Journal Articles
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Item The Role of Financial Literacy on Financial Inclusion of Women in Isiolo County, Kenya.(International Journal of Finance, 2025-07) Constance, Mwaro; Fredrick, Mutea; Kenneth, MugambiPurpose: This study aimed to investigate how knowledge and understanding of financial concepts, such as budgeting, saving, borrowing, and digital banking, influence the ability of women in Isiolo County, Kenya, to access and effectively use formal financial services. Methodology: This study used a descriptive design to examine 279 women entrepreneurs from a population of 920 in Isiolo County, selected via proportionate random sampling. Data were collected using structured questionnaires. The study used for descriptive and multiple regression analysis. Diagnostic tests confirmed data suitability for regression analysis. Results: The study found a statistically significant positive relationship between financial literacy and financial inclusion among women in Isiolo County. A correlation coefficient of 0.487 indicated a moderate positive link, while an R-squared of 0.237 showed that financial literacy explained 23.7% of the variance in financial inclusion. The regression coefficient (B = 0.558) revealed that each unit increase in financial literacy led to a 0.558-unit rise in financial inclusion. The model was significant (F = 72.345, p < 0.05). Unique Contribution to Theory, Policy, and Practice: This study offers valuable insights into how financial literacy drives women’s financial inclusion, particularly in underserved communities. It strengthens Financial Literacy Theory by demonstrating that women with financial knowledge, budgeting skills, and confidence are better positioned to engage with formal financial services. At the policy level, it encourages institutions like the Central Bank of Kenya and Women Enterprise Fund to incorporate tailored, gender-sensitive financial education into development initiatives. Practically, it advocates for targeted training by financial institutions and NGOs on key topics such as digital banking, credit, savings, and budgeting. To enhance reach, mobile learning and peer-based education are recommended, especially for low-literacy populations. The co-design of user-friendly financial products with local women is also emphasized to improve accessibility and impact.Item Influence of Disability Diversity Policy Implementation on Service Delivery among Chartered Universities in Kenya((IJPP) International Journal of Professional Practice, 2024) Charity Nyambura, Maina; Susan, Nzioki; Kenneth, MugambiDiversity entails embracing and recognizing the contribution of people with differences in education background, perspectives and experiences. Organizations have realized that they can attract and retain competent employees by embracing diversity. In Kenya, a diversity policy has been developed to guide the public institutions on the management of diversity at the workplace. The policy outlines the management of diverse workforce, such as persons with disability and ethnicity. However, there remains a notable research gap concerning the effect of diversity policies on service delivery in the universities. This study aimed at determining the influence of disability diversity policy implementation on service delivery in Chartered Universities in Kenya. The study was guided by the Social Identity theory, self-categorization and SERVQUAL model. Descriptive survey research design was adopted. The target population comprised eight Chartered universities in Kenya (both private and public) which were purposively selected; comprising 15,545 administrative staff and full-time lecturers. A sample size of 390 was drawn using the Yamane (1967) formula. Data was collected using questionnaires. Both validity and reliability of the research instruments were ensured. Inferential and descriptive statistics were adopted in the analysis. The findings of the study indicated that universities have a strong affirmative action policy for persons with disability. The study concluded that disability policy implementation established a positive and statistically significant effect on service delivery among chartered universities in Kenya. It recommends university management to collaborate with organizations dedicated to persons with disabilities, and to utilize accessible recruitment channels such as sharing job opportunities in braille, so as to attract individuals with disabilities. Furthermore, universities ought to enhance the accessibility of their premises by expanding the provision of assistive and supportive devices. The findings have implications to human resource practitioners in universities in enhancing quality service delivery by implementation of diversity policies.Item Gender Diversity Policies for Enhanced Service Delivery among Chartered Universities in Kenya((IJPP) International Journal of Professional Practice, 2024) Charity Nyambura, Maina; Susan, Nzioki; Kenneth, MugambiIntegrating gender diversity policies into organizational structures is vital for sustainable development and climate action. However, there is a notable gap in the implementation of these policies, especially in Kenyan chartered universities. This study evaluated the influence of gender diversity policy implementation on service delivery in Kenyan chartered universities. The hypothesis: there is no statistically significant relationship between gender diversity policy implementation and service delivery among chartered universities in Kenya, was tested. The researcher employed a descriptive survey design, and the target population was 15,545 administrative staff and full-time lecturers. Using stratified and purposive sampling techniques, the population was divided into teaching and non-teaching staff. Random sampling technique was used to select a sample size of 390 respondents, comprising of 120 teaching staff and 269 administrative staff was calculated using Yamane (1967) formula. A pilot study was conducted to test the validity and reliability of the research instruments. The study employed Self- administered questionnaires which were distributed for primary data. Data was analyzed using SPSS version 21. Findings revealed that universities with effective gender diversity policies demonstrated enhanced service delivery, efficiency and effectiveness. Descriptive analysis showed moderate correlation among variables, particularly supporting flexible working hours for nursing mothers, gender-mainstreaming awareness, and prohibition of sanctions related to pregnancy or marital status. Statistical analysis indicated a significant positive correlation (R = 0.514) between gender diversity policy implementation and service delivery. The study concluded that gender diversity policy implementation significantly enhances service delivery in Kenyan chartered universities. The study recommends that universities develop practical and comprehensive gender diversity framework, with continuous monitoring and evaluation, implementation, training, and sensitization programs that guarantee commitment to gender diversity initiatives.