The“ Village University” Label

How university stereotypes shape students’ perceptions of success

By Chris Omondi

Second year Journalism and Mass Communication Student,

For some Kenyan students, gaining admission to a university outside the country’s major cities comes with an unexpected burden: the feeling that they have settled for less. Instead of celebrating their admission, they may find themselves defending their choice against perceptions that universities in smaller towns are less prestigious.

A friend of mine experienced this after gaining admission to Chuka University. He viewed the institution as a “village university”, while his parents believed he could have secured admission to a more prestigious institution. His experience raises a broader question about how Kenyans perceive higher education: should a university’s location determine the value of its students or the quality of their education?

The phrase “village university” is an informal social label, not an official classification used by Kenya’s higher-education regulator. Nevertheless, it reflects how a university’s location and public reputation can influence perceptions of academic achievement, sometimes before students have had an opportunity to demonstrate their abilities.

In Kenya, established institutions such as the University of Nairobi, Kenyatta University, Egerton University and Jomo Kenyatta University of Agriculture and Technology enjoy considerable public recognition. For some families, admission to these universities represents academic excellence and the promise of better career prospects.

However, public recognition does not automatically establish educational quality. Universities in smaller towns may face comparisons based on their geographical location rather than their academic performance, learning resources or the opportunities they provide. Consequently, students may feel pressured to justify where they study instead of concentrating on their academic and professional development.

Location can influence the opportunities available to students. Universities in major cities may offer easier access to media houses, corporate offices, professional networks and industry events. This proximity can be advantageous for students seeking internships, professional connections and exposure to their chosen industries.

Yet, geographical advantage should not be confused with educational superiority. A fair assessment of a university should consider programme approval, lecturers’ qualifications, practical facilities, research opportunities, professional attachments and graduate outcomes. These factors provide a more meaningful basis for evaluating educational quality than location alone.

Students heading to and from their respective classes at Chuka University

For journalism students, for instance, access to recording equipment, editing facilities, production studios and practical assignments is essential to developing industry-relevant skills. Such resources and opportunities help prepare students for professional work, regardless of whether their university is located in a major city or a smaller town.

The Commission for University Education provides a starting point for prospective students seeking to verify institutional recognition and the approval status of academic programmes. Consulting such information can help students and parents make informed decisions based on verifiable standards rather than assumptions associated with a university’s name or location.

Universities in smaller towns also contribute to widening access to higher education and supporting research and development within their surrounding communities. Their contribution should be considered alongside their academic standards and performance, rather than dismissed because they are situated outside major urban centres.

Students Playing Basketball at Chuka University

Ultimately, a university’s reputation may influence public perception, but it should not become a measure of an individual student’s intelligence, ambition or potential. Established institutions deserve recognition for their achievements, while other universities deserve a fair assessment based on the quality of education they provide.

For students and parents choosing where to pursue higher education, the more important questions concern the quality of teaching, the resources available and the opportunities for academic and professional development.

Attending a university outside a major city should not be a source of shame. What matters is what students learn, the skills they develop and how they use their education to build their futures. A university’s location may shape the opportunities available to its students, but it should never determine their worth.