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The historical elections of 1994 created immense changes in

stabilising South Africa in the political, economic, social and

educational environment.  This emergence and the national

plan for higher education compelled the educational sector to

change, reposition itself and make alterations to the

fundamental areas of its structure and operations. Hence, the

co-operative links of society, deregulation, the pressures of

politics and government, and global changes made a

compelling demand on the educational sector to change.

Education has a remarkable potential to achieve the economic

and social expectations of society (Varghese, 2004). The higher

education agenda is far broader than ever before, placing greater

responsibilities and choices on the leaders in this arena (Newby,

2003). The emphasis is on higher education’s crucial role in

terms of the knowledge and information it brings in promoting

social progress and values. 

South Africa’s labour force is the essential resource for the

progression and upliftment of the economy, and higher

education’s contributory role is required to provide the

necessary skills. The mutual dependence between higher

education and the economy, and between higher education and

government has created a different kind of parallel, the focus of

which lies in social needs, in boosting the economy, and being

able to position itself in the global marketplace. Hence, the

country has to pace itself accordingly. Similarly, politics

influence the economic and social spheres of society, impacting

on the economy, job creation and education. The

transformation of the higher education system has been shaped

by political changes. Sociopolitical change can be anticipated

by observing internal pressures and then creating suitable

organisational responses. According to the Green Paper on

Higher Education Transformation (1996), higher education will

have to generate the skills and technological advancements

necessary for successful economic participation in the global

market. It is clear that the redirection of the area of focus for

higher education is towards solving socio-political and

economic problems.

The provision of skills development by tertiary educational

institutions makes graduates the country’s assets since they

substantially contribute to the escalation of economic growth.

Hence, institutions are needed to negotiate market forces

successfully in order to address the country’s resource needs

while preserving and building on core principles (New

Directions for Student Services, 2000). The implication is that

we need to build and sustain academic environments that will

prepare educated citizens who will contribute effectively to the

needs of the economy and society. Thus, education is an

important source of the productivity of labour, impacting on

the economy and making higher education more responsive to

market needs, while simultaneously providing for the

workforce and keeping pace with its goals. Such an alignment

of instit utional and societal values will stimulate the

educational environment and therefore, enhance the

intellectual pursuits of people.

Change in Higher Education

The present focus in the educational arena at national and

institutional levels is change, transformation and transition.

The aim is cost effectiveness and is often achieved through

mergers and restructuring which may entail rationalisation. The

concept ‘change’ is global and unavoidable. Seijts and O’Farrell

P GOVENDER
School of Human Resource Management

University of KwaZulu Natal (Westville campus)

S MOODLEY
School of Governance

University of KwaZulu Natal (Westville campus)

S BRIJBALL PARUMASUR
School of Human Resource Management

University of KwaZulu Natal (Westville campus)

ABSTRACT
The study investigates management’s perception of the change management process in terms of the impact of

communication, behaviour, feelings and knowledge of staff and management, staff participation in the change

process and overall attitude of staff. The perceived impact of the new situation and perceived acceptance and

understanding of the change process were assessed. The subjects comprised of Management Committee (Manco),

Deans and Directors of administrative sections from three tertiary institutions in KwaZulu-Natal. Data was collected

using questionnaires, which were analysed using descriptive and inferential statistics. The results shed light on the

critical ingredients for effective change management.

OPSOMMING
Die onderhawige studie ondersoek bestuur se persepsie van die veranderingsbestuursproses in terme van die impak

op kommunikasie, gedrag, gevoelens en kennis van personeel en bestuur, personeeldeelname in die

veranderingsproses en oorkoepelende houdings van die personeel. Die waargenome impak van die nuwe konteks en

waargenome aanvaarding en begrip van die veranderingsproses is beoordeel. Die deelnemers het bestaan uit die

bestuurskomitee, dekane en direkteure van administratiewe afdelings van drie tersiêre instellings in KwaZulu-Natal.

