TOTAL QUALITY MANAGEMENT PRACTICES AND CUSTOMER SATISFACTION

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I hereby declare that this research project is my original work and has not been presented for

award for a degree at this or any other university.

Signature ………………………… Date ……………………………….

This is to declare that this research project has been submitted for examination with my approval

as the university supervisor.

Signature ……………………… Date ……………………………….

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DECLARATION ............................................................................................................ ii

TABLE OF CONTENTS ............................................................................................... iii

LIST OF TABLES ......................................................................................................... vi

LIST OF FIGURES ...................................................................................................... vii

DEDICATION ............................................................................................................. viii

ACKNOWLEDGEMENTS............................................................................................ ix

ABSTRACT ................................................................................................................. xii

CHAPTER ONE: INTRODUCTION........................................................................... 1

1.1. Background of the study ........................................................................................... 1

1.1.1 The Concept of Total Quality Management ............................................................ 2

1.1.2. Customer satisfaction in institution of Higher Learning ......................................... 4

1.1.3. Institutions of higher learning in Kenya ................................................................. 6

1.2 Statement of the problem ........................................................................................... 7

1.3. Objective of the study ............................................................................................... 9

1.3.1. General Objective .................................................................................................. 9

1.3.2. Specific Objective ................................................................................................. 9

1.5. Significance of the Study ........................................................................................ 10

1.6 Scope of the Study................................................................................................... 11

1.7. Limitations of study................................................................................................ 11

CHAPTER TWO:LITERATURE REVIEW ............................................................. 12

2.0. Introduction ........................................................................................................... 12

2.1. Theoretical Literature Review ................................................................................ 12

2.1.1. Deming Theory ................................................................................................... 12

2.1.2. Kaizen Theory ..................................................................................................... 14

2.1.3. System Theory .................................................................................................... 15

2.1.4. Expectancy Disconfirmation Theory .................................................................... 16

2.2 Empirical Literature Review .................................................................................... 17

2.2.1. Customer Focus and its Effect on Customer Satisfaction ..................................... 17

2.2.2. Management commitment and its Effect on Customer Satisfaction ...................... 19

2.2.3. Continual Improvement and its Effect on Customer Satisfaction .......................... 21

2.2.4. System /Process Approach and its Effect on Customer Satisfaction ..................... 23

2.2.5. Customer Satisfaction .......................................................................................... 25

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2.3. Critical Review of Major issues .............................................................................. 27

2.4. Summary of the knowledge gaps ............................................................................ 28

2.5 Conceptual Framework ........................................................................................... 29

CHAPTER THREE: RESEARCH METHODOLOGY ............................................ 32

3.1. Introduction ............................................................................................................ 32

3.2. Research Design ..................................................................................................... 32

3.3. Location of the study .............................................................................................. 32

3.3.1. Target Population ................................................................................................ 33

3.3.2. Sampling and Sampling Procedure ...................................................................... 34

3.4. Data Sources and Collection Instruments ................................................................ 35

3.4.1. Pilot Survey ......................................................................................................... 35

3.4.2. Reliability of Research instruments ..................................................................... 36

3.4.3. Validity of Research instruments ......................................................................... 36

3.5. Data Analysis and Presentation .............................................................................. 37

3.5.1. Diagnostic Tests .................................................................................................. 38

3.6. Data Management and Ethical Consideration.......................................................... 39

CHAPTER FOUR:RESEARCH FINDINGS AND DISCUSSION ........................... 40

4.1 Introduction ............................................................................................................. 40

4.2 Response Rate ......................................................................................................... 40

4.3. Demographic Profile of the Respondents ................................................................ 41

4.3.1 Gender of Respondents ......................................................................................... 41

4.3.2 University of Study .............................................................................................. 41

4.3.3 Mode of Study ...................................................................................................... 42

4.4 Responses on Specific Variables ............................................................................ 43

4.4.1 Customer focus and Customer Satisfaction ........................................................... 43

4.4.2 Management Commitment and Customer Satisfaction .......................................... 44

4.4.3 Continuous Improvement and Customer Satisfaction ............................................ 46

4.4.4 System /Process Approach and Customer Satisfaction .......................................... 47

4.4.5 Dependent Variable: Customer Satisfaction .......................................................... 48

4.5 Diagnostic Tests ...................................................................................................... 49

4.5.1 Testing for Multicollinearity ................................................................................. 49

4.5.2 Testing for Heteroscedasticity .............................................................................. 50

4.5.3 Testing for Normality of Residuals ....................................................................... 51

4.6 Inferential Analysis ................................................................................................. 52

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4.6.1 OLS Regression Analysis ..................................................................................... 52

4.6.2 Coefficient of Determination ................................................................................ 54

4.6.3 Analysis of Variance ............................................................................................ 54

4.6.4 Hypothesis Testing using the Multiple Regression Model ..................................... 55

CHAPTER FIVE:SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS ............................................................................................ 57

5.1. Introduction ............................................................................................................ 57

5.2. Summary of Findings ............................................................................................. 57

5.2.1. Effect of Customer focus on customer satisfaction ............................................... 57

5.2.2. Effect of Management commitment on customer satisfaction............................... 58

5.2.3. Effect of Continuous Improvement on customer satisfaction................................ 58

5.2.4 Effect of system/Process approach on customer satisfaction ................................. 59

5.3. Conclusions ............................................................................................................ 59

5.3.1. Customer focus .................................................................................................... 59

5.3.2. Management commitment ................................................................................... 60

5.3.3. Continuous improvement ..................................................................................... 60

5.3.4. System/Process Approach .................................................................................... 60

5.4 Recommendation for Policy and Practice ................................................................ 61

5.5 Suggestions for further studies ................................................................................. 61

REFERENCES ............................................................................................................. 62

APPENDIX 1: RESEARCH QUESTIONNAIRE.......................................................... 66

APPENDIX II: INTROCUTION LETTER ................................................................... 71

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Table 3.1 Target Population .......................................... Error! Bookmark not defined.3

Table 3.2 Sample Size ................................................................................................... 34

Table 3.3 Reliability Analysis ......................................... Error! Bookmark not defined.

Table 4.1 Response Rate ............................................................................................... 40

Table 4.2 Gender of Respondents .................................... Error! Bookmark not defined.

Table 4.3 University of Study .......................................... Error! Bookmark not defined.

Table 4.4 Mode of Study ................................................. Error! Bookmark not defined.

Table 4.5. Customer focus and customer satisfaction ....... Error! Bookmark not defined.

Table 4.6. Management Commitment and customer satisfactionError! Bookmark not defined.

Table 4.7 Continuous improvement and customer satisfactionError! Bookmark not defined.

Table 4.8: System/ Process approach and Customer satisfactionError! Bookmark not defined.

Table 4.9. Customer Satisfaction ..................................... Error! Bookmark not defined.

Table 4.10 Testing for Multicollinearity .......................... Error! Bookmark not defined.

Table 4.11. Testing for Heteroscedasticity ....................... Error! Bookmark not defined.

Table 4.12 OLS Regression Analysis Coefficients........... Error! Bookmark not defined.

Table 4.13 Coefficient of Determination ......................... Error! Bookmark not defined.

Table 4.14 Analysis of Variance ...................................... Error! Bookmark not defined.

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Figure 2.1. Plan – do-Check-Act Model .......................... Error! Bookmark not defined.

Figure 2.2. System/Process Approach Model .................. Error! Bookmark not defined.

Figure 2.3: Conceptual Framework ................................. Error! Bookmark not defined.

Figure 4.1. Testing for Normality of Residuals ............... Error! Bookmark not defined.

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This research project is dedicated to my parents, my husband and children, friends for the

support they have given me in my pursuit for further education.

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I wish to express my sincere appreciation to Almighty God for being my guide in my academic

journey. I also wish to thank the management, administrative staff and lecturers at Kenyatta

University for their endless support and providing an environment for academic excellence.

Special thanks to my supervisor, Mr. Shadrack Bett for his invaluable advice and motivation

throughout the entire period of project writing.

Finally, I salute all my family and friends for their words of encouragement and for giving me

strength in the whole process of writing the research study.

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CPI - Continuous Process improvement

CUE - Commission for University Education

PDCA – Plan-Do-Check- Act

TQM - Total Quality management

USIU - United States International University

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Total Quality Management Management philosophy that seeks to integrate all

organizational functions to focus on meeting customer

needs and organizational objectives.

Customers’ External customers who provide income for the

organization through purchase of goods and services.

Customer satisfaction Result achieved when service provided responds to

customers’ needs and when the company meets or exceeds

customer’s expectation.

Customer Focus Extent to which an organization satisfies customer

requirements and their expectations.

Management commitment Concern shown by the management towards maintaining

and improving quality system in an organization.

Continuous Improvement Philosophy of continually seeking ways to improve the

operations.

System/Process Approach Application of a system of processes within an

organization, together with the identification and

interaction of these processes, and their management.

Higher Education Institutions Higher education institutions in the Kenya comprises of

public and private universities, polytechnics, institutes of

technology and teachers training institutes.

.

.

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Total Quality Management has been proposed to improve customer satisfaction and has received

considerable attention in the recent studies. Despite the recent effort on Total Quality

Management, little work has been done on the effect of TQM on Customer satisfaction in

institutions of higher learning in Kenya. This study sought to establish the effect of Total Quality

Management practices on Customer satisfaction in institutions of higher learning in Kenya. A

case of selected universities in Nairobi County. The general purpose of the study was to

investigate the effect of total quality management practices on customer satisfaction in

institutions of higher learning and the specific objective was to examine the effect of customer

focus, management commitment, continual improvement of products and services and

systems/process approach on customer satisfaction in institutions of higher learning in Kenya.

