In the world of competition, large and small organizations are rethinking on continuous improvement as a strategy of enhancing operational performance (Ikay& Aslan, 2011). Continuous improvement can be viewed as an approach where firms commit themselves in improving services, systems, products and training workers with an aim of satisfying customers (Singh & Mohanty, 2012). Similarly, Khanfar (2011) establishedthat investment in new technologies and employee skills are form of continuous improvement. For global competitiveness of firms, operational performance is considered to be a function of continuous improvement (Javed, 2015). Muzaffar, Salamat and Ali (2012) argued that operational performance is regarded as the accomplishment of a given task measured against preset known standards. Ismyrlis and Moschidis (2015) asserted that operational performance is influenced by continuous improvement. Core practices such as management support, employee training and involvement of key stakeholders in service delivery have significant contributions to operational performance of an organization (Javed, 2015). Effective and efficient operational systems comprise unique tools, techniques, and methods that can help an organization to reduce costs and achieve just-intime delivery (Abdullah, Uli & Tar, 2009). Operational performance is attributed to increased profits and increased market share, enhanced customer satisfaction, minimal costs of operation, and corporate social responsibilities (ISO, 2016).However, despite their continual operation, majority of the public universities operating in Kenya continued to drag behind due issues of quality management. According to Commission for University Education survey (2016), quality management strategies among public Universities in Kenya have been characterized by many challenges. Research ProblemInability of public universities to meet expectations of various stakeholders is an issue of concern (Magutu et al., 2010). Failure of universities to adhere to Commission for University Education, production of ill-equipped graduates, inability to meet financial obligations and issues of capacity development not only call for continuous improvement approaches but also leadership commitment (UNESCO, 2016). According to KIPPRA (2014),despite universities in Kenya striving to perform better, attaining the global standards is a challenge thus the need for this study to unearth the effect of continuous improvement on operational performance of selected public universities. Yusuf (2013) also established that 68% of students in public universities were unsatisfied as compared to students of private universities in Kenya. Synonymously, ISO (2014) revealed that 78% of institutions of higher learning in developing countries were technologically challenged thus stakeholder dissatisfaction. Even though extensive studies have been conducted on the relationship between continuous improvement and operational performance (Bell & Omachonu,
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