Relevance of Mixed Methods Research on Higher Education Institutional Programs' Development in Kenya

Higher learning institutions in Kenya face increasing demands for quality, accountability, innovation, and responsiveness in program development and implementation. Addressing these challenges requires comprehensive evidence that captures both measurable outcomes and stakeholder experiences. This paper examines the relevance of Mixed Methods Research (MMR) in supporting higher learning institutional program development in Kenya. The study adopted a qualitative desk review and conceptual analysis of literature on mixed methods research and higher education development. Guided by Pragmatism Theory, Triangulation Theory, and Methodological Pluralism Theory, the review explored the contribution of MMR to evidence generation, curriculum development, decision-making, program evaluation, stakeholder engagement, research quality, and institutional innovation. The findings indicate that MMR enhances the comprehensiveness, validity, and usefulness of evidence by integrating quantitative and qualitative approaches. This integration supports more informed decision-making, effective program evaluation, stakeholdercentred development, and continuous institutional improvement. The paper concludes that mixed methods research provides a valuable framework for strengthening evidence-based governance and sustainable development within Kenya’s higher education sector. Keywords: Mixed Methods Research, Higher Education, Institutional Programs Development, Evidence-Based Decision-Making, Program Evaluation