Quality of learning facilities and learning environment

Abstract

PurposeThe purpose of this article is to report findings on the perceptions of quality of educational facilities in Kenyan public universities, and the implications for teaching/learning, and the learning environment.Design/methodology/approachThe study adopted an exploratory descriptive design. A total of 332 and 107 undergraduate students and academic staff respectively from five public universities were randomly selected to participate in the study. The questionnaire was used for data collection.FindingsThe quality of the library, online resources and lecture facilities provided by Kenyan public universities did not meet quality measures of adequacy. They were unable to support the desired educational programmes effectively and facilitate the development of learning environments that support students and teachers in achieving their goals. The facilities were the antithesis of healthy and secure facilities that can provide a stimulating/inspirational setting for the users, critical measures of quality facilities.Research limitations/implicationsThe study investigated the quality of learning resources from the perspectives of students and academic staff. Other stakeholders could have given additional perspectives not reported here.Practical implicationsPerceptions of quality of facilities indicated in this study show the need for university managers to focus on the improvement of the same if the quality of learning and learning environment were to be improved.Social implicationsKenya's public universities can only develop the right calibre of manpower to meet the country's future needs by providing physical and other facilities that promote rigorous scholarship.Originality/valueImprovement in quality of educational facilities is important for all interested in enhancing student learning and learning environment anywhere.

Impact of Double-Intake Programmes on the Teacher Co-Efficient Determinant of Quality Education at the University of Nairobi, Kenya

“…These findings were attributed to the large student numbers versus a single lecturer attached to them. The finding were in line with thoughts by Ndirangu and Udoto (2011) to the effect that lecturers experienced a huge work load and at the same time, the number of students who could want to see them was huge and therefore not all could get the time to consult.…”

Academic Brain Drain: Impact and Implications for Public Higher Education Quality in Kenya

“…As Ndirangu and Udoto (2011) argue, the rapid increase in enrolments is perhaps the most important contributor to the deterioration in quality. The massive expansion of enrolments without a corresponding increase in the academic staff has gradually led to a rise in the staff-student ratio and deterioration in the quality of instruction in all public higher education institutions in Kenya.…”

The role of Kenyan universities in national development

“…There is a lack of basic statistical information relating to university quality and outcomes in Kenya. However, there is widespread concerns about the work readiness of university graduates and this is often linked to severe quality challenges the universities are facing (see Wesangula, 2014;Munene, 2016;Ndirangu & Udoto, 2011). Expansion in the context of limited funding has placed the system under significant strain.…”