Die data is met behulp van vraelyste ingesamel wat deur middel van beskrywende en inferensiële statistiesemetodes

ontleed is. Die resultate werp lig op die kritieke bestanddele vir doeltreffende veranderingsbestuur.

THE MANAGEMENT OF CHANGE AT SELECTED 

HIGHER EDUCATION INSTITUTIONS: 

AN EXPLORATION OF THE CRITICAL INGREDIENTS 

FOR EFFECTIVE CHANGE MANAGEMENT

Requests for copies should be addressed to: P Govender, School of Human Resource

Management, University of Kwa-Zulu Natal (Westville Campus), Private Bag

X54001, Durban, 4000

78

SA Journal of Industrial Psychology, 2005, 31 (1), 78-86

SA Tydskrif vir Bedryfsielkunde, 2005, 31 (1), 78-86



(2003) state that change involves risk and requires the creation

of new systems. Massive change is impacting on all facets of

society, creating new dimensions and great uncertainty and, the

issues facing us today is how to manage such change (Bowin,

2001). The momentum of change has an impact on structures

and operations within tertiary educational institutions. This

requires effective managerial leadership and governance of

tertiary institutions. With relevant role competencies, drive,

motivation, enthusiasm and people management skills amongst

other salient competencies, tertiary change managers can

oversee the change process with optimism. The notion of

predicting the traditional ways of doing things is non-existent.

Change re-energises the system, promotes growth and creates

challenges for people. Fox, Schwella and Wissink (1991) submit

that change is not limited to modif ying organisational

processes. Hence, besides facing the usual perennial matters of

quality, accountability and cost effectiveness, tertiary change

managers are required to seek new solutions to growing

demands in a multicultural environment. These include re-

examining and altering essential aspects of its structure and

operations, whilst facing complexities and challenges.

Therefore, the change process needs strong leadership support.

A salient point of Seijts and O’Farrell (2003: 3) is that leadership

“includes establishing a new direction for the organization,

inspiring people to change their behaviors and routines

consistent with the new direction, and coaching them on how

to overcome barriers to change”. Hence, in addition to

management skills, coaching and guiding behaviours are of

primary importance in major transformation processes

(Eisenbach, Watson and Pillai, 1999).

Change management also comprises efforts to alter the

behaviour of individuals (to reduce fears or stereotypes), to

increase their confidence in themselves and to make them more

open, co-operative and trusting. Tertiary change managers need

to take cognizance of the existence of staff resistance to change.

Unavoidable changes in tertiary institutions affected staff in

numerous ways. With the merger of tertiary educational

institutions, the following were evidenced: poor staff morale,

staff insecurities due to possible retrenchments, redundancies

and redeployment (Seijts and Farrell, 2003). Seijts and Farrell

(2003: 2) assert that “Unless the need to change is perceived as

an effort to create positive outcomes including, but not limited

to, the expansion of personal power and a more interesting job,

individuals can be expected to resist the initiatives that are part

of the overall change effort”.  According to Hammond (1999:

35), “… it is simply not sustainable to ignore people’s

development needs. Giving employees the potential for personal

growth is, in the long-term, the only real alternative to job

securit y. Employers who do not pay attention to the

development needs of their staff will only lose people faster”.

Chang (1994: 90) submits the importance of realizing that

“attitudes are both cognitive and highly emotional – our minds

form the attitudes, and we often react to them on a gut level”.

Attitudes in a work environment reflect people’s feelings

towards their work. An attitude is the way one thinks, feels and

acts toward some aspect of the environment. The respective

cognitive, affective, and behavioural aspects determine attitudes

(Dailey, Keenan and Tayeb, 1994). In addition, Gibson,

Ivancevich and Donnelly (1994) maintain that a person’s

cognitive style is established by both perception and judgement.

In a work environment, behaviour is linked to the functions that

people perform. New roles force individuals to adopt new

attitudes and behaviours. The indication is that behaviour and

attitude cannot be discussed in isolation. The implication is that

by nurturing positive attitudes with staff, the goals of change

management can be accomplished.  