The findings were expected to be significant to all the stakeholders of higher learning

institutions. The target population comprised of the undergraduate students pursuing Bachelor of

Commerce in the Private and Public Universities. The scope of the study targeted selected

universities in Nairobi County with a focus of KCA University and University of Nairobi. The

theories that anchored the study included Deming Theory, Kaizen theory, System theory and

Expectation Disconfirmation theory. This study used a descriptive research design. The unit of

analysis in this study was registered Bachelor of Commerce degree students in University of

Nairobi and KCA University. The study was based on primary data. The data was collected

through a semi – structured questionnaires targeting full time and part time degree students in the

two universities. Content Validity Index was used to establish whether the questionnaire

measured what it was intended to measure. Test – Retest reliability was done where Cronbach’s

Alpha was used to measure reliability. The threshold for reliability was a Cronbach’s alpha that

was equal to or greater than 0.7 and the study instrument was found to be reliable. Both

descriptive and inferential statistics were used in analysis of data. The data was presented in

frequency tables and percentages. The coefficients of all the independent variables were positive

and statistically significant. The study found customer focus to take the lead as the most

significant variable for customer satisfaction (β = 0.677, p = 0.000). The system/process

approach was the least significant variable for the study (β = 0.049, p =0.013). The ANOVA F

test p value was less than 0.05 to indicate that the overall model was significance. The analysis

also indicated that the study variables were predictors of customer satisfaction. The study

concluded that all the four independent variables of the study should be considered in the

decision making of the institutions of higher learning with more emphasis on customer focus.

The study recommends that higher learning institutions should strive to focus on the

conformance to customer requirements and continuous improvement in order to gain customer

satisfaction.

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This chapter displays an outline of Total Quality management and customer satisfaction. It gives

authentic advancement of the higher education division in Kenya, outlines the research problem,

research objectives and the significance of the investigation.

Total Quality Management has been received as administration paradigm by organization

countrywide. Rawlins (2008) indicated that, TQM primary target is to change the general culture

of the organization by dispensing with the view that mistakes are inescapable and that

examination and firefighting are along these lines some portion of regular day to day existence.

TQM is a method for figuring out how to enhance adequacy and adaptability of an organization.

Total Quality Management suggests that organizations are fixated in meeting or surpassing client

desires, with the goal that their clients are delighted. With a specific end goal to win new

business and continue existing business, it is fundamental for organizations to comprehend their

client needs and desire (Besterfiled, 2003).

Customer satisfaction has been characterized as a person's sentiments of delight or dissatisfaction

coming about because of contrasting item's apparent performance in connection with his or her

desire (Kotler and Keller, 2006). Customer satisfaction has likewise been characterized as the

outcome accomplished when administration or item includes react to clients require and when

the organization meets or surpasses client's desire over the lifetime of an item or administration

(Juran, 1991). Bolton and Drew (1991) portrayed customer satisfaction as judgment influenced

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in view of a particular administration to experience. The Higher education sector is one of the

biggest developing ventures in Kenya (Economic Survey 2012). Higher education foundations in

the Kenya includes open and private colleges, polytechnics and institutes of technology. Total

Quality Management Practices in Higher education area is of incredible significance for

guaranteeing upgraded customer satisfaction and retention.

Total Quality Management is an administration reasoning that grasps all exercises that guarantee

adjustment to the clients' needs and accomplishment of the hierarchical goals in a productive and

powerful way by boosting the capability of all representatives in a proceeding with drive for

development. TQM is an upgrade to traditional way of doing business. It is a demonstrated

method for ensured survival in a focused market. TQM is the specialty of dealing with the entire

to accomplish perfection which turns out to be a piece of the business procedure (Besterfiled,

2003). Total Quality Management is tied in with making a culture that is persistently arranged

towards expanding customer satisfaction while limiting expense.

TQM as a reasoning depends on an arrangement of eight standards: duty of the best

administration; strengthening of worker; Continuous change of procedures, items and

administrations; Customer center and introduction; process and framework approach; genuine

way to deal with basic leadership; culture creation or culture change; common advantageous

provider relationship (Evans,2008). It is additionally a rationality in light of essential ideas, for

example, top administration duty, Customer center, worker association, Continuous Process

Improvement, Supplier organization and Performance measures. The principle segments of Total

Quality Management rationality as distinguished by Khan (2003) is total client center, worker

strengthening, proceeds with change and utilization of methodical administration. The TQM

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theory enables the association to accomplish persistent increment of customer satisfaction at a

consistently bring down cost. It additionally helps in guaranteeing viability and proficiency by

urging organizations to design, plan items and create frameworks that convey items fit in with

the desires of the client, Khan (2003).

For any organization to be successful, each and every piece of it must work appropriately

together on the grounds that each individual and each action influence and are thusly influenced

by others. TQM is a methodology and an operationalized procedure that looks to coordinate all

the hierarchical capacities and goals in a concentration of addressing clients' needs (Kumar,

2008). TQM accentuates the part of inside and outer clients, providers and the contribution of

workers in a journey for persistent change (Chang, 2006). TQM enables firms to fulfill clients'

needs, acquire a high level of separation, reinforce mark picture and lessen costs by averting

abandons. Sudha (2013) led an examination on impact of TQM standards in establishments of

higher learning. He discovered that dedication of best administration, course conveyance,

civility, grounds offices and client input and change greaterly affected customer satisfaction.

In the 1980s, the TQM procedure was connected effectively in ventures in the US. Many firms,

for example, Xerox, IBM and Motorola could enhance their business positions by conquering

dangers from worldwide rivalry by utilizing the TQM procedure (Lozier and Teeter, 2006). The

achievement of these organizations and others in utilizing TQM to bring them out of emergency

energized numerous US advanced education foundations to embrace it. Numerous

establishments in the created nations started to actualize TQM in the 1990s and have been

effective. The basic condition of instruction as far as student's evaluations, subsidizing and

grumblings from business and guardians affected them to rehearse TQM. Through the TQM

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endeavors, these establishments have profited in having enhanced student execution, better

administrations, lessened expenses and customer satisfaction (Kanji and Tambi, 2009).

Clients of higher learning institutions are separated into inside and outer gatherings relying upon

whether they are situated inside or outside the organization. Inward clients work towards the

fulfillment of outside clients. The outer gatherings involve the organization's partners to be

specific existing and potential students, managers, government and industry. (Oakland, 2009).

Higher education foundations are starting to concentrate on meeting students desires as well as to

surpass their desires until the point when they are enchanted. In the current years, the fulfillment

among students as to the instructive administration offerings has turned out to be more critical

for instructive establishments (Molesworth, 2009). It is essential to track, keep up, and enhance

the instructive administration nature of the offered instructive units. Training establishments

must comprehend the angles that can be utilized to convey large amounts of customer

satisfaction.

The higher instructive framework is in a market arranged condition where surpassing the client

desire is the lead of survival over the long haul (Sahney and Banwet 2004). In South Africa, the

expansion in the dropout rate and low throughput rate at both open and private colleges is a

major worry among nearby nationals and has made enthusiasm to insightful analysts Malele

(2011); Letseka and Maile (2008). Their examination discovered that client mind affected client

maintenance and on customer satisfaction. Customer satisfaction is viewed as the establishment

for upgrading client reliability and expanding piece of the overall industry of an organization

(Nimako and Azuman, 2009).

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Joseph Juran, Edward Deming and Philip Kotler have all demanded client center and

introduction for accomplishment of a business endeavor. Once the expressed and inferred needs

are satisfied, at that point a client is said to be fulfilled. Once fulfilled, the client will keep on

buying a similar item from a similar brand unless affected by an outer power. Outer power could

be better value, administration or innovation. Whatever the outer power, fulfilled client will

dependably oppose the changeover to another item. Proof of customer satisfaction is repurchase

or rehash business and also winding up positive attitude diplomats for the association

(Mukherjee, 2006). Clients that are fulfilled will increment in number by alluding others,

influence rehash and regular to buy.

Customer satisfaction is a state of mind like judgment following an item/benefit utilization or

various collaborations with the item offer (Lovelock and Wirtz, 2007). Fulfillment involves

looking at how an item performs against the normal execution (Kotler and Kevin, 2006). For

quality administration to be effective a cozy relationship should be kept up .with the clients.

Conformance to client needs in an association influences piece of the overall industry and

customer satisfaction. Research directed by Dimitriades (2006) demonstrate that fulfilled clients

have a tendency to be less value touchy, less impacted by contenders, and remain faithful longer.

It is of vital significance for association to give its clients quality items and administrations that

fit in with their prerequisites at a sensible cost. Because of the national and overall rivalry, it is

critical for associations' to guarantee that their clients are fulfilled. Customer satisfaction is the

key factor in the association mission, vision articulation and quality arrangement (Besterfield,

2003).

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Higher education institution in the Kenya contains public and private colleges, polytechnics,

institutes of technology. The first Kenya institution of higher learning set up in 1956 was Royal

Technical college. This establishment was later renamed Royal college of Nairobi at that point

moved up to University of East Africa. Every nation later centered around building up their own

public and private colleges and disbanded the college of East Africa (Ngome, 2006). Through an

act of parliament, the university college was later renamed University of Nairobi in 1970. The

act was additionally responsible for the conceptualization of Kenyatta University that became

independent in 1985, later Jomo Kenyatta University college of Agriculture was established

(Davis and Eisemon, 2003).

In Kenya, Private higher education can be traced to the colonial time frame when missionaries

built up schools and universities for their Converts. St. Paul's United Theological college (1955)

and Scott Theological College (1962) were the first private institutions of higher learning. In

1970, the United States International University (USIU) set up grounds in Nairobi. The

university offered degrees from the parent universities abroad. The government did not offer

accreditation to these private colleges and universities. However, in the 1990's the expanded

interest for university education drove the government to empower the foundation and

accreditation of private colleges (Onsongo, 2007).

Higher Education ministry was entrusted with registration of these private colleges. In 1985, a

Commission for Higher Education (CHE) was set up through the Higher Education Act

(Cap210b of 1986) with an order to co-ordinate the advancement of higher education,

accreditation of private colleges and post-secondary organizations. However, under Universities

Education Act, 2012, CHE's command was extended to incorporate both private and public

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university and subsequently its name changed to Commission for University Education (CUE).

