Moderating Effect of Training on the Relationship Between Customers’ Feedback and Service Delivery in Public Universities in Kenya

Customer feedback is widely recognized as a critical driver of continuous improvement in service-oriented institutions, including public universities, where quality of service directly affects student satisfaction, faculty performance, and institutional reputation. However, the extent to which feedback mechanisms translate into improved service delivery often depends on the training and capacity of staff to interpret and act on the information provided. This study examined the moderating effect of training on the relationship between customer feedback and service delivery in public universities in Kenya. Guided by Ishikawa’s quality management theory and anchored on a pragmatic research paradigm, the study adopted a cross-sectional design targeting 35 public universities, with a population of 1,011 respondents comprising deans of schools, heads of departments, quality assurance officers, ISO coordinators, and student leaders. A sample size of 287 was determined using Yamane Taro’s formula, and respondents were selected through cluster and purposive sampling techniques. Data were collected using structured questionnaires, validated through expert review, and tested for reliability with a Cronbach alpha coefficient of 0.782. Analysis involved descriptive statistics and multiple regression modeling using SPSS version 26. Findings revealed that customer feedback had a significant positive influence on service delivery (β = .073, p