According to Van Tonder (2004: 189), “The pivotal role of

management in change has been articulated from many

different perspectives. It is obvious that the manager is the

primary interface or buffer between environmental change

that necessitates adaptation by the organisation, and the

organisation’s employees, who have to be redirected in terms

of their focus, output and responsibilities as part of an internal

change effort”. In addition, throughout the change process,

managers need to, inter alia, outline goals, evaluate current

situations, assess salient features of end results of change and

investigate what is required in order to change. Smit and

Cronje, cited in Van der Waldt & Knipe (1998: 30), reflect that

the change management process can be sub-divided as follows:

“Awareness of the forces for change, recognition of the need

for change; diagnosis of the problem; identification of

alternatives for the development of the organization;

recognition of the restricting circumstances; selection of a

method for change; and implementation and monitoring

change strategies”. In the context of a tertiary educational

environment, the change management process is an organised

and planned approach, incorporating strategy, structure and

training, amongst other aspects aimed at organisation renewal.

Therefore, a well structured change management process may

facilitate change. Outstanding qualities such as

transformational, charismatic and visionary leadership which

thrive on organisational transformation are of relevance to

organisations where dynamic changes are planned. Reflections

on the positive aspects of change is beneficial when viewing

the long-term goals of the institution. The deduction is that

although change managers are faced with a major initiative

involving complexities, their vision, drive, role competencies,

and resources, can enable a smooth transition. 

Objectives of the study

� To assess the perceptions of the Executive Management

(Manco, Deans, Directors) of the change management process

in terms of communication, staff attitudes and participation

in the process.

� To evaluate the perceptions of the Executive Management of

how the changed situation will impact on the efficiency and

effectiveness of the institution in the short and long terms.

� To understand how the relevant constituencies (staff,

students, management) understood and accepted the change

process.

� To develop a model/framework that will identif y the critical

factors and present recommendations that will contribute to

effectively managing change in education.

Hypotheses

Hypothesis 1

The opinions of Executive Management (Manco, Deans, Directors)

regarding the impact of communication, behaviour, feelings, knowledge,

participation and overall attitude on change management respectively,

significantly relate to each other.

Hypothesis 2

There is a significant correlation between the perceptions of

Manco and Directors regarding the impact of the new 

situation on their effectiveness and efficiency in the short-term

and long-term.

Hypothesis 3

There is a significant correlation between the perceptions of

Deans regarding how the change process was accepted and

understood by the relevant constituencies (staff, students) at the

various institutions.

METHOD

Research design

The research methodology has been designed to determine staff

behaviour and attitude and its impact on change management,

incorporating relevant aspects of the change process pertinent

to tertiary educational institutions. The use of both quantitative

and qualitative data provides a balanced evaluation of the

findings of the study.

GOVENDER, MOODLEY, BRIJBALL PARUMASUR 79



Sample

The population comprised of all decision-makers involved in

managing the change process, namely, the Management

Committee (Manco), Deans and Directors of the administrative

departments. The population comprised of 68 employees. The

sample of 48 subjects was drawn using a stratified random

sampling technique to ensure representation from the strata of

the designated groups of interest. The three strata included

Manco, Deans and Directors of the Administrative Departments

(Finance, Personnel, Student Affairs, Buying and Stores Division

and Research Administration). These groups of individuals are

staff employed at three universities in the KwaZulu-Natal region,

namely, University of Durban-Westville, University of Natal

(Durban and Pietermaritzburg campuses) and the University of

Zululand. The probability sampling technique was used to

ensure representativity and enable the generalisability of results

within the boundaries of the study. The response rate of 71 %

was achieved. 

Measurement

In the absence of an established questionnaire on change

management in an educational tertiary environment, a self-

developed questionnaire served as the basis of data collection.