CUE duties include to accredit universities in Kenya; regulate university education in Kenya;

authorize and assess university programs in Kenya; and advance quality research and

development (Waweru, 2014). There are 18 Private authorize colleges in Kenya and 30 public

licensed colleges in Kenya (CUE, March 2017).

Institutions of higher learning must enhance their conformance to client needs efforts to ensure

customers' needs are met. This is by caring for the customers’ desires and ensuring that the

organization meets the client specifications. It is important because customers have expectations

from the institutions they patronize and if the desires are not met, they get disappointed and they

stop patronizing with the organization. Once the organization neglects to meet the desires of the

clients, it cannot hold him//her. Institutions must ensure that they conform to customers’

requirements to gain client faithfulness, referrals and retention. Mrig (2012), led an examination

in United States on 79 institutions of higher learning on customer care. The examination

discovered that the workers were more centered around fulfillment of tasks as opposed to

accomplishment of students centered results and did not have the time and better ways of how to

give better services to students. The study found interested parties in higher learning institutions

complaining about the customer care which had a direct influence on customer satisfaction.

Shandadnejad and Alroaia (2013) conducted a study on the impact of TQM in customer

satisfaction in higher learning organizations in Iran. The study concentrated on the five elements

of TQM in particular; tangibles, attitude, dependability, content and method of conveyance. The

discoveries of the investigation was that all the five elements had a great impact on customer

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satisfaction. Sit, Ooi, Lin and Chong (2009), conveyed an exploration in Asia on Malaysia

service sector where they researched on the connection between TQM practices and customer

satisfaction. The investigation took a gander at six builds of TQM practices, for example,

Process Management, Strategic Planning, Customer Focus, and Human Resource center,

information and analysis. The study found a positive relationship of these builds with customer

satisfaction, Human Resource center and Information sharing leading the in the service sector.

Paneka (2013) also carried an exploration on the Total Quality Management and Customer

satisfaction in education institution in South Africa. The study sought to determine the viability

level of the Total Quality Management practices in Student services, infrastructure and

Instruction. The investigation found no connection between the quality of the practices of the

institutions and effectiveness level.

In Kenya, studies have been carried out on the relationship between quality and customer

satisfaction among university students in Kenya. Owino (2013) carried a study on the influence

of service quality on customer satisfaction among university students in Kenya. He found out

that service quality fundamentally impacted customer satisfaction in organizations of higher

learning. He discovered human element reliability greatly affected student satisfaction. Another

research conducted by Arango (2014) on effect perceived quality on customer satisfaction, found

the drivers of customer satisfaction among university students in Kenya to be perceived value,

product and service quality. Mate (2011) also conducted a research on the connection between

customer service strategies and customer satisfaction with an emphasis on service quality in the

media transmission industry.

Based on the study background on the relationship between TQM Practice and customer

satisfaction, knowledge gaps have been identified. Past research has taken a gander at the

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connection between Total Quality Management and Customer satisfaction in institutions of

higher learning in Kenya. Key among them is that past research has been done on the impact of

TQM on customer satisfaction in light of the hypothetical system of Malcolm Baldrige National

Quality Awards (MBNQA) (Keng and Bishan, 2011; Prajogo and McDermoth, 2005; Terziovski,

2006). Indeed, even the most known service quality method, SERVQUAL has been found to

adjust the quality in the education context ( Owino, 2013; Arango 2014; Parasuraman, Berry and

Zeithaml, 1988; In'airat and Al-Kassem, 2014). This study therefore sought to establish the effect

of TQM practice and Customer satisfaction on the theoretical framework of Deming Prize

quality award model and European Foundation for Quality Management (EFQM) KM model.

The investigation tried to discover the connection between Total Quality Management Practices

and customer satisfaction in institutions of higher learning in Kenya.

The general purpose of the study was to investigate the effect of total quality management

practices on customer satisfaction among selected universities in Nairobi County, Kenya.

The study aimed at achieving the following specific objectives;

1. To examine the effect of customer focus on customer satisfaction among selected universities

in Nairobi County, Kenya.

2. To determine the relationship between management commitment and customer satisfaction

among selected universities in Nairobi County, Kenya.

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3. To assess the extent to which continual improvement of products and services affects

customer satisfaction among selected universities in Nairobi County, Kenya.

4. To find out how systems/process approach to quality affects customer satisfaction among

selected universities in Nairobi County, Kenya.

H01: Customer focus has no significant effect on customer satisfaction among selected

universities in Nairobi County, Kenya.

H02: Management Commitment has no significant effect on customer satisfaction among

selected universities in Nairobi County, Kenya.

H03: Continuous improvement has no significant effect on customer satisfaction among

selected universities in Nairobi County, Kenya.

H04: System /Process Approach has no significant effect on customer satisfaction among

selected universities in Nairobi County, Kenya.

The discoveries are expected to be pivotal and critical to all the partners of higher learning

establishments. The directors and representatives are expected to know the significance of

customer satisfaction. The discoveries of this study will help with enhancing customer

satisfaction in the Higher learning establishments. It will be pertinent to administrators who

effectively want to execute TQM in their organizations since it will help them in making their

foundations ISO confirmed. The investigation will include to existing writing Total quality

administration and customer satisfaction.

11

The study concentrated on Total Quality management and customer satisfaction of higher

learning institutions in Kenya. In particular, the researcher considered Customer focus

management commitment and continuous improvement and System/Process approach as aspects

of quality management. Indicators of customer satisfaction included; eagerness to allude other

students to the university, willingness to attend the same university for furthering of education

and the willingness to be an active alumnus. The investigation concentrated on Bachelor of

Commerce students of KCA University and University of Nairobi. Given that higher learning

institutions work under similar standards and rules, the outcomes explained the effect of Total

Quality Management practices on Customer Satisfaction on other institutions of higher learning

in Kenya.

Some of the limitations of the study were that the respondents were not accessible to respond to

the questionnaire while others were not willing to respond. To overcome this, the researcher

educated the respondents that the outcome was to be used for scholarly reason. The researcher

also guaranteed the respondents that their identity would remain anonymous. The researcher also

gave the respondents an introduction letter from the university to assure them that the research

was being conducted for academic purpose only. Another limitation was that some of the

reactions from the respondents were not valid to the study.

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This section looked at the previous researches done by various authors. The section covered

theoretical framework, empirical review, and conceptual framework and research gaps.

This section looked into theories that relate to Total Quality Management practices and

Customer satisfaction.

Deming (1986) characterizes quality as "fulfilling the client, not only to live up to his desires, but

rather to surpass them". Deming's theory consequently begins and completes with the clients.

The best TQM programs start by characterizing quality from the client's point of view (Arusu

and Paul, 2005). Customer satisfaction is accomplished when their desires are coordinated by

what is offered to them by the association. The Deming Theory is composed with the goal that

supervisors can take in however much as could be expected from each client collaboration and to

enhance the way toward conveying an incentive to every future client. Deming showed that

quality ought to be gone for satisfying present and future buyer needs.

Deming (1986) focused on the obligations of best administration to lead the pack in changing

procedures and frameworks. He stressed the significance of upgrade of representative abilities,

making of provider association, utilization of useful groups to distinguish and tackle quality

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issue, recognizable proof and estimation of client necessities, investment of workers and quest

for consistent change. Deming approach concerns the formation of an association framework that

encourages participation and practices which thus prompts constant change of procedures, items

and administrations and also representative satisfaction both which are basic to customer

satisfaction and at last firm survival (Anderson, 2004). Ross (2002) demonstrated that quality

begins in the meeting room. Quality administration should direct the battle for quality.

Deming logic is given in his fourteen focuses as takes after; Management must make the

motivation behind the association; Top administration and everybody in the association must

learn on the new logic in the association; comprehend the reason for assessment; Stop granting

business in view of cost alone; administration must assume greater liability for issues by

currently finding and adjusting issues with the goal that quality and efficiency are consistently

and for all time enhanced; each worker must be situated to the association rationality of

responsibility regarding nonstop upgrades; instruct and establish initiative; Management must

empower open and compelling correspondence; Management must streamline cooperation to

accomplish the reason for the association; wipe out urgings for the workforce and numerical

standards for the work constrain; take out administration by destinations and furthermore

evacuate boundaries that burglarize individuals ride of workmanship and everybody ought to be

prepared as the association expects change to meet the evolving condition.

In studying the hypothesis, administration must acknowledge the essential duty regarding the

persistent change of the procedure. Administration must be committed, included and accessible if

the association is to prevail with regards to executing the new logic. This hypothesis is pertinent

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to the investigation it portrays the significance of the customer focus and management

responsibility in guaranteeing that the association fits in with the client prerequisites. This theory

is relevant to the study it depicts the importance of the customer focus and management

commitment in ensuring that the organization conforms to the customer requirements.

The Kaizen theory was developed by Masaaki Imai in 1985. The theory is a long term approach

to work that systematically seeks to achieve small and incremental changes in processes in order

to achieve more efficiency and quality. This Japanese hypothesis is centered around a rationality

revolved around continuous change in ventures, business procedures, and administration.

Nonstop changes allude to steady refinement and change of items, administrations and

hierarchical framework to yield enhanced an incentive to customers (Arusu and paul, 2005). It is

a theory that accept that each part of our lives should be continually made strides. It characterizes

administration part in constantly promising, and executing little enhancements including

everybody.

Total Quality Management is a procedure that requires persistent advance of approaches,

methodology and control composed by administration. Associations should attempt endeavors to

consistently alter all points of their operation. With a specific end goal to accomplish consistent

change, supervisors ought to guarantee enhanced competency levels. The kaizen technique for

consistent change is a Japanese administration idea meaning incremental change. Association

administrators and directors ought to guarantee that the procedure of ceaseless change is the step

by step incremental that make the procedure more proficient and successful. Add up to Quality

Management process endeavors consistent endeavors enhancements to all capacities in the

association that outcomes in expanded customer satisfaction and enjoyment for clients (Yousaf,

15

2006). The significance of the this hypothesis to the investigation is that Kaizen hypothesis

concentrates on the constant change of items and administrations with a specific end goal to

guarantee customer satisfaction.

