The demand for university education has increased at a higher rate than the resources available for universities to offer the required services. In Kenya, the demand for university education has continued to rise with university enrolment increasing tremendously over the last four decades. This growth calls for an investigation to find out the impact of this expansion on service delivery in universities. Kenya has thirty-nine fully-fledged universities that have been accredited by the Commission for University Education (as at 31st March 2013). Twelve others are operating with interim letters of authority (ILO). This development has created competition amongst universities and, as a result, necessitated the development of strategies to ensure survival in this changing environment. The review of existing literature on this subject has established that service delivery is a service differentiator and therefore could be utilised by universities to gain a competitive advantage and therefore enhance their overall performances. Based on this background, this study sought to establish the influence of service performance measurement on service delivery in relation to the expectations of university students in Kenya. Secondary sources were used to formulate a theoretical model of the influence of service performance measurement on service delivery that guided this study. The theoretical model indicates that non-academic aspects, academic aspects, reputation, programme issues and access factors may influence service delivery at the university. These five dimensions were used in the study as the independent variables of service delivery at the university. The outcomes of service delivery at the university were identified as student expectations, student satisfaction, student loyalty and student retention in the theoretical model; these were treated as dependent variables. Hypotheses were formulated that proposed relationships between the independent variables and service delivery. Hypotheses in respect of relationships between service delivery and the outcomes were also developed. A quantitative research approach was adopted to empirically evaluate the relationships between service delivery and the variables in this study. Data for the study was collected through the use of a structured self-administered questionnaire that was distributed to 720 university students in Kenya. Six hundred and thirty useful survey responses were received from fifteen universities. The data collected was subjected to factor analysis and multiple regression analysis to test the hypothesised relationships between the variables and service delivery. Descriptive statistics were also obtained from the raw data. The findings of this study indicate that non-academic aspects, academic aspects and access factors have positive and significant influence on service delivery in Kenyan universities. The quality and adequacy of academic, entertainment and sports facilities together with increased accessibility to services by students are important factors that influence service delivery at a university. The university students would like to be treated with respect and courtesy by academic and administrative staff during these service encounters. The empirical results of the study also reveal that student perceptions of service delivery impacts positively on student expectations, student loyalty and student retention related to convenience as well as student retention related to quality assurance.

No description available.

Health policy reforms have dominated health systems in African countries for over three decades. However, the impacts of these policies on nurses’ work, as well as the extent to which the nurses are involved in the policy decisions, have not been well documented. As the largest group of health professionals in the workforce, nurses’ services are necessary to achieve population health outcomes. Thus, nurses’ work concerns related to the reform of national policies should be identified and addressed. This study was carried out to examine how the national policy reforms have impacted on nurses’ work in Kenyan district health care systems and how nurses have been involved in policy processes in the health care system. Critical theory and feminist critical policy analysis perspectives guided the study. The study was implemented in two phases. The first phase involved qualitative interviews with 32 decision makers and nurses in the public health care system. The second phase involved a comparative quantitative survey of nurses and nurse managers in two districts. A sample of 169 nurses was interviewed in two district hospitals to generate data for this second phase of the study. This thesis contains three manuscripts. The first manuscript presents a qualitative analysis of the impact of policies on nurses’ work (Chapter 2). The second manuscript presents qualitative results of how nurses were involved in policy processes at various levels of the health care system (Chapter 3). The third manuscript presents results of a quantitative survey of frontline nurses’ experiences with the policy reforms, comparing two districts (Chapter 4). An integrative discussion of key findings from all these manuscripts forms the last chapter of the thesis. The findings revealed that policies meant to enhance access to services like decentralization and primary health care were more enabling to nurses’ work while those aimed at enhancing efficiency like structural adjustment programs were more constraining. The constraints included poor work environments, unchanging work conditions, increased responsibilities and dilemmas in providing care. These constraints were experienced more by nurses in the district that was poorly resourced and had poor health indicators than the district that had better resources and better health indicators. The results suggest that inadequate involvement of nurses in policy processes is a reason why their work concerns have not been addressed. There are recommendations to improve nurses’ work in the context of policy reform and to improve nurses’ abilities to participate in policy processes.

