ISO 9001 QMS Conformity in Face-to-Face University Instruction in Kenya: Evidence from Audit Findings

Abstract

This study examined ISO 9001 Quality Management System (QMS) conformity in face-to-face university instruction in Kenya using documentary evidence from audit findings. This documentary research design analysed audit evidence from five ISO 9001-certified chartered universities in Kenya’s Rift Valley Region, covering 2020–2025. During data collection, the audit team systematically extracted and coded internal and external audit findings by source and then combined them into a single dataset for analysis. The team classified 2,939 audit findings related to academic planning and scheduling; teaching, assessment, and student supervision; curriculum management; and experiential learning and student engagement according to the outcome categories recorded in the audit documentation: positive findings, areas requiring improvement, minor nonconformities, and major nonconformities. The analysis identified 2,425 positive findings (82.5%), 289 areas requiring improvement (9.8%), 191 minor nonconformities (6.5%) and 34 major nonconformities (1.2%). Teaching, assessment and student supervision demonstrated statistically significant institutional differences across all four audit outcomes. In contrast, academic planning and scheduling showed significant institutional differences in positive findings and areas requiring improvement. The study found no statistically significant institutional differences in curriculum management, experiential learning, or student engagement. The findings demonstrate substantial documented conformity alongside identifiable improvement needs and nonconformities across instructional processes. The study recommends that universities should strengthen process-level monitoring, corrective-action follow-up and continual improvement to sustain QMS conformity. The study demonstrates the value of audit evidence for examining process-specific QMS conformity beyond certification status.