Development and psychometric validation of a scale for sources of resistance to change in higher education institutions

Abstract

Purpose

The purpose of the present study was to develop a measurement model to identify sources of resistance to change (RC) based on a previous systematic review.

Design/methodology/approach

The sample comprised 121 participants (faculty, students, graduates, and employees). Twenty-three items were assessed in four distinct stages: observation, exploration, confirmation, and communication. Exploratory and confirmatory factor analysis ensured the validity and reliability of the measurement process.

Findings

The final 14-item model consisted of four groups: “Personalities averse to change”; “Limited participation in the change process”; “Dominant sociocultural predisposition”; and “Weak managerial commitment to change.”

Practical implications

It is hoped that the study will encourage further diagnostic examinations and assessments of the structural relationships associated with RC.

Originality/value

The present study expands our understanding of RC source typologies, the majority of which have focused on the individual and the organization. Higher education institutions bear a responsibility to initiate change to align with evolving environmental demands, but their endeavors are often subject to obstacles and delays stemming from individual and collective influences. To manage efficiently the conceptualization, planning, implementation, and management of change initiatives, we must comprehend and assess the primary sources of RC within such institutions.