This study examines women’s experiences of formal education in Kenya. The study aims at making visible the cultural, historical, economic and political factors that shaped, and continue to shape, women’s educational and employment opportunities. It also highlights women’s agency exemplified in their struggle to provide their children, and particularly their daughters, with educational opportunities. The study draws attention to the gender and power issues that limit women’s participation in the public sphere. These are issues that policy makers, politicians, and development agents have not and still do not adequately address. The study employs post-positivist research methodologies, particularly feminist methodologies informed by post-colonial critiques. The women in this study are treated as social agents not as victims of men, and of economic and political trends. The women formulate strategies aimed at influencing or shaping the social system in which they are a part. The women’s agency resides in their individual and communal endeavours and is constantly reinvented in the context of political and social change. This research is an analysis of the experiences of 38 women born, raised and partly schooled in Kilome division, Makueni district. It focuses on the educational experiences of rural women living in two villages and a small town in Kilome division, Kenya. I use the women’s discourse to critique the public discourse on education articulated in policy documents produced in the last 30 years since independence in 1963. This study illustrates how women in Kenya have been largely absent at the national level where educational policies are formulated. Policy making has remained male dominated. Policy makers, charged with structuring and restructuring education to meet the country’s development needs, continue to limit women’s agency to the private sphere. The formulation of policies from the male perspective has intensified the public and private dichotomy. Absent in the public discourse on education has been the discussion of how gender, a social construction, has influenced opportunities available to men and women in colonial and post-colonial Kenya. Colonial gender constructions of femininity have continued to limit educational opportunities made available to women in post-colonial Kenya. The Kenyan women in this study are cognizant of how these gendered assumptions shaped, and continue to shape, women’s educational and employment opportunities. They re-negotiate and resist these gendered assumptions and they have become intervention agents for their children’s education. The women’s agency, however, is limited by their lack of economic power. The interplay between gendered cultural assumptions about femininity and the increased costs of schooling imposed by policy makers continue to have a negative impact on women’s education. / Education, Faculty of / Graduate

In December 2007, Kenya held a presidential election. The incumbent was Mwai Kibaki of the Party of National Unity (PNU). His political opponent was Raila Odinga of the Orange Democratic Movement (ODM). The vote was peaceful and described by many in positive terms; that is, a continuation of the positive democratic transition that Kenya began toward the end of the 1990s. However, many in Kenya accused the government of foul play, when the Electoral Commission of Kenya (ECK) delayed declaring a winner for two days. The ECK eventually declared Kibaki President, and rushed the swearing - in ceremony, skipping the stipulated 72 hours. Two days after declaring Kibaki president, Samuel Kivuitu, the chair of the ECK, admitted he did not know whether Kibaki had won the elections. He insisted that he had agreed to release the results and announce Kibaki as president, under pressure from above. Kenya then experienced its worst bout of violence since the Mau Mau rebellion, before independence. The Post - Election Violence (PEV) lasted two months. It was resolved following an agreement, the Kenya National and Reconciliation Dialogue (K N D R), negotiated by a Panel of Eminent Personalities. The fighting parties agreed to form a Government of National Unity (GNU), a Commission of Enquiry into the Post - Election Violence (CIPEV) and an Independent Review Commission on the General elections (Kriegler Commission). The GNU was to have Kibaki reinstated as President, to add the post of Prime Minister for Odinga, and was to undertake a reconciliation and accountability process, prosecuting perpetrators. This thesis seeks to determine what were the politics that led Kenya to prosecute those who bore greatest responsibility for the PEV. More specifically, what were the politics that resulted in selecting the ICC, as the court where individuals were going to be held accountable?

