Browsing by Author "KIUGI, JOEL KARUGU"

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    SOCIAL-ECONOMIC FACTORS INFLUENCING IMPLEMENTATION OF NEW HIGHER EDUCATION FUNDING MODEL AMONG PRIVATE UNIVERSITIES IN THIKA SUBCOUNTY, KENYA
    (Gretsa University, 2025-10) KIUGI, JOEL KARUGU
    Implementation of new high funding model has been influenced by various factors in private universities in Thika Sub- County, Kenya. Thika Sub- County private Universities has undergoes this problem since the introduction of this New higher funding model .This study examined the socio-economic factors influencing the implementation of the new Higher Education Funding Model (NHEFM) in private universities in Thika Sub-County, Kenya. The research was guided by three main objectives: 1)To assess the effect of household income, 2) To evaluate the role of community economic development, and to analyze cultural attitudes toward education in shaping the adoption of the funding model. The study was anchored on the Social Equity Theory, which emphasizes fairness and equal access to educational opportunities regardless of socio-economic background. The study adopted a descriptive research design targeting a population of 420 respondents, including 400 students, 10 dean of school, 6 HELB official and 4 finance officers from selected private universities within Thika Sub-County. Using stratified and simple random sampling techniques, a sample size of 200 respondents was selected, including 193 students, 2 dean of school, 2 High Education Learning Board official and 2 finance officers. A mixed-methods approach was employed data were collected through structured questionnaires and analyzed using both descriptive statistics (frequencies, percentages, and means) and inferential statistics, specifically correlation and regression analysis, to determine relationships between the study variables., Quantitative data were analyzed using descriptive statistics, while qualitative insights were drawn from thematic analysis. Findings revealed that household income significantly affects students’ ability to access and sustain higher education, with the majority of respondents reporting financial constraints. Community economic development also played a crucial role, as local initiatives and partnerships influenced access to scholarships and institutional sustainability. Additionally, cultural attitudes toward education were largely positive, with most participants acknowledging education as essential for success, though parental involvement remained limited. The study concludes that addressing financial barriers, strengthening community support, and promoting greater parental engagement are essential for effective implementation of the NHEFM in private universities. Recommendations include expanding financial aid programs, fostering community-university partnerships, and implementing awareness initiatives to enhance cultural and family support for higher education. These findings provide valuable insights for policymakers, educators, and stakeholders working toward equitable and sustainable higher education in Kenya.