System theory was proposed by Von Bertalanffy in 1946. System theory concentrates on

interaction of components. Von Bertalanffy fosters systems thinking in all disciplines in order to

find general principles valid to all systems. Von Bertalanffy (1956) defined a system as an

interaction of complex components. Systems are either open or shut. Open systems involves

exchange of people and information. Closed systems do not have trades with the external

environment from the yield reactivates the framework. Social organization are open frameworks

due to their exchanges with the environment, An open framework connects with its environment

by way of inputs, throughputs, and outputs (Katz and Kahn 2003).

Quality managers should concentrate on the connection between system thinking and Total

Quality Management (Senge and Sterman, 2005). Organizations that focus on TQM endeavors

ought to accentuate on the relationship of the distinctive parts with a specific end goal to

accomplish the association objectives and destinations. Supervisors should center their endeavors

in guaranteeing every one of the workers think deliberately. With a specific end goal to ensure

the survival of the entire framework, directors need to design basic changes by planning new

plans, change and rethinking the authoritative structure (Mele and Colurcio, 2006). For an

organisation to promote sustainable and long lasting performance, this adaptive and proactive

conduct ought to be founded on system theory. This theory supports that system/process

approach to quality management provides information to the organization by connecting inputs

16

to output. Organization can utilize this hypothesis to affirm achievement or to flag that a

correction to the framework should be made.

Expectation is utilized to decide the customer satisfaction levels. A client experiences fulfillment

if the product or services complies with his/her necessities and unsatisfied if there is non-

conformance of the products and services (Edvardsson, 2005). At the point when the product or

service execution surpasses the client desire, the client becomes delighted. Gronroos (2007),

indicated that customer satisfaction is comparing perceived quality and perceived performance.

Disconfirmatory hypothesis, leading hypothesis in customer satisfaction, expresses that

fulfillment is because of satisfaction levels endless supply of a specific product or service

(Ekinci, 2004). Fulfillment is as a result of comparing actual performance of the product or

services against the set benchmarks. Mattila and O'Neill (2003) demonstrated that service

delivery influences the result of an experience. Regardless of the product features and price, a

mishandled client won't feel fulfilled since each client needs to feel valued.

Organizations uses input in order to measure a product performance. Input may be in type of

chance cost, cost of procurement, energy and time. At the point when the inputs matches the

yield got, at that point a client gets a positive disconfirmation. At the point when the client input

surpasses the yield, at that point the client is said to get a negative disconfirmation. At the point

when the yield surpasses the client input, the client is said to be highly fulfilled. Wang and Hing

(2008) indicated that information about an organization products and services helps in

guaranteeing customer satisfaction. Organization ought to ensure that they avail all the

information about products and services to their customers with a specific end goal to empower

them settle on rational choices and also for accomplishment of customer satisfaction. At the

17

point when the desires of the clients are not met, the clients stay unsatisfied. Organizations are

required to guarantee that the product performance meets product desires. This will enable the

organization to accomplish high levels of customer satisfaction. This theory supports the

dependent variable by indicating that customer satisfaction is of paramount importance to

customers that patronize in an organization.

This section looked at studies and other researches done by other authors in similar fields. The

section looked also at the objectives of the study.

Zhang (2008) defined customer focus as the fundamental building piece of Total Quality

Management. It is how much an organization ceaselessly meets client needs and desires. It

includes deciding client needs and meeting the requirements with a specific end goal to

accomplish customer satisfaction. Organizations must do it right the first time and every time for

customer satisfaction to be accomplished. Customer Focus emphases on recognizing the client

needs and prerequisites and fulfilling them to meet the organizational objectives. Client focus

and fulfillment are essential ideas of quality management. Numerous researchers characterize

quality as meeting client prerequisites and requirements until the point when they are fulfilled

(Ishikawa, 2007 and Kanji, 1990). Customer focus and fulfillment ought to be viewed as the

main thrust for the entire quality process.

In the present business environment, organizations are compelled to put customers as the main

focus for the organization. The management have understood that the survival of the

18

organization is reliant on addressing the client's needs and guaranteeing that the client is fulfilled.

Customer focus is one of the key target in an organization. There is need for management to

allocate resources to meet clients' necessities and eventually customer satisfaction. In deciding

quality, client is viewed as the king in the organization. Therefore, building the organization with

the clients needs in mind will enable the organization to have products and services that conform

to customers requirements (Deming, 1986).

Pekar (2005) showed that there are two types of clients. External clients give salary to the firm

through buy of products and services while inner clients (workers) fulfill the necessities of the

external clients. For firms to fulfill their external clients, they should treat the internal clients

with care and consideration (Conduit and Mavodo, 2007). Client orientation applies to various

aspects of the business from front line staff interaction with clients to top management staff

relation with clients. Kennedy and Lassk, (2008), indicated that client focus is organization

concern with past, present and future clients' needs, requirements and desires. Organization

ought to have a solid sense of responsibility regarding understanding and fulfilling the clients in

a proactive way for long term growth.

Pekar (2005) indicated that Managers must build up a state of mind that puts the client in each

choice made. This is on account of the client is the motivation behind why a business is in

presence. Without the clients, there are no necessities to meet and no activity to be finished. The

higher education sector must focus on their clients in order to stay competitive in the market

(Sahney and Banwet 2004). To completely comprehend the necessities of the clients and to meet

their prerequisites, firms must keep up a healthy relationship with its clients. The way to

19

effective quality management practice is to acquire information about their clients' needs and

requirements. Mallak and Lyth, (2003) showed that to be effectively centered around clients,

firms must guarantee that there are being receptive to their clients' needs. Every one of the

workers must be prepared and taught on significance of client responsiveness all through the

firms’ life. For firms to pick up a Customer centered culture, it should ceaselessly and always

guarantee that it is fitting in with prerequisites of its clients.

Besterfield (2003) defined top management as the individual who directs an organization at the

highest level. Commitment can be defined as a state of attachment that explains the relationship

between an actor and an entity. The actor may be a single individual, a group of persons (e.g.

project team) or an organization. Unfortunately, commitment is not a substantial thing thus to

make it certain, one must have solid systems. Commitment is a great social value, everyone top

to bottom, wants to have this value (Yousaf, 2006). Management commitment is a continuous

and active demonstrations that everybody in the organization needs to meet client expectations.

Without strong management commitment, the organization will not have a successful quality

management system (Sanjay and Shaughnessy, 2008). Top Management must think of a quality

arrangement that demonstrates an organisation sense of duty regarding quality administration

rehearses. Quality policy indicates top management sense of duty regarding quality, clients'

prerequisites, organisation vision and mission, continual improvement of products and services

and to education and training (Oakland, 2003).

For survival of todays' higher learning foundations, it is vital to address the clients' issues and

prerequisites and to surpass their desires. Responsibility of top executives can help an

organization to accomplish the goal of customer satisfaction. The contribution of quality gurus

20

demonstrates that organizations initiative majorly affects premise of value products, services and

procedures. For any quality activity to be fruitful, management responsibility is required as it is

viewed as a backbone for effective implementation. Management must convey to the employees

on the significance of meeting customer requirements. Top administration must concentrate on

its workers through training, empowering and providing rewards with a specific end goal to give

quality service to the clients. Besterfield (2003) demonstrated that when administration are keen

on enhancing quality, workers will be furnished with all the essential assets.

Top Management must practice the rationality of Management by Wandering around (MBWA).

Administration ought to leave their workplace and visit the offices and plants inside the

organizations. They should guarantee that the groups decision is lined up with the quality

articulation of the firm. Management must give resources to train the workers. It is of

significance that the administration reward the workers who have ceaselessly demonstrated

quality endeavors. Client input is critical to the top management since it helps in quality decision

making. Management must fit in with the necessities and prerequisites of the internal and

external customers. They should have the capacity to breakdown barriers, drive fear out of the

firm, minimize resistance to change. Senge (2008) led an investigation on duty of top

management and changing the operational theory of the association. He discovered that

dedication of best administration is of great significance to the achievement of any change to

quality exertion.

21

When top management do not offer organizational suppport, the conduct of the workers is

probably not going to change. When top management is focused on the firm, then change will

likely be effectively actualized. Top management plays a key role in the continuous changes of

critical areas such as customer focus, product advancement and development (Hoffman and

Hagerty, 2004). For workers to progress up the corporate ladder they have to impress the top

managers. Commitment of top management to a given technique empowers the employees to

think of ways in which they can impress the senior administration. With the help of top

administration, workers at all levels will probably contribute time and push to the arranged

change program. Top management responsibility regarding the quality change makes the

execution of quality to be successful and that the firms adjusts to the client prerequisites (Spector

and Beer, 2004).

Continual Improvement depends on a Japanese idea called Kaizen, which is a rationality of

consistently looking for approaches to enhance the operations. It includes recognizing

benchmark of the best practice and ingraining a feeling of worker responsibility for process.

Constant Process change (CPI) is an endless exertion of finding and eliminating the main causes

of problems in the organization. Continuous process improvement focuses on making things

better and strives for perfection (Arasi and Paul 2005). Nonstop change is an idea that perceives

that quality change is an endless procedure and there is need to persistently search for new

methodologies for quality change. This idea of ceaselessly enhancing procedures and products

empowers organizations to create quality products that prompt customer satisfaction. The

competition pressure and the changing tastes and preferences of the clients incites the

organizations to embrace proactive methodologies keeping in mind the end goal to retain and

22

gain market share. Organizations must consistently enhance their procedures to survive in an

aggressive market.

