Document Type
Article
Publication Date
1-1-2013
Abstract
Employee attitudes and their effect on successful implementation of organizational changes continue to engross researchers and practitioners alike. In this study, we investigated the significance and nature of discomfort as it affects readiness for change in business school settings. This choice of context is deliberate. There is a strong push for change in business schools to align with market needs and there are high levels of individual and collective efficacy. Our findings indicate discomfort as a mediator explains significantly more variation in readiness than is explained by perceived collective efficacy. Surprisingly, we found that 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 leaders and managers in both academic and organizational settings can feel comfortable asking employees to accept some level of discomfort associated with change but they must be mindful not to overstretch the individual's tolerance or they risk turning the positive effect of stretching into a strongly negative impact on readiness for change.
Keywords
organizational change, business schools, curriculum change, education, higher, self-efficacy, perceived collective efficacy, discomfort
Rights
© The Author(s). Kelvin Smith Library provides access for non-commercial, personal, or research use only. All other use, including but not limited to commercial or scholarly reproductions, redistribution, publication or transmission, whether by electronic means or otherwise, without prior written permission is strictly prohibited.
Department/Center
Design & Innovation
Recommended Citation
Branch, Laurie A., "Change and Discomfort in Academia: How Far Should We Stretch In Our Readiness For Change?" (2013). Student Scholarship. 136.
https://commons.case.edu/studentworks/136