Includes bibliographical references / This thesis focuses mainly on three related issues of the broader new institutional economics and political economy research: (i) the evolution of formal economic and political institutions over time (ii) the causality between political institutions and economic institutions, and that between institutions and economic development; (iii) and the role of institutions on economic development through the channel of foreign direct investment, and on the control of rent seeking and corruption in Kenya. These issues are discussed in four distinct essays, each essay constituting an independent and self-contained chapter. It adopts the conceptual framework on institutions proposed by Douglass North. The central theme of the thesis across all chapters is the demonstration of how political players holding de-facto political power operating under weak political rights and civil liberties use legal operators to benefit themselves and their close associates. For instance, starting with British rule - protectorate period (1885-1920) and colonial period (1920-1963) - an extensive legal apparatus designed by those holding de-facto political power expropriated much of the land and redistributed it to themselves at the expense of the indigenous populations whose political rights and civil liberties were crossly undermined. However, even after independence, several political players in the newly independent Kenya made little effort to fundamentally change the colonial laws that governed land rights and could not as well promote strong political rights and civil liberties. The thesis argues that despite pressures from the populace, political leaders and their interest groups holding de-facto political power entrench themselves in the system under weakly institutionalized environment, and oppose the constitutional reforms by all means including force, since such reforms go against their interests. The delay in such reforms often leads to the breakdown of governance. Such breakdown inevitably leads to conflict and social crisis such as the Kenya post-election crisis of 2007. The chapters in the thesis are organized in such a way that they start by tracing the evolution of rights promoted by people holding de-facto political power, then later the remaining chapters take on the assessment and implications of how such rights promoted under weakly institutionalized environment affect economic outcomes.

A Research Report submitted at the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment for the degree of Master Arts in International Relations Johannesburg, 2019 / Existing frameworks that seek to respond to the challenge of preventing and managing electoral violence often omit technology as a relevant factor. Yet there is resounding proof that technology has wielded a sizeable amount of influence in shaping voter behaviour and perceptions, mobilising support, lobbying and ultimately influencing electoral outcomes. The utilisation of technology is evidenced by many examples; such as the use of biometrics to register and identify voters, the establishment of situation rooms and drones that collect data in real time, campaigns messages that are sent via text messages, video footage, radio, internet and bots that are used to collect and transmit information. The main problem that this study seeks to interrogate is the bi-directional outcomes generated by the use of ICTs in elections. There are cases where ICTs have been deployed to ferment violence, whilst ICTs have also proven to be useful in preventing electoral violence. Therefore, there is a need for research that assesses how ICTs can be better harnessed as a tool for the prevention and reduction of electoral violence in Africa. Notably, by exploring the use of ICTs by actors in Kenya’s 2007, 2013 and 2017 elections, the study posits that collaboration and responsible use are key in the prevention of electoral violence. Moreover, the study highlights that the use of new ICTs in elections is important in the growing discourse about defining the parameters of electoral integrity. / NG (2020)

Magister Legum - LLM / Kenya has embarked on a constitutional making process that is hoped to ensure a transition to democracy. The current constitution making process is not the first of its kind in post independence Kenya.1 Since the Lancaster House Conference2 that gave Kenya its very first constitution after independence, constitution making processes have been fraught with controversies.3 The periods after independence saw the Kenyans glamour for constitutional change and reforms.4 A number of amendments have been effected to the Kenyan, constitution since independence. The clamor for constitutional review gradually grew leading to the repeal of section 2A of the Constitution in 1991 which restored multi-parties.s The pressure from civil society organizations in 1997 led to the enactment of the Constitution of Kenya Review Commission Act6 and this was considered as the formal beginning of the Constitutional Review Process in Kenya.7 The next major constitutional review process came in after the end of the term of President Daniel Arap Moi in 2002. A review process, commonly known as the

