Influence of Education Diversity and Social Diversityon the Performance of State Departments, Kenya
Purpose: In today’s dynamic business environment, organizational performance is critical for long-term sustainability. This study examines whether diversity in top management teams and organizational processes influences the performance of state departments in Kenya. Design/methodology/approach: Guided by upper echelon theory, the study investigated the effects of educational and social diversity among top managers on departmental performance. A descriptive census design was adopted, covering all 52 state departments in Kenya and a population of 452 top managers. Data were collected from 212 respondents using stratified sampling and analyzed using descriptive and inferential statistics, including regression analysis. Findings: The results reveal a strong positive relationship between educational and experiential diversity in top management and departmental performance, while social diversity showed a moderate effect. Combined diversity measures significantly influenced performance (r = 0.92, p < 0.001). Organizational culture was found to mediate this relationship, with the explained variance (R²) increasing from 84.5% to 95.7% when culture was included. These findings highlight the importance of inclusive leadership and shared organizational values in enhancing performance. Practical implications: State departments should promote diversity in top management through inclusive recruitment and leadership development programs that encourage exposure to diverse disciplines. Originality/value: The study contributes empirical evidence from the public sector and recommends longitudinal research to better capture the long-term effects of leadership diversity on organizational performance.