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Doctorate Theses and dissertation

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    Implementation Of Workforce Diversity Policies on Service Delivery in Selected Public Universities in Kenya
    (KeMU, 2025) Charity, Maina Nyambura
    The delivery of quality services by universities is essential due to their role as centres for knowledge creation, dissemination, and intergenerational transmission through teaching, research, innovation, and community involvement for societal transformation. However, due to globalization and rapid technological advancement, universities operate in highly competitive and dynamic environments. The efficiency of service delivery in Kenyan public universities has been below expectations, adversely affecting performance and diminishing global rankings. The study aimed to establish the influence of workforce diversity policy implementation on the quality and effectiveness of service delivery in selected public universities in Kenya. Specific objectives included: determining the effect of persons with disability policy implementation; establishing the influence of youth policy implementation; examining the influence of gender policy implementation; assessing the role of ethnic policy implementation; and determining the moderating effect of organizational culture on the relationship between diversity policy implementation and service delivery. The study was anchored on Social Identity Theory, Resource-Based View, and the SERVQUAL Model. A positivism research philosophy and mixed-methods design were adopted to collect quantitative and qualitative data. The population comprised 14,623 employees: 10,120 non-teaching staff and 4,503 full-time teaching staff. Inferential and descriptive statistics were used to analyze data. Yamane's Taro (1967) formula calculated a sample size of 389, and simple random sampling was employed. The unit of analysis was selected from public universities in Kenya. A pilot study tested the validity and reliability of instruments, with Cronbach's Alpha measuring reliability. For hypothesis testing, linear regression, correlation coefficient, and ANOVA were adopted. Findings established that persons with disabilities policy implementation was positive and statistically significant (p<0.05). Youth diversity policy contributed positively to service delivery. Gender policy implementation had a statistically significant and positive influence (R²=0.265, p<0.05), and ethnic policy implementation also significantly influenced service delivery. Culture moderated gender and ethnicity and positively influenced service delivery. The study concluded that all explanatory variables exerted substantial, favorable influence on service delivery. It is recommended that public universities implement ethnic policies during recruitment and provide gender mainstreaming training on diversity policies. Further studies should focus on larger samples, comparative analyses between private and public universities, and rural versus urban universities. The findings are important to human resource practitioners in developing strategies for strengthening diversity policies, and to academicians and researchers by providing empirical evidence.
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    Relationship Between Innovative Work Behaviour and Service Delivery of Non-Teaching Staff in Secondary Schools in Embu County, Kenya
    (KeMU, 2025) George, Mbijiwe Mungeera
    Poor service delivery continues to be reported in Kenyan secondary schools, despite the critical role non-teaching staff play in school advancement. The study focused on four key aspects of IWB: idea generation, promotion, realization, and sustainability. It also assessed how supportive environments enhance or hinder the effectiveness of these behaviours. The study was guided by four theoretical frameworks: the dynamic componential model of creativity and innovation in organizations, social exchange theory, enjoyment performance theory, and the modified quantitative service delivery theory. Adopting a cross-sectional design under a pragmatist philosophy, the study employed a mixed-methods approach. The target population included 1,803 non-teaching staff, 208 principals, and 208 Board of Management (BoM) chairpersons. Stratified and proportionate systematic sampling ensured representative selection across school categories and sub-counties. A total of 317 non-teaching staff completed questionnaires, while 10 principals and 10 BoM chairpersons participated in interviews and focus group discussions respectively. Validity and reliability of the instruments were confirmed through construct, content, and face validity, and Cronbach’s alpha coefficient. Data analysis involved descriptive statistics, regression, correlation, and thematic analysis for qualitative data. Results were presented using tables, figures, themes, and excerpts. The study found that while face-to-face meetings and staff interactions moderately support idea generation among non-teaching staff in Embu County secondary schools, digital platforms remain underutilized. Key barriers to idea promotion included lack of motivation, poor communication, limited involvement in decision-making, low self-esteem, and inadequate teamwork. Data revealed that these challenges significantly hinder innovative behavior and effective service delivery to a large extent. The findings highlighted critical gaps such as insufficient resources, low recognition, limited leadership support, and minimal participation in decision-making that are detrimental to idea realization. Additionally, weak leadership, lack of follow-up, and minimal structured feedback mechanisms were found to undermine staff engagement also largely affected ideas sustainability. However, drivers such as effective communication, inclusive leadership, recognition, structured support, policies, collaborative leadership, inclusive institutional culture, equitable remuneration, regular staff development forums and training emerged as essential for fostering innovative work behaviour, trickling down to enhanced service delivery by non-teaching staff. All aspects of innovative work behaviour significantly influence service delivery by non-teaching staff in secondary schools. The study concludes that enhancing idea generation requires deliberate organizational support, aligning with Amabile and Pratt’s componential model of creativity. Enhancing idea promotion, realization and sustainability require coordinated efforts across school management and staff. The study recommends need for principals of secondary schools to ensure inclusive leadership, policy reforms, and deliberate managerial actions to enhance creativity and innovation among non-teaching staff. They should prioritize training, improved communication channels, and participative leadership. The findings validate the critical interdependence of creativity, innovation, enjoyment-performance, and effective service delivery in secondary schools. The study’s key contribution is the identification of actionable measures needed to stimulate creativity and innovation among non-teaching staff to enhance service delivery in secondary schools within Embu County.