Relationship between dynamic capabilities and competitive advantage of Technical, Vocational and Entrepreneurship Training Institutions in Kenya

Abstract

To develop Kenya’s social and economic advancement, skill training is intended to play two critical roles: one, offer training prospects and occupation growth for school graduates; and two, provide experienced labour for all levels of the country’s economy, and Technical, Vocational and Entrepreneurial Training (TVET) holds the key to building this type of technical and entrepreneurial workforce. This study sought to establish the relationship between dynamic capabilities and competitive advantage of TVET Institutions in Kenya. Specifically, the study sought to: determine relationship between Knowledge Management (KM) capabilities and competitive advantage of TVET Institutions; establish relationship between Information Communication Technology capabilities and competitive advantage of TVET Institutions; asses relationship between Physical Infrastructural capabilities and competitive advantage of TVET Institutions; and establish relationship between curriculum capabilities and competitive advantage of the TVET Institutions in western Kenya region. The study adopted a descriptive survey design. The target population included the principals and heads of sections and/or departments of the TVET Institutions in the western Kenya region owned by the Republic of Kenya. A census of all the Principals and head of sections/ departments was conducted. Primary data was collected by structured questionnaires and interview schedules. Secondary data was collected from institutional documents, Ministry of Education publications and relevant publications in referred journals. The collected data was edited, coded and entered into SPSS software version 21.0 for analysis. Data was analyzed using descriptive and inferential statistics. In particular, Regression Analysis was used to investigate the relationships between hypothesized variables. Analysis of Variance (ANOVA) was also used to investigate whether independent variables had combined effect on the dependent variable. The findings were presented using figures and tables. The study found out that TVET Institutions in Kenya has developed capabilities in the areas of Knowledge management and Curriculum. However, ICT and Physical Infrastructural capabilities are still low and work against their struggle to position themselves in the modern industry-institutional dynamics. The study established a positive relationship between Dynamic Capabilities and Competitive Advantage of the TVET Institutions in Kenya. The study recommends that TVET institutional managers should: understand and develop a holistic approach of implementing an overall KM capability; develop Knowledge Management Policy that will guide their actions in knowledge management; build ICT infrastructure to support their market and operational competencies; use existing ICT capability to adapt to changes in both institutional framework and the job market; establish modern training facilities including well equipped laboratories, workshops and libraries; transform the large parcels of land that are idle into revenue streams for the institutions through income generating activities; in spite of strong curriculum capability, seek to be involved to a greater extent in the design, review and implementation of TVET curriculum due to their peculiar role as implementers of the Curriculum. Further, it recommends that government should allow each TVET institutions to develop customized curriculum to satisfy the unique training needs in their geographical regions even as they implement national curriculum; and that the Industry or Job market should be the approving body for whatever curriculum TVET Institutions intent to implement in order to bridge the industry skill needs from TVET graduates.