This study focuses on the history of higher education in Kenya since 1975, with an emphasis on curriculum development. The main purposes of the study were (1) to describe the historical events of higher education in Kenya since 1975, and (2) to analyze the present system of higher education in the country. The study attempted to answer questions related to higher education in Kenya. The questions investigated were (1) how had the characteristics of higher education curriculum changed since 1975?; (2) in what ways had the purposes of higher education in Kenya changed since 1975?; (3) to what extent have these purposes been achieved? why or why not?; and (4) which events since 1975 had a major impact on higher education in Kenya? The major analysis of the study is historical and gives an explanation of the history of the development of higher education in the colonial days in Kenya, briefly discussing the period 1963-75. The analysis of Kenyan institutions of higher education covers the development of Kenyan higher education since 1975. The discussion consists of basic facts of Kenyan higher education. Data from primary and secondary sources were analyzed and studied. Documents were chronologically and topically reviewed. Chapter I …

This study concerns the leadership behavior of the deans of students in the four public universities of Kenya and their constituent colleges. Both the real and ideal versions of the Leader Behavior Description Questionnaire and the demographic questionnaire developed under the auspices of faculty advisors were used to collect data from 10 deans of students, 55 student affairs staff members, and 130 student leaders--who constituted the sample of 195 who responded from the chosen population. Data were analyzed using a series of one-way analyses of variance utilizing the f test of statistical difference. Fisher's least significant difference test, a multiple comparison procedure, was utilized to make all pairwise comparisons which were detected by the ANOVA to differ significantly from one-another among the respective mean ratings of the three groups surveyed. Twelve hypotheses were developed and tested, and the major findings included: There were significant differences among the perceptions of the deans of students, student affairs staff members, and student leaders regarding the real and ideal leadership behavior of the deans of students concerning initiating structure and consideration--the two leadership dimensions surveyed on the questionnaire.