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<.05). The study found that the majority of lecturers had the desired
professional qualities and engaged in quality instructional practices. The study recommends that the universities should consider lecturer’s professional attributes as a
key parameter during recruitment and in professional development programmes for
existing faculty.