Firms that exercise consistent change always enhance their client benefit and organizational

performance. This helps in reinforcing the organization competitive position and ability to be

receptive to clients' needs. For consistent change to be practiced, an organization needs to

comprehend where it is and where it is going. Organizations has to know the basic execution

indicators that measure customer satisfaction. Consistent change can not happen inside an

organization unless employees are undertaken through training. Worker contribution assumes a

key part in constant change program. It is a rationality of a ceaseless change that does not reach

an end when the set target has been accomplished. Nonstop change is a procedure that

management needs to perceive that however much the firm enhances, the competitors will

likewise enhance their operations and clients will expect more from the firm. Kanji (2007)

demonstrated that the point of firms that desire to attempt this training ought to comprehend that

ceaseless change is an incremental change not a noteworthy leap forward.

Besterfield (2003) characterized Deming cycle as an intuitive four-step management strategy

utilized as a part of business for the control and ceaseless change of procedures and items.

Association needs to design the goals and procedures to address clients' issues and association

arrangements, execute the progressions, screen and measure the procedures and announcing

comes about lastly adjust enhance and change the procedures. The quality administration

framework depends on the Deming wheel of Plan-Do-Check-Act Khan (2003).

23

System Approach is characterized as an arrangement of interrelated parts cooperating in

interrelated way to accomplish an arrangement of goals (Rue and Brays, 2008; Schermerhorn,

2005). System approach comprises of interdependent factors that include individuals, groups,

attitudes, motives, formal structure, interaction goal status and self-management (Robbins,

2008). Organization is seen as a system with parts, for example, employees, resources,

information and assets that form a complex framework. Firms accomplishes great things by

coordinating the commitments of individual to accomplish the common objectives

(Schermerhorn, 2005). Rue and Brays (2008) indicated that appropriation of PDCA Cycle as a

24

managerial function prompts the idea of process approach that partitions the whole business

operations as an interrelated linkage of procedures.

A process transforms input into value added output through managing the organizational

resources. Process approach rethinks the functions and organizational structure in various points

of view (Kanji and Tambi, 2009). Process Approach expresses that when activates and related

resources are managed as a process, the firm goal and objectives are accomplished all the more

effectively.

Process approach allows an organization to accomplish its objectives and goals viably and

through the effective utilization of resources. Robbins (2008) demonstrated that process

approach is an effective method for organizing and managing activities keeping in mind the end

goal to create value for the clients and other partners. One of the driving forces in the present

higher education sector is to meet the desires of the clients. Organization can adequately and

proficiently accomplish this by utilizing systematic and sound critical thinking approaches.

.

25

Kotler (2006) defined customer satisfaction as the level of comparing a product perceived

performance in relation to customer expectations. Satisfaction is the difference between

perceived performance and expectations. Managers ought to guarantee they concentrate on the

requirements on the clients in their basic leadership. Client gives firms motivation to be in

business. Without customers, there is no activity to perform and no prerequisites to be met. Khan

(2003) indicated that for any organization to accomplish sustainable competitive advantage,

clients' ought to be pleased about the services given. An organization needs to concentrate on

offering some incentive to the clients in a more target way than the rivals keeping in mind the

26

end goal to hold and to allure new clients. At the point when the desires of the clients are met,

and surpassed, customer satisfaction is changed into customers delight.

It is of vital significance to guarantee that the firm’s clients are fulfilled and enchanted.

Enchanted clients influence rehash to buy and offer referrals to the organization. TQM advocates

managers and workers to be so client situated that they ceaselessly meet and surpass client

desires by finding better approaches to enhance their products, services and procedures.

Organizations ought to make a competitive environment that brings customer satisfaction. Kanji

(2007) showed that many organizations manage internal challenges and overlook the necessities

of the external clients. Higher learning organizations ought to request that their clients set client

fulfillments goals and measure their execution against the clients' desires Sahney and Banwet

(2004). Geysken (2009) discovered that customer satisfaction is essential in growing long haul

promoting objectives. Client disappointment ought not be overlooked by an association that

needs to construct a steadfast client base. Anderson and Fornell (2008) demonstrated that client

fulfillments gives an organisation favorable position of bringing down the cost of low quality.

Naumann (2007) pointed out that attention to customer satisfaction ought to be considered when

creating key plans for the business. At the point when the clients are fulfilled, the organisation

encounters market growth and development. Ingram and Chung (2007) detailed that receiving

TQM program moves moderately fulfilled clients of the organization to maximally fulfilled

clients. Dimiatriades (2006) revealed that it is lethal for business organization working in

exceedingly competitive business condition not to be client oriented. Organizations all through

the world are endeavoring to create products and services of superior value in order to

27

accomplish customer satisfaction. In an aggressive market, organizations that are client focused

and that deliver superior value to their clients will get by in the vicious business field. Fulfilled

clients have a tendency to be less impacted by contenders, less value delicate and remain faithful

longer.

The study took a gander at the hypothetical system that assembled the empirical evidence on the

influence of Total Quality Management practices on customer satisfaction. The investigation

helped to enhance knowledge on Total Quality Management Practices especially in Kenya's

higher learning organizations with the emphasis on customer satisfaction. The study gave an

experimental examination where the primary goal was to research the idea of the TQM practice

and its relationship with clients fulfillment.

Through the review of TQM literature, four builds of TQM practices in particular customer focus

Management commitment, continuous improvement and process/system approach were selected

to represent the core of TQM practice in this study. This was on the grounds that they had been

very much acknowledged by Deming Prize quality award model and European Foundation for

Quality Management (EFQM) KM model. Different builds that could influence customer

satisfaction incorporated the hypothetical structure for Malcolm Baldrige National Quality

Award, for example, Leadership, Strategic Planning and Information investigation (Arumugam,

2009). The exploration sought to discover information that would assist experts in higher

learning institutions with corrective measures on the identified areas of concern. The

investigation brought the significance of total quality management practices on customer

satisfaction.

28

Sit, Ooi, Lin

and Chong

(2001)

Relationship

between TQM

practice and

customer

satisfaction

Positive

correlation

between Human

Resource focus

and Information

sharing

The study

concentrated on

Malcolm Bridge

Awards constructs

only

The study looked at

the Deming Prize

quality award model

and European

Foundation for

Quality

Management

(EFQM) KM model.

Paneka (2003) TQM and

Customer

satisfaction

No relationship

between quality

of the practice

and level of

effectiveness

Focus on

institution

infrastructure and

student service

The study focused

on the principles of

TQM

Owino (2013) Service quality

and customer

satisfaction

Service quality

has significant

influence on the

Human element

reliability

Focused on

SEVQUAL

Focused is on TQM

principles

Arango (2014) Perceived value

and customer

satisfaction

Perceived quality

has an impact on

customer

satisfaction

The study used

convenience

sampling method

hence a

possibility of non-

representative

sample

Study used stratified

random sampling to

increase

representativeness

29

Sudha (2013) TQM and

customer

satisfaction in

institutions of

higher learning

Commitment of

top management,

course delivery,

customer

feedback and

campus facilities

have an impact on

customer

satisfaction

Used convenience

sampling

procedure.

Possibility of non-

representative

sample

Study used stratified

random sampling to

increase

representativeness

Shandadnejad

and Alroaia

(2013)

TQM and

customer

satisfaction

Significant

influence of the

five components

of TQM namely;

tangibles,

attitude,

reliability, content

and mode of

delivery on

customer

satisfaction

Need to identify

more constructs

of TQM

Study determined

the adequacy of

other constructs of

TQM

This section presented the independent and dependent variables in a diagram to show the

relationship between the variables. The independent variables were the customer focus,

Employee empowerment, continuous improvement and System/Process approach while the

dependent variable was the customer satisfaction. The conceptual framework is presented in

Figure below.

30

Customer Focus

 Responsiveness to students

queries

 Availability of the lecturers

for consultations

 Resolution of students’

conflict

 Conducive academic

environment for learning

Management commitment

 Effective and timely

communication

 Regular participation in

students meetings

 Willingness to assist

students and respond to

queries

Continuous Improvement

 Maintenance of error free

records

 Improved teaching methods

 Frequency of evaluation

 Implementation of customer

feedback

Customer Satisfaction

 Willingness to refer

others to the university

 Willingness to attend the

same university to

further the education

 Willingness to be an

active alumnus

System/Process Approach

 Clarity in the student’s

operational processes

 Informative new student

orientation process

 Efficient registration system

31

The review was conducted to determine if there was any relationship of the four factors of

independent variable and customers’ satisfaction. It was expected that customer focus had a

positive correlation with customer satisfaction since it was the customers who determined

whether a company had conformed to their requirements (Sahney and Banwet, 2004).

Management commitment was expected to have a positive correlation to customer satisfaction

since the commitment of management in ensuring quality services was delivered to the

customers (Khan, 2003). Continuous improvement was also expected to have a positive

correlation to customer satisfaction because it ensured to have better products and services that

met the customers’ needs (Arasi & Paul, 2005). System and Process approach was also expected

to have a positive correlation because the desired result was achieved more efficiently when the

activities and related resources are managed as a process (Robbins, 2008).

32

This section identified the techniques and procedures to be adopted in conducting the study. It

explained the research design for the study, sampling and data collection procedures as well as

reliability and validity of the study. The section also explained how data was presented and

analyzed.

Descriptive research design was chosen as it described the characteristics and association

between TQM practices and Customer satisfaction among selected universities in Nairobi

county, Kenya. Descriptive research design helped to demonstrate how the information was

gathered, measured and examined to accomplish the exploration goals (Cooper and Schindler

2006). It was also adopted to address the inquiries of when, what, who and how (Kuada, 2012).

The research design described the existing phenomena by asking individuals about their

perceptions, attitudes or values. Descriptive study helped to determine the relation of the

variables and allowed analysis of the data quantitatively (Mugenda and Mugenda, 2003).

The study was carried out in Nairobi county where the Main campuses for University of Nairobi

and KCA University were based.

