Community-based Projects in Kenya Analytical review of Application of Stakeholder Analysis as a Project Design Tool for Enhancing Performance

Main Article Content

Wasike Wilberforce Walubengo


The purpose of this study was to establish how the application of stakeholder analysis influences the performance of community-based projects in Kenya. The study employed descriptive research design. The study sought information from a sample  of  128  people in a target population of 192 participants chosen through stratified random sampling procedure among the different community-based organizations. Data was collected by using a questionnaire and an interview guide. Qualitative data was analysed  through checking data, developing codes, identifying themes and patterns. The analysed data was summarized quantitatively and qualitatively where both descriptive and inferential statistics wwere  generated and linked to hypotheses and objectives. Descriptive results were presented as frequency tables, percentages, arithmetic means and standard deviation. Inferential statistics were analysed using Pearson’s Product Moment correlation (r) from simple regression and multiple regression analysis. F-test was used to test the hypotheses. Tests of statistical assumptions were carried out before analysis. In this study; r=0.332, R2=0.110, F 4.095 at p=0.004<0.05; therefore, H0 was rejected and it was concluded that application of stakeholder analysis has a statistically significant influence on the performance of community-based projects. In conclusion, this study has revealed that the application of stakeholder analysis has an influence on the performance of community-based projects. Since community stakeholders are important in the success of community-based projects, there is need to ensure that among the team members of the projects there are community members.


Download data is not yet available.

Article Details

How to Cite
Walubengo, W., KYALO, D., & MULWA, A. (2018). Community-based Projects in Kenya. International Journal for Innovation Education and Research, 6(10), 112-123.