The Moderating Effect of Training On the Relationship Between Quality Management Practices and Service Delivery in Public Universities in Kenya

Abstract

Quality Management Practices (QMPs) have been adopted globally to improve service delivery in organizations. However, the effectiveness of these practices in improving service delivery remains uncertain, despite the adoption of various approaches such as Total Quality Management, Service Delivery Charters, and ISO certification. Based on this gap, the study sought to examine the moderating effect of training on the relationship between quality management practices and service delivery in public universities in Kenya. The study was guided by the following research objectives: to examine the moderating effect of training on the relationship between customer involvement, customer feedback, transformative leadership, and service delivery and to determine the moderating effect of training on the relationship between quality management practices and service delivery in public universities in Kenya. The study adopted Ishikawa’s theory, Deming theory and Crosby theory. The study was anchored on cross-sectional research design. The target population comprised 35 public universities in Kenya. To obtain the desired sample, cluster sampling was used to group regions where ISO-certified universities are located. Random sampling was then used to select one university to represent each region within every cluster. The Yamane Taro formula was applied to calculate a sample size of 287 respondents which comprised Deans of Schools, Heads of Departments, Quality Assurance Officers, ISO Coordinators, and student leaders. The respondents were purposively sampled and a questionnaire was used as the primary data collection tool. Validity was ensured through reviews by supervisors and experts from the Department of Education, Administration, Planning, and Management to confirm both content and face validity. A pilot study yielded a Cronbach's alpha coefficient of 0.782, exceeding the acceptable threshold of 0.7 an indication that the data collection instrument was highly reliable. Collected data were screened, coded, entered, and analyzed using SPSS version 26. Both descriptive and inferential statistics with multiple regression were applied in data analysis. The findings revealed that customer involvement (β = .064, p = .000 < 0.05), customer feedback (β = .073, p = .000 < 0.05), transformative leadership (β = .048, p = .001 < 0.05), and quality management practices (β = .037, p = .026 < 0.05) significantly influence service delivery. The results indicate that training enhances the effectiveness of institutional mechanisms such as participatory planning, timely feedback, transformational leadership, and performance monitoring. These results are significant in understanding how public universities in Kenya implement quality management practices and training to enhance service delivery for students, faculty, staff, and other stakeholders. The study concludes that while core quality management practices significantly contribute to improved service delivery, their impact is amplified through structured and continuous training. Therefore, universities should institutionalize regular staff capacity building, inclusive engagement platforms, modern feedback systems, and leadership development programs aligned with global quality assurance standards. Training must be viewed not as a one-time event but as an ongoing investment in human capital, ensuring sustainable improvements in service responsiveness, efficiency, and stakeholder satisfaction.