Impact of technology driven change on individuals’ readiness in higher education: grounded in micro-foundations

Abstract

Purpose

The intricate and unpredictable nature arising in higher education institutions (HEIs) implementing technology-driven change for e-learning environments demands a much closer examination of individuals’ interpretations and interactions as they undergo these changes. Through a micro-foundational lens, this study aims to examine the micro-level inhibitors and supporting factors of individual’s readiness for change by investigating technology-driven change in HEIs.

Design/methodology/approach

A two-phased research design using grounded theory methodology was used to collect and analyse data incorporated within a single-case study in an HEI. Data was collected using semi-structured interviews with 22 participants, followed by a focus group with eight participants centered on factors affecting their readiness for change during technology-driven change in e-learning environments. The data analysis followed an iterative constant comparative approach and its three-phased coding process: open, axial and selective coding.

Findings

This study revealed that staff with little awareness of the organisations expectations towards a technology-driven change or who are poorly communicated with can exhibit higher resistance and lower individual readiness for change. While macro-level factors of organisational structure can contribute to the success or failure of technology-driven change, the fundamental features related to individuals’ readiness for change are integral to understanding the micro-level causal behaviours underlying these macro-level phenomena.

Originality/value

The dominant model of change is often focused on drivers that are centered on examining macro-level constructs rather than individuals who are facing the change. This study presents theories on readiness for change and offers a micro-foundational view to bring new perspectives into the current literature on how individual-level micro-foundations enhance understanding of technological change in HEIs.

Citation

Samara, K., Mulholland, G. and Aluko, A.O. (2024), "Impact of technology driven change on individuals’ readiness in higher education: grounded in micro-foundations", International Journal of Organizational Analysis, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJOA-03-2024-4388