The structured questionnaire consisted of Section A : biographic

information, and Section B comprising of items relating to the

change process. In Section B, question one, respondents were

asked to rate items on a 5-point itemised rating scale ranging

from poor (1), not very well (2), fair (3), well (4) to very well (5).

In the rest of Section B, respondents were required to rate items

on a 5-point Likert scale ranging from strongly disagree (1),

disagree (2), neither agree/not disagree (3), agree (4) to strongly

agree (5). This format further enhanced the comparability of

responses to all questions. The neutral choice in the middle of

the scale was used to identif y respondents with no opinion or

those who chose not to make a choice. No incidents of a

respondent constantly choosing the neutral position were

found. Hence, the data was then used for further analysis. The

questionnaire was formulated on the basis of identif ying

recurring themes that surfaced during the literature review and

items included in the questionnaire related directly to the

constructs being measured. This ensured face, content and

construct validity. The items in the questionnaire clustered

together to evaluate:

� The perceptions of the Management Committee, Deans and

Directors regarding the manner in which the change process

was communicated. The effectiveness of the process of

communication and communication channels used were

evaluated.

� Executive Management’s perception of staff behaviour,

feelings and knowledge (overall attitude comprising of the

triad of the cognitive, affective and conative components)

during the change process. The attitude of staff were

evaluated on the basis of their level of understanding of the

change process (cognitive component of attitudes), their

feelings in terms of resistance to change, their levels of

insecurity and commitment (affective component) and

response to changes taking place (conative/action

component).

� Executive Management’s perception of their own knowledge

and understanding of the change process. This was evaluated

in terms of their understanding of policies and rationale for

change. 

� Executive Management’s perception of the level of

participation of staff in the change process. This was

evaluated in terms of their perception of the extent to which

staff was allowed to participate and contribute to the change

process. 

� Executive Management’s perception of the management of,

and impact of, the change process. This was assessed in terms

of their perceptions of the impact of the new situation in

providing challenges, satisfaction, incentives, opportunities

for personal development and progress.

Administration of the measuring instrument

The questionnaires were personally administered to the subjects

over a period of two months. First subjects were telephonically

informed about the nature, purpose of, and rationale for, the

study and personally requested to participate in the study.  Once

approval was obtained, the measuring instrument was delivered

either to the subject or the secretary in a sealed envelope.

Subjects were given a week to allow the sufficient time for the

subject to introspect and think about each item. Questionnaires

were returned using the internal mailing system to ensure

anonymity or a self-addressed stamped envelope.

Analysis

Descriptive statistics (means, standard deviations) were used to

analyse the quantitative data. The perceptions of employees of

the change process were rated using itemised rating which

ranged from poor (1) to very well (5). The key variables included

communication, behaviour, feelings, knowledge, participation,

management, and overall attitude; and respondents were

requested to indicate their responses, using the 5 point Likert

scale. Perceptions of executive management (Manco, Deans,

Directors) regarding these variables were assessed using

inferential statistics. The statistics used included analysis of

variance (ANOVA) and chi-square correlation. The data from the

questionnaires were captured using Excel (Version 5) and

processed with the use of Simstat. 

RESULTS

Descriptive statistics

The perceived impact of the variables of the st udy

(communication, behaviour of employees, feelings and

knowledge, participation) on the change management

process (Figure 1).

Figure 1: Impact of the variables on the change management

process and the degree of improvement needed

The results of the study, depicted in Figure 1, indicate that the

perceived impact of the variables of the study on the change

process, in descending level of impact (based on mean score

values) are:

� Perceived extent of participation in the change process –

22,28 out of a maximum of 90 (24,76%)

� Perceived behaviour of staff in the change process – 24,61 out

of a maximum of 100 (24,61%)

� Perceived knowledge of management and staff – 23,92 out of

a maximum of 100 (23,92%)

� Perceived feelings of staff – 42,86 out of a maximum of 190

(22,56%)

� Perceived level of communication during the change process

– 6,42 out of a maximum of 40 (16,05%)

� With regard to the overall attitude, the mean score was 142,3

out of a maximum of 390 (36,42%). 

