SOCIAL-ECONOMIC FACTORS INFLUENCING IMPLEMENTATION OF NEW HIGHER EDUCATION FUNDING MODEL AMONG PRIVATE UNIVERSITIES IN THIKA SUBCOUNTY, KENYA
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Date
2025-10
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Publisher
Gretsa University
Abstract
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.
Description
Research project
Keywords
SOCIAL SCIENCES::Social sciences::Education