LECTURER QUALITY IN PUBLIC UNIVERSITIES IN KENYA

Abstract

Universities play a critical in preparing human resources for sustainable development of nations. There have been persistent concerns that public universities in Kenya are producing graduates inadequately prepared to effectively transition from learning to earning. Lecturers are the core agents in facilitating the development of relevant professional competencies and skills essential for graduates’ successful transition into the workplace. The debate on the quality of the graduate cannot ignore the quality of the lecturer. The purpose of this study is to examine lecturer quality in public universities in Kenya. The study used cross sectional research design. Eight universities representing 36.0% of public universities were sampled. A stratified proportionate random sample of 1,107 third and fourth year undergraduate students responded to the study. Thirty one key informants who included deans of schools, registrars in charge of academic affairs, directors of quality assurance, and chairpersons of students’ union participated in the study. Data were collected using a questionnaire for students and interview guide for key informants. The tools were subjected to validity and reliability analysis. Quantitative data were analysed using factor analysis, Pearson product-moment correlation coefficient and descriptive statistics. Qualitative data were analysed using frequency counts, percentages and content analysis. The research determined two valid and reliable dimensions which accounted for 62.95% of the variations in lecturer quality. The dimensions are lecturer’s professional attributes and instructional practices with professional attributes being the most important. Lecturer’s professional attributes is strongly related to instructional practices (r = 0.597, p