Influence of Disability Diversity Policy Implementation on Service Delivery among Chartered Universities in Kenya
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Abstract
Diversity entails embracing and recognizing the contribution of people with differences in education background, perspectives and experiences. Organizations have realized that they can attract and retain competent employees by embracing diversity. In Kenya, a diversity policy has been developed to guide the public institutions on the management of diversity at the workplace. The policy outlines the management of diverse workforce, such as persons with disability and ethnicity. However, there remains a notable research gap concerning the effect of diversity policies on service delivery in the universities. This study aimed at determining the influence of disability diversity policy implementation on service delivery in Chartered Universities in Kenya. The study was guided by the Social Identity theory, self-categorization and SERVQUAL model. Descriptive survey research design was adopted. The target population comprised eight Chartered universities in Kenya (both private and public) which were purposively selected; comprising 15,545 administrative staff and full-time lecturers. A sample size of 390 was drawn using the Yamane (1967) formula. Data was collected using questionnaires. Both validity and reliability of the research instruments were ensured. Inferential and descriptive statistics were adopted in the analysis. The findings of the study indicated that universities have a strong affirmative action policy for persons with disability. The study concluded that disability policy implementation established a positive and statistically significant effect on service delivery among chartered universities in Kenya. It recommends university management to collaborate with organizations dedicated to persons with disabilities, and to utilize accessible recruitment channels such as sharing job opportunities in braille, so as to attract individuals with disabilities. Furthermore, universities ought to enhance the accessibility of their premises by expanding the provision of assistive and supportive devices. The findings have implications to human resource practitioners in universities in enhancing quality service delivery by implementation of diversity policies.
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