Evaluation of academic staff development practices outcomes on job performance in selected public universities in Kenya

Abstract

Academic staff development enhances job performance among PhD degree holders in public universities in Kenya. However, it is noteworthy that at Maseno University and Masinde Muliro University of Science and Technology, Kenya’s youngest, most recently established universities, only an average of 38% of academic staff are PhD degree holders indicating a skills, knowledge, and attitudinal gap hence a critical need for invigorated staff development. In addition, there is a high lecturer: student ratio which is above the Commission for Higher Education’s recommendation of 1:18 for social sciences and 1:10 for pure sciences. There have also been incessant public complaints about poor job performance evidenced in poor lecturer etiquette, low lesson attendance levels, relative high failure rates among students and non-return of Continuous Assessment Tests. The purpose of this study was to evaluate the outcomes of selected academic staff development practices on job performance in selected public universities. The selected staff development practices are categorized as follows; on-the-jobuniversity-sponsored, off-the-job-self-sponsored, off-the-job-university-sponsored, and on-thejob-self-sponsored. The study employed descriptive survey research design whereby questionnaire, document analysis , and interview schedules were used to collect data. Proportional Stratified Random Sampling and Purposive Sampling technique was used to select academic staff, Chahairmen of Departments(CoDs) and Directors of Faculties and Deans of Schools(DFDSs) in the selected universities. Quantitative data was presented in frequencies, percentages, and Mean Rating. Qualitative data was analyzed on an going process as themes and subthemes emerged.