For each variable, the segment on the right of the bar signifies the

degree of improvement needed. There is a definite need for

improvement in communication, which has a significantly low

score. Of grave concern is that whilst participation has the

MANAGEMENT OF CHANGE80

16.05 83.95

24.61 75.39

22.56 77.44

23.92 76.08

24.74 75.26

36.42 63.58Overall attitude

Perceived participation

Perceived knowledge

Perceived feelings of staff

Perceived behaviour of staff

Perceived level of communication

0% 20% 40% 60% 80% 100%

Variables

P
e
rc

e
n

ta
g
e

24.76 75.24



highest mean, the overall average is far too low. The implication

is that even the level of participation of staff during the change

process was perceived to be unsatisfactory. Other areas that

could be improved are feelings and knowledge.

Understanding of Executive Management of the policies and

rationale for change

TABLE 1

EXECUTIVE MANAGEMENT’S UNDERSTANDING OF POLICIES

AND RATIONALE FOR CHANGE

Variable Manco (8) Deans(8) Directors(8) Overall 

Average (8)

Understanding of 4,00 3,67 4,20 3,96

policies

Understanding 4,33 3,80 4,07 4,07

rationale for change

The results in Table 1 indicate that the level of understanding of

Manco, Deans and Directors of the policies and rationale for

change, in descending level (based on mean scores), was as

follows: 

� Directors reflected the highest level of understanding (Mean

= 4,20) of policies, followed by Manco (Mean = 4,00), then

Deans (Mean = 3,67). 

� With regards to the rationale for change, Manco displayed the

highest degree of understanding (Mean = 4,33), followed by

Directors at 4,07, and Deans at 3,80. 

The low mean scores, obtained for the level of understanding of

the change process, is reflected by Deans, for both issues

relating to policies and rationale for change.

Perception of the changed process in providing challenges,

satisfaction, incentives, personal development and progress

TABLE 2

EXECUTIVE MANAGEMENT’S PERCEPTION OF THE NEW

SITUATION IN PROVIDING CHALLENGES, SATISFACTION, 

INCENTIVES, PERSONAL DEVELOPMENT AND PROGRESS

Variable Manco (8) Deans(8) Directors(8) Overall 

Average (8)

Providing challenges 4,42 4,40 4,33 4,38

Providing satisfaction 4,17 3,60 3,80 3,86

Providing Incentives 3,67 3,53 3,07 3,42

Providing Opportunities 4,17 3,93 3,60 3,90

for personal development

Resulting in progress 4,17 4,00 3,27 3,81

When comparing the new situation with the present one in

terms of challenges, satisfaction, incentives, personal

development and progress, the following results (as depicted in

Table 2) were obtained:

� With regard to the new situation providing challenges,

Manco reflected the highest score (Mean = 4,42), followed by

Deans (Mean = 4,40), and then Directors (Mean = 4,33).  The

overall average is 4,38. 

� With regard to the new situation providing satisfaction,

Manco reflected the highest score (Mean = 4,17), followed by

Directors (Mean = 3,80), and Deans (Mean = 3,60). The

overall average is 3,86.

� With regard to the new situation providing incentives, Manco

reflected the highest score (Mean = 3,67), followed by Deans

(Mean = 3,53), and Directors (Mean = 3,07). The overall

average is 3,42.

� With regard to the new situation providing opportunities for

personal development, Manco reflected the highest score

(Mean = 4,17), followed by Deans (Mean = 3,93), and

Directors (Mean = 3,60). The overall average is 3,9.

� With regard to the new situation resulting in progress,

Manco reflected the highest score of (Mean = 4,17), followed

by Deans (Mean = 4,00), and Directors (Mean = 3,27). The

overall average is 3,81.

