Thesis:

Cultural diversity and implementation of strategic management practices in technical and vocational education institutes in Nairobi County

Cultural diversity in Nairobi County's Technical and Vocational Education Institutes hinders strategic management, causing disparities in education and management. Despite global recognition, the impact of gender, socioeconomic, generational, and cognitive diversity on Technical and Vocational Education Institutes management in Kenya remains unclear. A thorough investigation is needed to harness these factors for effective management. The purpose of the study was to examine the influence of cultural diversity on the implementation of strategic management practices in technical and vocational education institutes in Nairobi County, Kenya. Specifically, the study sought to determine the influence of gender diversity on implementation of strategic management practices, establish the influence of socioeconomic diversity, determine the influence of generational diversity, and investigate the influence of cognitive diversity on the implementation of strategic management practices by technical and vocational education institutes in Nairobi County. This study was supported by Hofstede’s Cultural Dimensions Theory, Trompenaars' Seven Dimensions of Culture, and Schein’s Organizational Culture Model. The study adopted a descriptive research design. The target population consisted of 525 teaching staff and 220 administrative staff (44.45%), totaling 745 individuals from Technical and Vocational Education and Training institutes in Nairobi County. The sample size for the study was 260 respondents, distributed as 145 teaching staff and 115 administrative staff. Data was collected using a structured questionnaire. Prior to data collection, the questionnaires were subjected to validity checks and reliability tests. Data analysis techniques and procedures involved the use of SPSS version 27. The study computed descriptive statistics such as frequencies, means, percentages and inferential statistics such as Pearson correlation and regression analysis. The results were presented using charts and tables, providing insights into the relationship between cultural diversity and the implementation of strategic management practices in Technical and vocational education institutes. The findings contributed to a better understanding of how diversity influences decision-making and overall strategic execution within organizations .The study established a statistically significant relationship between cultural diversity and the implementation of strategic management practices in Technical and Vocational Education Institutes in Nairobi County. Gender diversity was found to have statistically significant influence strategic execution, with institutions that embraced gender-inclusive leadership reporting better strategic outcomes (r = 0.897, p = 0.000). Despite these benefits, gaps in communication and resource allocation persisted, indicating areas for improvement. Socioeconomic diversity played a crucial role, with organizations recognizing its impact on decision-making, collaboration, and problem-solving, though some respondents expressed neutrality or disagreement regarding inclusivity efforts (r = 0.905, p = 0.000). Generational diversity was another key factor, with positive perceptions of mentorship programs and knowledge sharing, yet the study highlighted the need for structured implementation to maximize its benefits (r = 0.896, p = 0.000). Institutions with a balanced age representation demonstrated more effective strategic execution. Cognitive diversity contributed to problem-solving, innovation, and adaptability, though some employees remained hesitant the full implementation. The study found a positive correlation (r = 0.867, p = 0.000) between cognitive diversity and the successful execution of strategic management practices, emphasizing the importance of integrating diverse perspectives into institutional strategies.