Change and Discomfort in Academia: How Far Should We Stretch in Our Readiness for Change?

Abstract

This study examines the impact of self-efficacy, perceived collective efficacy, and tolerance for the discomforts associated with change, on intentional readiness for change. Our quantitative study is based on 489 survey responses from faculty and administrators across a variety of U. S. business schools. Our findings suggest self-efficacy is an important factor in predicting intentional readiness for change. Further, our results indicate perceived collective efficacy positively mediates the relationship between self-efficacy and intentional readiness. Surprisingly, we found some forms of discomfort such as increased work load, changing relationships and decreased job security actually increase readiness. However, as the level of frustration and anger about the impact of change increases, we saw a dramatic reduction in readiness. This research is important because it suggests business school leaders can be comfortable causing some discomfort with change initiatives but they must beware too much discomfort or risk a strongly negative effect on readiness.

Keywords: Organizational Change; Business Schools; Curriculum; Higher Education; Self-efficacy; Perceived Collective Efficacy; Discomfort