It is evident that Manco has the most positive perception of the

changed situation (the process of transformation) in providing

challenges, satisfaction, incentives, personal development and

progress). On the whole, the Executive Management believes

that the new situation, in descending level of overall average

scores, has the greatest opportunity to provide challenges,

personal development to staff, satisfaction to employees,

opportunities for progress, and lastly, incentives to staff. 

Threat of changes to stakeholders

Manco’s perception of the current changes being a threat to

Manco, staff and students were analysed using mean scores.

Manco perceives that the current changes poses the greatest

threat to staff (Mean = 3,67), and then to students (Mean = 2,50)

and least to themselves (Mean = 1,67). There is a significant

mean difference in current changes being a threat to Manco and

staff. Whilst staff is perceived as viewing the changes as a threat

(Mean = 3,67), Manco does not see the changes as being a serious

threat (Mean = 1,67).

Perceived impact of the changed situation on efficiency and

effectiveness

The impact of the new situation to efficiency and effectiveness

in the short-term and long-term as perceived by Manco and

Directors were reflected as follows:

� In the short-term, Directors perceived the new situation as

having more of a negative impact on efficiency and

effectiveness (Mean = 3,67) as compared to Manco (Mean =

3,08). 

� The perceptions of Manco and Directors regarding the impact

of the new situation on efficiency and effectiveness are

reversed in the longer term.

Inferential statistics

Communication and Knowledge across the institutions of

learning (Universit y of Zululand, Universit y of Natal,

University of Durban-Westville).

The perceptions of the Executive Management (Manco and

Directors, Deans and Manco, and Directors and Deans)

regarding the impact of the variables of communication,

behaviour, feelings, knowledge, participation, management and

overall attitude on change management respectively were

correlated.

The perceptions of Manco and Directors regarding the impact

of the variables on the change management process were

correlated (Table 3).

From Table 3, the following were noted:

� Manco’s perceptions of communication shows a significant,

but inverse correlation with Directors’ behaviour (r = -0,631;

p = 0,028). Manco’s knowledge of the change process

correlates significantly, though inversely with Directors’

participation in the change process (r = -0,576; p = 0,05).

Manco’s participation in the change process correlates

significantly, but inversely, with Directors’ behaviour (r = 

-0,666; p = 0,018). The inverse relationships emphasize the

call for concern. No other relationships show significance.

The perceptions of Manco and Deans regarding the impact of

the variables on the change management process were correlated

(Table 3). From Table 3, the following were evident:

GOVENDER, MOODLEY, BRIJBALL PARUMASUR 81



� Manco’s perceptions of behaviour correlates significantly

with Deans’ communication (r = 0,592; p = 0,043) and with

Deans’ perceptions of participation (r = 0,621; p = 0,031).

� Manco’s knowledge correlates significantly with Manco’s

knowledge (r = 0,713; p = 0,009), and Manco’s knowledge

correlates significantly with Deans’ management of change

(r = 0,699; p = 0,011), and Deans’ overall attitude (r = 0,886;

p = 0,000), respectively. No other relationships show

significance.

The perceptions of Deans and Directors regarding the impact of

the variables on the change management process were correlated

(Table 4).

From Table 4, the following were evident:

� Deans’ perceptions of communication correlates

significantly with Director’s perceptions of communication

(r = 0,741; p = 0,002) of the change process. Deans’

communication correlates significantly, but inversely with

the Director’s perception of participation (r = -0,600; p =

0,018), Deans’ feelings correlates significantly, though

inversely, with the Director’s overall attitude (r = -0,536; p =

0,040), and Deans’ participation correlates significantly, but

inversely, with the Director’s communication (r = -0,515; p

= 0,050).  It is clear that Directors and Deans’ view

communication and participation in the change process

differently. They also reflect differing feelings and overall

attitudes to the change process. No other relationships

show significance.