33

The target populace for the study comprised of respondents from University of Nairobi and KCA

University. Unit of observation was the enrolled Bachelor of Commerce degree students from the

two universities. Owino (2013) and Arango (2014) showed that the degree students are ideal

since they were prompt in encountering the organization service. University of Nairobi was

favored on the preface that it had the biggest number of students in the 2016/2017 academic

year. KCA University was favored in light of the fact that it was most proximate to the

researcher. Kombo and Trump (2006) demonstrated that sampling frame helped in selecting

individuals from target populace that was utilized in conducting the study. The sampling frame

was acquired from the university registrar in the two universities. The aggregate number of

students pursuing Bachelor of Commerce degree from the University of Nairobi and KCA

University was 4,124 and 1,419 respectively. Therefore, the aggregate populace size of students

pursuing degree in Bachelor of Commerce in both universities in the 2016/2017 academic year

was 5,543 students as indicated by the University Registrars records.

University of Nairobi 3108 1016 4124

KCA University 872 547 1419

Source: University Registrars’ office (2017)

34

Sampling is the process of selecting a number of individuals from the target population to form a

representative sample of the whole population (Mugenda and Mugenda, 2003). Sampling

guaranteed that the study conclusion was summed up to the entire populace. Stratified random

sampling procedure was used to group the students into public university students and private

university students. The students were then stratified into full time students and part time

students. The part time students included evening and weekend students. To help pick the

respondents year of study, the study applied stratification. With a specific end goal to keep away

from any biasness, the study applied systematic random sampling. The aggregate sample decided

the size of the strata sample. The representative sample was sufficiently large to limit sampling

error. Mugenda and Mugenda (2003) indicated that a good sample was between 10%-30% of the

available populace. In this study, 10 percent of the accessible population constituted the sample

size. These therefore formed a sample of 554 degree students as presented in Table 3.2 below.

University of Nairobi

(Full Time)

3108 0.10

311

University of Nairobi

(Part time)

1016 0.10 102

KCA University

(Full time)

872 0.10 87

KCA University

(Part time)

547 0.10 54

Source: Researcher (2018)

35

Kumar (2009) indicated that data collection methods were the approach that the researcher takes

to collect data that relates to the study. The researcher utilized primary data to conduct the study.

The primary data was gathered utilizing semi – structured questionnaires focusing on full time

and part time students in the two universities. Creswell (2003) demonstrated that questionnaires

were research tools that assemblesd information over a large sample. Questionnaires were

utilized to acquire information from the full time and part time students in the two universities.

The questionnaires were self-administered to the Bachelor of Commerce students in different

classes in each university. The students were asked to take fifteen minutes in filling in the

questionnaire after which the researcher collected the filled questionaire. This strategy for data

collection helped in increasing the response rate. It additionally extricated the required data from

the respondents and gave the researcher superior comprehension of the outcomes (Creswell,

2003). To enable the data collection procedures, the researcher sought for a introduction letter

from Kenyatta University and also sought permission to carry out the research from relevant

authorities at the University of Nairobi and KCA University.

Borg and Gall (2006) recommended research instrument pretesting to check on its reliability and

validity. A few questionnaires were administered at United States International University

(USIU) that were not to form study sample. USIU was preferred because it was most proximate

to the researcher. This was to check for questions clarity and enable modifications where

necessary to allow proficiency and viability of the gathered information. The questionnaires were

revisited for correction before issuing to the study respondents.

36

An instruments level of reliability depends on its ability to produce same results when used

repeatedly (Babbie & Mouton, 2007). Reliability of the questionnaire was achieved by ensuring

that the questionnaire was clear, well defined and administered to the right sample population.

Reliability test was done on the instrument to measure the degree to which the questionnaire

yielded consistent results. Test – Retest reliability was done where Cronbach’s Alpha was used

to measure reliability. The criterion used is the Cronbach alpha of 0.7 and above (Cooper &

Schindler, 2008). As shown in table 3.3. below, all four independent variables had a Cronbach’s

alpha which exceeded this threshold and this assured the reliability of the data.

Variable Cronbach’s Alpha Acceptable?

Customer Focus 0.851 Yes

Management Commitment 0.874 Yes

Continuous Improvement 0.886 Yes

System/ Process approach 0.832 Yes

Validity is the accuracy and meaningfulness of inferences that are based on research results.

Since the study used descriptive research design approach, the findings can be generalized

throughout the institutions of higher learning in Kenya hence have external validity. The face

validity was that nature of an indicator that influenced it to appear a sensible measure of some

variables. Content validity index was used to establish whether the questionnaire measured what

it was intended to measure. The researcher ensured that the research instruments to be used

measured the variables intended to measure by asking questions appropriate to answer the

37

research questions. The researcher sought for expert opinion to find out if the questionnaire was

appropriate for the study. The chosen respondents were guided on the most proficient method to

fill in the questionnaire.

To facilitate statistical analysis of the data, the questionnaire was coded and entered in using

statistical packages for social sciences (SPSS). Multi Linear regression analysis helped in

depicting the connection between the dependent and independent variables. The model is as

shown below.

Y= β0+β1x1+β2x2+β3x3+β4x4+ℰ …………………………... equation (i)

Where:

Y= Customer Satisfaction

X1 = Customer focus

X2 = Management Commitment

X3=Continuous improvement of products and services

X4=Process/system approach

β0 = Constant

ℰ=Error term

β= Slope. They indicate the level of change in customer satisfaction for every one unit increase

of X1 , X2, X3, X4

38

ℰ= Error term. it shows the amount of variation between the estimated Y = customer satisfaction.

The lower the error, the better the estimates.

The researcher used inferential statistics techniques that allowed generalizations of the

populations from which the samples were drawn. Descriptive statistics that included a mean

score analysis, minimum, maximum, standard deviation and variance analysis were used to help

in describing and summarizing data for ease of interpretation. Results were presented in

frequency tables and percentages for ease of understanding.

Diagnostic tests provided the researcher with tools for assessing the quality and reliability of

regression estimates.

Multicollinearity test was used to determine if a data set of two or more independent variables in

a multiple regression model were highly correlated (Matthew & Ross, 2014). Variance Inflations

Factors (VIF) was done to identify multi collinearity problem in the model from the study

variables. If any two variables have high correlation, usually r > 0.8, that showed an indication of

multicollinearity. One of the variables with the highest standard deviation in the descriptive was

to be dropped (William, 2008).

According to the Gauss Markov Theorem, for the coefficients of the regression analysis to be the

best linear unbiased estimators, the residuals must be normally distributed with a constant

39

variance and a mean of zero. P-P plot was done to test for normality of residuals. If the plot is

linear, this implies that the residuals follow a normal distribution.

Heteroscedasticity test was used determine if all random variables in the sequence or vector had

the same finite variance (Creswell, 2013). Breusch – Pagan test was done to test for

heteroscedasticity. If there was heteroscedasticity, it was treated by fitting the model using

Robust Standard Errors.

Prior to field activities, the researcher acquired an introduction letter from Kenyatta University.

The researcher likewise looked for consent from the pertinent experts to carry out the study.

The respondents consent was sought and confidentiality was observed. The respondents were

made to understand that the information was for academic purpose only.

40

This chapter presents the results of the study based on the objectives and research questions

presented. It analyzes the responses of the study specific variables and estimates their

relationship. Inferential analysis is performed on specific variables. The chapter shows the

relationship of the study variables in the regression model. Finally, there is interpretation of the

analyzed results.

As indicated in Table 4.1, out of 554 questionnaires administered, 452 were correctly filled and

returned. This constitutes a response rate of 81.6%.

Questionnaires Returned 452 81.6

Questionnaires Not Returned 102 18.4

41

According Saunders et al., (2007), a response rate of 50% is adequate, a rate of 60% is good and

a response rate of 70% and over is very good. This therefore implies that the response rate in this

study was considered to be very good. This was because the questionnaires were administered in

person by the researcher who waited for respondents to fill in and collected immediately. This

ensured that the respondents were a good representative of the target population.

This section discussed the demographic profile of the respondents. It outlined the respondents’

gender, university of study, year of study, and mode of study.

The results presented in Table 4.2 show that 54.2% of the respondents were male (245) and

45.8% (207) were female. This shows that in the two universities, there were more male students

than females.

Male 245 54.2

Female 207 45.8

From table 4.3, the study showed that 73.9% (408) of the respondents were University of Nairobi

students, while 26.1% (144) were KCA university students. This indicates that university of

Nairobi students had a higher representation, which is in line with the fact that it’s the larger of

42

the two institutions in terms of students’ population. This is also due to the fact that public

universities have the highest number of student population.

University of Nairobi 408 73.9

KCA University 144 26.1

From table 4.4, 315 of the respondents were attending on the full time mode of study; this was

represented by 69.7% of the total respondents, whereas those who attended weekend classes

were represented by, 20.1% of the total respondents. Part time students were represented by

10.1% of the total respondents. From the prognosis, fulltime students were the larger group in

both universities. This is in line with the fact that most students in universities prefer to

undertake their study through full time mode of study.

Part Time 46 10.1

Full Time 315 69.7

Weekend 91 20.1

43

This part summarizes the responses that were received in relation to each of the four independent

variables and on the dependent variable.

The researcher sought to find out the relationship between customer focus and customer

satisfaction. The findings are reported in table 4.5 below.

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Mean S.D

My university collects

extensive complaint

information from customers.

6.20% 11.10% 14.40% 44.20% 24.10% 3.69 1.14

My university has greater

concern for quality products

and services

6.40% 7.50% 19.20% 44.70% 22.10% 3.63 1.09

My university has concern for quick resolution for student

conflict

6.90% 9.70% 11.10% 41.80% 30.50% 3.79 1.18

Employees understand

customer needs and deliver products /service beyond

customer expectations

5.10% 7.30% 12.60% 43.60% 31.40% 3.89 1.09

The university regularly

solicits feedback from the customers to improve products

and services

8.80% 10.60% 18.10% 32.30% 30.10% 3.64 1.26

The employees have customer

best interest at heart

8.20% 14.40% 19.50% 36.90% 21.00% 3.48 1.21

It is evident from the table that on average, the respondents agreed that their university collected

extensive complaint information from customers (mean = 3.69). Moreover, there was widespread

consensus with the statement that the university had greater concern for quality products and

44

services (mean =3.63). With a mean of 3.79, the respondents additionally indicated an acceptable

degree of assent with the statement that their university has concern for quick resolution for

student conflict. The statement that employees understand customer needs and deliver products

/service beyond customer expectations also received popular support ((mean =3.89).

