 312 participants from church based, faith-based and private universities. Data collection involved semi-structured questionnaires and an interview guide. Descriptive and inferential statistics were employed for data analysis, presented by use of tables and graphs. Findings revealed a significant and positive effect of change management strategies on implementation of CBC in private universities in Nairobi County (β = 0.347, t=3.256, p = 0.002). There was a significant and positive effect of curriculum review strategies on implementation of CBC in private universities in Nairobi County (β = 0.505, t=4.655, p = 0.000). Findings indicated a significant and positive effect of capacity building strategies on implementation of CBC (β = 0.078, t=4.487, p = 0.003).There was a significant and positive effect of physical facilities improvement strategies on implementation of CBC in private universities in Nairobi county (β = 0.087, t=3.833, p = 0.000).Findings showed a significant and positive effect of instructional strategies on implementation of CBC in private universities in Nairobi county (β = 0.606, t=6.498, p = 0.000).The study concludes that private universities in Nairobi County are adopting strategic change management for CBC implementation, focusing on stakeholder engagement, updated curricula emphasizing practical skills, continuous faculty training and enhanced infrastructure through various funding sources for improved instructional strategies. The study recommends that private universities should secure increased financial support from the government and stakeholders for facility upgrades and faculty training. Further, they should continuously invest in faculty development and focus on modern teaching methodologies. The study recommends that private universities should collaborate among themselves and with educational stakeholders for CBC implementation. Private universities should establish elaborate assessment methods through continuous feedback from all stakeholders. The study recommends that private universities should emphasize student-centered learning strategies to better equip students with practical skills and competencies.