Perceived impact of changed situation on efficiency and

effectiveness

The results indicate that there is no significant correlation

between the perceptions of Manco and Directors regarding the

MANAGEMENT OF CHANGE82

TABLE 3

INTERCORRELATION: PERCEPTIONS OF EXECUTIVE MANAGEMENT (MANCO AND DIRECTORS, MANCO AND DEANS) REGARDING

THE IMPACT OF THE VARIABLES ON CHANGE MANAGEMENT RESPECTIVELY (* P � 0,05)

Variable Manco Manco Manco Manco Manco Manco Manco

Communication Behaviour Feelings Knowledge Participation Management Overall attitude

Directors r -0,563 -0,354 0,088 0,381 0,257 Directors were not 0,151 

Communication p 0,057 0,260 0,785 0,222 0,420 assessed on executive 0,639

Directors  r -0,631 0,196 0,356 -0,407 -0,666 management issues -0,484

Behaviour p 0,028* 0,542 0,256 0,189 0,018* 0,111

Directors  r -0,043 -0,246 0,428 -0,192 0,139 -0,131

Feelings p 0,893 0,441 0,166 0,551 0,667 0,685

Directors  r -0,004 0,311 -0,165 0,164 -0,224 0,112 

Knowledge p 0,991 0,326 0,609 0,611 0,485 0,729

Directors   r -0,265 0,050 0,125 -0,576 -0,018 -0,291

Participation p 0,404 0,878 0,698 0,050* 0,955 0,359

Directors  r -0,197 0,015 0,492 -0,222 -0,232 -0,263

Overall attitude p 0,540 0,964 0,104 0,488 0,468 0,409

Deans  r 0,257 0,592 -0,316 0,432 -0,322 -0,092 0,224

Communication p 0,419 0,043* 0,316 0,161 0,307 0,776 0,484

Deans  r 0,130 -0,423 0,369 -0,187 0,314 0,062 0,005

Behaviour p 0,688 0,170 0,238 0,560 0,321 0,849 0,986

Deans  r -0,079 0,347 -0,439 0,356 -0,306 -0,142 -0,159

Feelings p 0,807 0,270 0,154 0,255 0,333 0,660 0,621

Deans  r 0,533 -0,025 0,022 0,713 -0,332 -0,059 0,181

Knowledge p 0,074 0,938 0,947 0,009* 0,292 0,856 0,575

Deans   r 0,193 0,621 -0,543 0,453 -0,267 -0,368 0,142

Participation p 0,547 0,031* 0,068 0,140 0,402 0,239 0,659

Deans  r 0,378 0,072 -0,069 0,699 0,098 -0,072 0,310

Management p 0,225 0,824 0,832 0,011* 0,761 0,825 0,327

Deans  r 0,388 0,452 -0,312 0,886 -0,051 -0,188 0,448

Overall attitude p 0,212 0,140 0,323 0,000* 0,875 0,558 0,144

TABLE 4

INTERCORRELATION: PERCEPTIONS OF MANAGEMENT (DEANS AND DIRECTORS) REGARDING THE IMPACT OF

THE VARIABLES ON CHANGE MANAGEMENT RESPECTIVELY

Variable Deans Deans Deans Deans Deans Deans

Communication Behaviour Feelings Knowledge Participation Overall attitude

Directors r 0,741 -0,310 -0,182 -0,167 -0,515 -0,196

Communication p 0,002* 0,261 0,517 0,552 0,050* 0,484

Directors r 0,219 -0,284 0,277 0,000 0,252 0,170

Behaviour p 0,433 0,304 0,317 1,000 0,365 0,544

Directors r -0,214 0,260 0,052 0,326 0,123 0,361

Feelings p 0,444 0,350 0,855 0,235 0,663 0,186

Directors r -0,024 -0,414 0,113 0,415 -0,036 -0,154

Knowledge p 0,932 0,125 0,689 0,124 0,898 0,583

Directors r -0,600 0,152 -0,434 0,246 0,080 -0,426

Particpation p 0,018* 0,589 0,106 0,376 0,777 0,114

Directors r -0,004 -0,232 -0,536 0,308 0,041 -0,371

Overall attitude p 0,989 0,405 0,040* 0,263 0,884 0,173

* p � 0,05



impact of the new situation on their effectiveness and efficiency

in the short and long terms (Table 5).