Furthermore, the respondents registered a considerable level of approval of the statement that the

university regularly solicited feedback from the customers to improve products and services

(mean = 3.64). Finally, the respondents mainly agreed with the statement that the employees

have customer best interest at heart (mean =3.48).

The researcher appraised the relationship between management commitment and customer

satisfaction. The respondents mainly expressed either agreement or strong agreement with

respect to the questions that were posed under this variable. This is as per table 4.6 below:

45

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Mean S.D

The university

communicates effectively

on any development

8.40% 17.00% 16.80

%

34.50

%

23.20% 3.47 1.25

The management of the

university have regular

meetings with the students

8.40% 13.70% 12.40

%

39.60

%

25.90% 3.61 1.24

There is a written quality

policy

8.20% 13.70% 20.10

%

34.50

%

23.50% 3.51 1.22

The Employees are quick

in making decisions

regarding student’s

queries.

7.50% 15.30% 16.80

%

37.80

%

22.60% 3.53 1.21

I believe the university

gives quality education

9.70% 11.10% 21.50

%

37.80

%

19.90% 3.47 1.21

Employees are committed

to delivering quality and

conforming to customer

requirements

13.50% 18.10% 35.20

%

16.40

%

16.80% 3.05 1.25

Management act on the

student’s evaluation

feedback to ensure

conformance to customer

requirements

9.10% 19.00% 26.30

%

25.40

%

20.10% 3.29 1.24

There was agreement that the university communicated effectively on any development (mean =

3.47), On average, the respondents also agreed with the statements that the management of the

university had regular meetings with the students (mean=3.61), there was a written quality policy

(mean = 3.51), employees are quick in making decisions regarding student’s queries (mean =

3.53), I believe the university gave quality education (mean =3.47), employees were committed

to delivering quality and conforming to customer requirements (mean =3.05), and management

act on the student’s evaluation feedback to ensure conformance to customer requirements (mean

=3.29).

46

To investigate the relationship between continuous improvement and customer satisfaction, the

researcher collected data using the constructs in table 4.7 below:

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Mean S.D

The course curriculum is

continuously revised based on

market needs.

22.10% 22.10% 17.50% 23.90% 14.40% 2.86 1.38

The university registrar’s

office maintains error free

records

8.00% 17.90% 29.90% 28.30% 15.90% 3.26 1.16

The lecturers ensure that the

teaching methods are

continuously improved for

quality enhancement

13.30% 11.10% 26.50% 27.20% 21.90% 3.33 1.3

My academic results have no

errors

11.50% 16.40% 29.90% 27.00% 15.30% 3.18 1.21

The Quality assurance

departments conducts frequent

evaluations to help in

improvement of services

offered.

16.20% 9.30% 27.20% 25.90% 21.50% 3.27 1.34

The customer feedback

provided in the evaluations is

implemented in making future

decisions

4.20% 11.30% 28.50% 33.80% 22.10% 3.58 1.08

On average, the respondents either disagreed or were neutral on the statement that their course

curriculum was continuously revised based on market needs (mean =2.86). However, they

expressed support for the statements that the university registrar’s office maintained error free

records (mean =3.26), lecturers ensured that the teaching methods were continuously improved

for quality enhancement (mean =3.33), their academic results had no errors (mean =3.18), the

quality assurance departments conducted frequent evaluations to help in improvement of services

47

offered (mean =3.27), and that the customer feedback provided in the evaluations was

implemented in making future decisions (mean =3.58).

On the relationship between System /Process Approach and Customer Satisfaction, the

respondents’ responses to this variables’ constructs are as outlined in table 4.8 below:

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Mean S.D

The process followed to

get admission to the

university is clear 18.6% 17.5% 25.2% 26.5% 12.2% 3.96 1.293

The process followed to

register as a student is

adequate 6.0% 11.5% 27.0% 42.0% 13.5% 3.46 1.053

The process followed for

making payment to the

university is convenient 7.5% 8.6% 16.8% 42.9% 24.1% 3.67 1.152

The system in use at the

university is effective and

efficient to the students 9.3% 10.2% 17.3% 37.8% 25.4% 3.59 1.230

I am well informed of the

examination procedures 6.9% 11.5% 21.9% 38.7% 21.0% 3.55 1.145

My university provides

extensive orientation of

new students 6.9% 12.6% 18.8% 40.0% 21.7% 3.57 1.159

48

The respondents strongly agreed with the statement that the process followed to get admission to

the university was clear (mean=3.96). Moreover, they also expressed concurrence, albeit with

varying degrees, with the statements that the process followed to register as a student was

adequate (mean=3.46), the process followed for making payment to the university was

convenient (mean=3.67), the system in use at the university is effective and efficient to the

students (mean=3.59), they are well informed of the examination procedures (mean=3.55), and

that the university provides extensive orientation of new students (mean=3.57).

Customer satisfaction was the dependent variable of this study. The responses that were received

from the respondents in relation to this variable are summarized in table 4.9 below:

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Mean S.D

I have experienced a

positive relation with the

university

2.20% 4.40% 11.30% 39.20% 42.90% 4.16 0.95

I am willing to be an

active alumnus of the

university

2.20% 9.10% 20.60% 52.40% 15.70% 3.7 0.92

I am satisfied with the

quality of service provided

by the administration staff

2.20% 4.40% 34.30% 34.30% 24.80% 3.75 0.95

I am willing to come back

for further studies in this

university.

4.60% 8.80% 23.70% 42.50% 20.40% 3.65 1.05

I am willing to

recommend this university

to someone else.

3.80% 6.60% 11.50% 46.00% 32.10% 3.96 1.02

Overall, I am satisfied by

this university

5.80% 8.20% 10.80% 42.50% 32.70% 3.88 1.13

49

There was a strongly consensus with the statement that they had experienced a positive relation

with the university (mean=4.16). They also strongly expressed their willingness to be active

alumni of the university (mean=3.70). Moreover, they said that they were satisfied with the

quality of service provided by the administration staff (mean=3.75) and they were willing to

come back for further studies in the university (mean=3.65). They also strongly indicated that

they were willing to recommend their university to someone else (mean=3.96). Finally, they

expressed a strongly level of satisfaction with their university (mean=3.88).

The researcher undertook diagnostic testing to ensure that the data conforms to the classic linear

regression assumptions. The researcher tested the data for multicollinearity, heteroscedasticity,

and normality of residuals. Results of this analysis are discussed below.

According to Keith (2006), multicollinearity arises when two or more independent variables that

are jointly used to estimate a regression model have a strong linear relationship. The researcher

tested for multicollinearity using the variance inflation factors. If the variance inflation factor for

any variable exceeds 5, this is an indicator of the existence of multicollinearity and therefore the

problem should be remedied before any further analysis is undertaken.

Variable VIF 1/VIF

C_Focus

C_improvement

P_SApproach

M_Commitment

1.32 0.758979

1.31 0.762660

1.02 0.982116

1.01 0.991061

Mean VIF 1.16

50

As per table 4.10 above, all the Variance Inflation Factors were less than 5. As such, the

deduction is that there was no multicollinearity in the data and hence it was fit for analysis.

The researcher tested the data for heteroscedasticity using the Breusch Pagan test.

Heteroscedasticity is present when the variance of the error terms is not constant, and it a major

problem since it tends to inflate the standard errors. This increases the probability of committing

a type two error in hypothesis testing, i.e. failing to reject a false hypothesis. If the p value of the

Breusch Pagan test is greater than 5%, this is an indicator of the presence of heteroscedasticity.

Breusch- Pagan /Cook-Weisberg test for heteroskedasticity

Ho: Constant variance

Variables: fitted values of C_ Satisfaction

Chi2 (1) = 2.00

Prob > chi2 = 0.1573

As evident in table 4.11, the null hypothesis of constant variance should not be rejected since the

p value was greater than 5%. As such, the conclusion was that there was no heteroscedasticity in

the dataset.

51

According to the Gauss Markov Theorem, for the coefficients of the regression analysis to be the

best linear unbiased estimators, the residuals must be normally distributed with a constant

variance and a mean of zero. To evaluate normality of residuals, the researcher used the p-p plot

shown in figure 4.1 below. If the plot is linear, this implies that the residuals follow a normal

distribution.

According to the P-P plot, the residuals are normally distributed since the plot is approximately

linear.

52

To compute the strength between dependent variable and the independent variables the researcher

conducted several forms of inferential analysis on the study data. In particular, the researcher

conducted a multiple regression analysis, an Analysis of Variance (ANOVA), and evaluated the

study’s coefficient of determination.

The research undertook a multivariate ordinary least squares regression analysis in order to

quantify the relationship between the independent variables and the dependent variable. The

results of this analysis are shown in table 4.12 below.

Model Unstandardized

Coefficients

Standardized

Coefficients

T Sig.

