Moderating Effect of Total Quality Management on the Relationship between Organisational Learning and Performance of Public Universities in Kenya

Abstract

The use of organisational learning (OL) to attain performance (OP) has become a major area of concern. Past OL studies have examined continuous improvement, knowledge management, individual learning, creativity and innovation, organisational memory, technologies, beliefs, procedures and cultures; the moderating effect of TQM on the relationship between OL & OP in Kenya's Public Universities remains a relatively novel perspective. Hence, the purpose of this study was to examine the moderating effect of TQM on the relationship between two OL measures: combination and internalisation on OP of Kenya's Public Universities. The study used cross-sectional descriptive survey research design to ascertain the effect of TQM (continuous improvement) on the relationship between OL and OP in Kenya's Public Universities. A census survey was used since all the 22 Kenyan Public Universities authorised to offer higher education in Kenya were studied. The overall results indicated a significant linear relationship between combination and internalisation on OP of Public Universities in Kenya. TQM was found to significantly and positively moderate the relationship between OL and OP of Public Universities in Kenya. The study is expected to assist policy makers in formulating guidelines to improve the overall performance of Kenya's Public Universities. It is recommended that Public Universities in Kenya should fully adopt and embrace TQM as a management strategy to promote and enhance existing relationships between various determinants of OL on performance. The study proposes a model that could be further tested to assess the overall influence of TQM on the relationship of OL on performance of Kenya's Public Universities. These findings could also be put into practice in Government, Quasi-Government, industrial and other general business settings in Kenya.