Submitted in fulfilment of the academic requirements for the degree of Doctor of Philosophy in Library and Information Science, Department Of Information Studies, Faculty of Arts, University of Zululand, South Africa 2012. / This study was conducted to evaluate the success of the pilot phase of the NEPAD e-School project in Kenya. The specific objectives were to: establish the ICT infrastructure installed in the e-Schools and determine the infrastructure‟s quality, accessibility and suitability for enhancing teaching and learning; determine the effectiveness of the training imparted to teachers and students to enable them to constructively engage with the installed ICT infrastructure in teaching and learning; establish the extent to which e-School infrastructure is being used to enhance teaching and learning and provide health information; determine the extent to which e-School users (students and teachers) felt that the e-Schools were preparing students to function in the global economy; and establish the extent to which the e-School improves the efficiency of school management and the processes of teaching and learning. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included. Chevakali High School, Isiolo Girls Secondary School, Maranda High School, Menengai Secondary School, Mumbi Girls Secondary School and Wajir Girls Secondary School and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques that involved stratification based on the number of students in each school, the number in each class level (forms I, II, III and IV), and gender in the case of Menengai Secondary School. Data was collected using an observation schedule, interview schedule and questionnaire. Observations were made of the infrastructure installed in the e-Schools with specific attention to computer laboratories, computer hardware, networking accessories, and presentation and communication equipment. The interviews were conducted with the principals of the e-Schools and self-administered questionnaires were hand-delivered to students and teachers. The collected data was edited and cleaned. An analysis of quantitative data was done using the Statistical Package for Social Sciences (SPSS) together with Microsoft Excel, while qualitative data was analyzed using content analysis. Descriptive statistics and non-parametric tests assisted with the rejection or acceptance of the hypotheses. xviii The study established that all six of the e-Schools had installed the basic computing facilities required for integrating ICT in teaching and learning. All the e-Schools had VSAT for internet access via satellite in computer laboratories in which a variable number of computers were installed. The computers were networked using structured cabling into a LAN, and the LANS were linked into a WAN through the VSATs. The computer laboratories also had smart televisions, smart boards and LCD projectors. The study revealed that the conceptualized E-School Success Model is valid for the evaluation of the e-School. All seven of the dimensions were found to correlate well with e-School success, with Cronbach‟s alpha values above 0.4. It was further revealed that students and teachers were trained in the use of e-School infrastructure and they were using the ICT infrastructure for teaching and learning. Students found learning with integrated ICT enjoyable, and it appeared to improve their performances. Using document analysis, performance improvement was confirmed in four out of six of the e-Schools. The other two e-Schools experienced decline in academic performance over the period 2005 and 2010. It also seemed as though e-School infrastructure had enabled students and teachers to collaborate and had contributed to their teamwork skills. By testing hypotheses the study revealed that six of the seven dimensions of the E-School Success Model contribute towards the success of the e-School. It was established that the user satisfaction dimension does not contribute towards the success of the e-School. Three variables for measuring the user satisfaction dimension - the ability of the e-School system to facilitate discussion between students, their peers and teachers; sharing what students learn with the learning community; and overall satisfaction with the e-School - were poorly rated and could not support the rejection of the hypothesis that high user satisfaction does not contribute to the success of the e-School. The study concluded that the E-School Success Model is a good model for the evaluation of e-Schools. In addition, the NEPAD e-School project in Kenya has considerable potential for success. Having identified the aspects limiting its level of success, it was recommended that stakeholders should continue investing in the NEPAD e-School project as the gaps highlighted in the study are addressed. Further studies on the impact of e-School benefits are recommended. / University of Zululand

A thesis submitted in fulfilment of the requirements for the degree for the Degree of Doctor of Philosophy University of Witwatersrand, South Africa Wits School of Governance, 2017 / This research addresses three questions: how Internally Displaced Persons (IDPs) following the post-election violence of 2007/2008 in Kenya are recreating their community resilience capacities; how the Kenyan government and non-state interventions are influencing the victims’ livelihood strategies towards their reconstruction and recovery process and how social support and social capital has accelerated their reconstruction and recovery process. It proposes a post-conflict reconstruction and recovery approach based on the research findings. The research adopted Qualitative research methodology and primary data were collected from the month of January, 2015 continuously and concurrently with data analysis. The key findings were that ownership of land is perceived and identified as a milestone in the process of post-conflict reconstruction and recovery, an avenue for community resilience. The main means of livelihood for IDPs are casual labour and other menial jobs. The Kenyan government has made an effort towards resettlement of IDPs although this is ad hoc and ineffective due to lack of experience and a specific framework for any major resettlement. NGOs abandoned the reconstruction and recovery projects as soon as the humanitarian crisis ended. But the United Nations Development Programme (UNDP) had reconstruction and recovery projects which ended in 2011. In displacement, IDPs lost their original support system, but developed new emergent norms to support each other. Integration of IDPs is a better option in the reconstruction and recovery process compared to the government farm resettlement approach. The key recommendations are that government should evaluate the economic loss of every integrated IDP and those resettled in government procured farms should be provided with legal ownership documents. There should be an urgent re-profiling of IDPs in camps and use of UN Guiding Principles on IDPs to re-integrate them into society. The findings of this research bring to light new knowledge on the theory of social capital: victims of displacement develop new emergent norms, values and culture to support each other, which eventually creates a new society/community. Key Words: Post-conflict reconstruction and recovery; integrated IDPs; government resettled IDPs; camp-based IDPs; social capital: social support; livelihood strategies. / E.R. 2019