B Std. Error Beta

1

(Constant) .337 .078 4.328 .000

Customer Focus .677 .017 .843 40.820 .000

Management

Commitment

.051 .021 .043 2.395 .017

Continuous

Improvement

.130 .019 .140 6.814 .000

System /Process

Approach

.049 .020 .045 2.486 .013

a. Dependent Variable: Customer Satisfaction

53

The regression analysis table showed that all the independent variables had a positive and

significant impact on the dependent variable. These results can be summarized in the following

model:

Y = 0.337 + 0.677X1 + 0.051X2+0.130X3+ 0.049X4…………………...............……...(ii)

Where:

Y = Customer Satisfaction

0.337 = Constant

X1 = Customer Focus

0.677= Coefficient of X1

X2= Management Commitment

0.051= Coefficient of X2

X3= Continuous Improvement

0.130 = Coefficient of X3

X4= System /Process Approach

0.049 = Coefficient of X4

According to the regression equation, the level of customer satisfaction was 0.337 in the absence

of the effect of all the independent variables. The findings also imply that a unit increase in

customer focus led to a 0.677 increase in customer satisfaction; a unit increase in management

commitment led to a 0.051 increase in customer satisfaction; a unit increase in continuous

improvement led to a 0.130 increase in customer satisfaction; and a unit increase in System

/Process Approach led to a 0.049 increase in customer satisfaction. It can be noticed that all four

54

independent variables had a positive and significant effect on the dependent variable, with

customer focus having the highest effect and system /process approach the least effect.

The coefficient of determination was used to evaluate the explanatory power of variance in the

independent variables on variance in the dependent variable. The data analysis yielded a

coefficient of determination of 85.5%, which illustrates an acceptable goodness of fit. This

implied that 85.5% of variability in customer satisfaction can be attributed to variability in

customer focus, management commitment, continuous improvement and system /process

approach.

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .925 a .855 .854 .33310

a. Predictors: (Constant), System /Process Approach, Management Commitment,

Continuous Improvement, Customer Focus

The study used the ANOVA F test to evaluate the significance of the overall model. The result of

this analysis, as shown in table 4.14 below, indicated that the overall model was significant since

the p value was less than 5%. As such, system /process approach, management commitment,

continuous improvement, and customer focus are jointly deemed as significant predictors of

customer satisfaction.

55

Model Sum of

Squares

df Mean Square F Sig.

1

Regression 293.481 4 73.370 661.264 .000 b

Residual 49.597 447 .111

Total 343.077 451

a. Dependent Variable: Customer Satisfaction

b. Predictors: (Constant), System /Process Approach, Management Commitment,

Continuous Improvement, Customer Focus

Going by the results outlined in the regression table, we can see that the coefficients of all

independent variables were positive and statistically significant. The conclusion therefore was to

reject all null hypotheses and conclude that the four independent variables had a significant

effect on customer satisfaction as discussed below:

The results of regression analysis showed that customer focus had a positive and significant

effect on customer satisfaction in institutions of higher learning in Kenya (β = 0.677, p = 0.000).

As such, the hypothesis that customer focus had no significant effect on customer satisfaction in

institutions of higher learning in Kenya was rejected.

56

H02: Management Commitment has no significant effect on customer satisfaction in institutions

The results rejected the hypothesis that management commitment had no significant effect on

customer satisfaction in institutions of higher learning in Kenya. Contrary to this hypothesis,

management commitment was found to have a positive and significant effect on customer

satisfaction in institutions of higher learning in Kenya (β = 0.051, p =0.017).

The hypothesis that continuous improvement has no significant effect on customer satisfaction in

institutions of higher learning in Kenya was also rejected, since the effect of continuous

improvement on customer satisfaction in institutions of higher learning in Kenya was positive

and significant (β = 0.130, p = 0.000).

H04: System /Process Approach has no significant effect on customer satisfaction in institutions

Analysis showed that the effect of system /process approach on customer satisfaction in

institutions of higher learning in Kenya was positive and significant (β = 0.049, p =0.013). As

such, the hypothesis that system /process approach had no significant effect on customer

satisfaction in institutions of higher learning in Kenya was consecutively rejected.

57

This chapter presented the summary of research findings from the data analyzed. It also gave a

detailed conclusion on the study variables and recommendations.

From the regression analysis, the study found customer focus taking the lead as the most

influential variable for customer satisfaction. The regression indicated that a unit increase in

customer focus led to 0.677 increase in customer satisfaction. The correlation analysis also

pointed out a positive relationship between the two. This is supported by (Ishikawa, 1985 and

Kanji, 1990) who indicated that customer focus and satisfaction is regarded as the driving force

for the whole quality process. Deming (1986) also indicated that the survival of organization is

dependent on meeting the customers’ needs and ensuring that the customer is satisfied. The

descriptive statistics demonstrated that there was consensus on the respondents agreeing on the

significance of having quick resolution for conflict. This is supported with the highest mean of

3.79 of the respondents’ responses. It is consistent with Mallack and Lyth (2003) who indicated

that organization must be responsive to customers’ needs and requirements.

58

The study found management commitment to have significant effect on the customer

satisfaction. From the regression analysis, this is the third most significant variable. A unit

increase in management commitment, led to 0.051 increase in customer satisfaction. The

descriptive analysis indicated the significance of management commitment in enhancing

effective communication and regular meetings with customers. This statement is supported by

having the highest mean of 3.61 of the responses. The respondents also agreed on the

significance of quality policy in an organization that is committed to ensure customer

satisfaction. In overall, the respondents agreed that management commitment influences

customer satisfaction. This is supported by (Oakland, 2003) who stated that Quality policy shows

that top management is committed to quality services and fulfilment of customer needs. It is also

consistent with Besterfield (2003) who indicated that top management commitment to quality

improvement makes the implementation of quality efforts to be successful.

The study found continuous improvement to have a significant effect on the customer

satisfaction. This is the second most significant variable as per the regression analysis. The

regression analysis indicated that a unit increase in continuous improvement led to a 0.130

increase in customer satisfaction. The descriptive statistics indicated that the respondents agreed

that organizations used customer feedback in making future decisions. This is supported with a

highest mean of 3.58 of the responses. The respondents also agreed that the delivery of service is

continually improved for quality enhancement. The respondents agreed on the significance of

continual improvement of the curriculum based on the market needs. This is consistent with

Arasi and Paul (2005) who indicated that firms that practice continual improvement constantly

59

improve their customer service and internal performance. Organizations must continually

improve their processes to be able to survive in a competitive market. This also agrees with

Yousaf (2006) who found out that continual improvement efforts lead to increased customer

satisfaction and delight.

From the regression analysis, the study found system/process approach to have a significant

effect on customer satisfaction. This is the fourth most significant variable from the regression

output. The regression model showed that a unit increase in system/process approach led to a

0.049 increase in customer satisfaction. The correlation analysis also points to a positive relation

between the two. The descriptive statistics showed that the process followed to get admission in

the university was clear. This is supported with the highest mean of 3.96 of the responses. The

respondents also agreed that the students were taken through orientation in to the university

processes. This is supported by Robbins (2008) who indicated that process approach is a

powerful way of organizing and managing activities in order to create value for the customers

and other stake holders. It is consistent with Senge and Sterman (2005) who stated that

organizations that focus on TQM efforts should emphasize on the relationship of the different

parts in order to achieve the organization goals and objectives.

The study concluded that customer focus was the most significant variable for customer

satisfaction. The study concluded that the most significant aspect of customer focus were having

60

quick resolution for customer conflict, management great concern for quality products and

services, understanding customers’ needs and requirements and collecting customer complaints.

The study concluded that organizations need to have quick solutions to customer conflicts.

Having customers’ best interest at heart and soliciting feedback were fundamental in ensuring

customer satisfaction.

The study concluded that regular meetings with students, ability for employees to make quick

decisions, and effective communication to clients were the most significant aspect of

management commitment. The study also concluded that quality policy statement was key in

ensuring customer fulfillment.

The study concluded that the key aspects of continual improvement were use of customer

feedback in decision making and maintaining error free records. Other fundamental aspects for

continual improvement are continuous improvement of teaching methods and conducting

frequent evaluation of services for quality enhancement.

The study concludes that system/process approach was the least significant variable for customer

satisfaction. Specifically, these aspects emerged to have the most significant aspect; clear

admission procedure, adequate and convenient process for registering for units, making payment

and student orientation in to the system. The study further concludes that efficient and effective

examination system was fundamental in ensuring customer satisfaction.

61

From the findings of this research, the following are the recommendations;

Higher learning institutions should strive to focus on the customers’ requirements and needs in

order to gain customer satisfaction. They should conduct market research so as to be aware of the

customers’ requirements.

Management of higher learning institutions should participate and be committed in the day to

day running of the organization. Management should endeavor to conform to customers’ needs

and requirements and also empower their employees.

For organization to remain competitive, they should ensure they continually improve their

products, services and processes. Management should use the solicited customer feedback to

help in making future decisions that enhances quality improvement.

The other variable of interest from this research is process/system approach. Management should

ensure their organization processes and system are effective and efficient. Orientation of new

students to the system is important for customer’s fulfillment and satisfaction.

The study recommends further studies be done on customer satisfaction in the higher education

institutions. Other constructs or determinants for Total Quality Management could be examined

such as employee empowerment, management by fact and culture. Future studies could also be

done to include a large number of higher learning institutions.

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Von Bertalanffy, L. (1956). General System Theory, in Emery, F.E. (eds.). General System,

Yearbook of the Society for the Advancement of General System Theory.

Yousaf, N. (2006) Top management commitment for TQM – A process model. Pakistan’s 10 th

international convention on quality improvement. Nov 27 -28, 2006.

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I am a student at Kenyatta University pursuing MBA in Strategic Management. For successful

completion of my course, I am required to conduct a research. My research topic is “Total

Kenya (Case of Selected Universities in Nairobi County)”. Please fill in the below questionnaire.

The information collected will be confidential and used for academic purposes only.

1. Please indicate your gender? Use a (√)

Male ( ) Female ( )

2. Your University of study?

KCA University University of Nairobi

3. Please indicate your Mode of study

Full time Part time weekend

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4 I have experienced a positive relation

with the university

5 I am willing to be an active alumnus of

the university

6 I am satisfied with the quality of service

provided by the administration staff.

7 I am willing to come back for further

studies in this university.

8 I am willing to recommend this

university to someone else.

9 Overall, I am satisfied by this university

To what extent do you agree or disagree with the following statements