| dc.description.abstract | The concept of competitiveness has evolved over time with economic development and formulation of development theories. Competitiveness has proved to be a very broad and complex concept because a whole range of factors account for it. Competitiveness means different things to different people (Wahogo, 2006). It is helpful to consider competitiveness at three different levels of aggregation: the firm, the industry and the nation. Competitiveness is a complex concept encompassing various elements, both observable and unobservable that can be difficult to measure. In addition, identifying the elements of competitiveness itself is contentious because of the conceptual problems embodied in the definition of competitiveness.
Competitiveness is a relative concept and its measure will vary, depending on the choice of base year or base country. The study sought to establish the factors affecting the competitiveness of business schools in Kenyan universities. This research problem was studied through the use of a survey. The target population was 16 business schools within Kenyan universities as at December 31,2009. For purposes of this study, both primary and secondary data were collected. Primary data was collected using open and close-ended questionnaires distributed to the administrators of the various business schools.
The data was thereafter, analyzed using SPSS (Statistical Package for Social Sciences). Data presentation was in form of descriptive statistics such as frequency distributions, percentages and tables.
The study established that several factors have affected the competitiveness of Kenyan business schools. To begin with, the research established that the targeted business schools publish their research findings in leading journals as well as in peerreviewed academic journals. However the research capacity of majority of these business schools is low as is evidenced by the number of recognized papers published per business school which is less than 10 per year.
This is further confirmed by the fact that only one business school had received an award for its devotion to research activity. Secondly, the study findings indicate that Kenyan business schools have a shortage of faculty with qualifications up to doctoral level. In line with the third objective, the researcher noted that Kenyan business schools have inadequate physical facilities that is lecture rooms and library facilities which are key in facilitating the teaching-learning process. The research findings pointed out that the various business schools have embraced the use of leT.
However with the swiftness of leT developments there is need to tap the potential of leT to assist teachers and students to keep abreast of current developments in their academic areas. It is recommended that Universities should mobilize resources to support the faculty and students in their research activities. Universities should look for extra sources of financing including establishing income generating activities to be able to fund various expansion programmes in order to increase their physical facilities as well as remunerate lecturers well to avoid lecturers with doctorates from decamping to other countries. | en_US |