TABLE 5

CHI-SQUARE STATISTIC: IMPACT OF CHANGE ON

EFFECTIVENESS AND EFFICIENCY

Variable Value df p

Impact of new situation on effectiveness 11,998 12 0,446

and efficiency: short-term

Impact of new situation on effectiveness 12,540 12 0,403

and efficiency: long-term

The results in Table 5 confirm that hypothesis 5 may be refuted

at the 5% level of significance.

Perceived acceptance and understanding of the change process

The results of the study reflect that there is no significant

correlation between the perceptions of the Deans regarding how

the change process was accepted and understood by staff and

students respectively (Table 6).

TABLE 6

CHI-SQUARE STATISTIC: DEAN’S PERCEPTION OF STAFF AND STUDENTS’

ACCEPTANCE AND UNDERSTANDING OF THE CHANGE PROCESS

Variable Value df p

Perceived acceptance and understanding of 1,632 1 0,201

change process by staff

Perceived acceptance and understanding 4,463 4 0,347

of change process by students

The results in Table 6 reflect that hypothesis 6 may be rejected

at the 5 % level of significance.

The results of the study are graphically presented in Figure 2.

DISCUSSION OF RESULTS

The results indicate that communication in the change process was

perceived in the most negative light. This is of grave concern since

effective communication is considered to be the critical element in

effectively managing change. Errors made due to managers’

behaviour being inappropriate such as “under-communication,

lack of goal-setting, and poor team-management skills”, can lead to

“negative outcomes”, meaning that change agents can change both

their “own – and organizational – performance if they change their

own behaviour” (Seijts & O’Farrell, 2003: 2). This is particularly

important as the results of this study indicate that insufficient

cognisance was given to staff feelings, knowledge of the change

process and behaviour. Whilst participation had the highest mean,

there was still tremendous room for improvement. With the

convergence of universities and rightsizing initiatives, staff feel

threatened, uncertain and disempowered. Therefore, staff need to

feel consulted and involved in processes. According to Tam (1999),

it is not structures alone that will create a sense of cohesion but

with vision, goal setting and motivation, modifications to staff

behaviour can occur. An initial step is for the leader to pave the way

for the change and to create an environment of teamwork, co-

operation and purpose. Clearly, the results indicate that staff

attitude (comprising of the triad of feelings, knowledge and

behaviour) to the change process needs to be taken seriously,

especially because feelings of staff can have a tremendous

influence on the change process as a whole.

Although standardized procedures and equity concerns are, inter

alia, standard features of a higher educational system, the

effectiveness of tertiary educational institutions are attributed

to the contribution and dedication of all staff. In South Africa,

the merger and rightsizing initiatives have affected tertiary staff.

Seijts & O’Farrell (2003) assert that only recently have managers

begun to consider the emotional content and impact of a

message in communicating organisational change. Change is

essentially about feelings and if companies need workers to

contribute with their heads and hearts, they have to accept that

emotions are an essential aspect to the new management style

and how to deal with them is critical (Seijts & O’Farrell, 2003).

GOVENDER, MOODLEY, BRIJBALL PARUMASUR 83

Figure 2: Results of the study



The following results of the study raise several aspects of

concern which is indicative of poor change management:

� An unacceptable level of understanding of policies and

rationale for change, especially reflected by Deans.

� A poor impression of the impact of the changed situation on

challenges, satisfaction, incentives, personal development

and progress, especially reflected by Directors.

� Staff view the change as a threat.

� Perceived negative impact of the change process in the short

term, reflected by Directors.

� The inverse correlations bet ween communication and

behaviour, knowledge and participation, participation and

behaviour and communication and feelings imply

incongruence in the system.

The aforementioned results clearly reflect an inadequate level

of communication and the unsuitable nat ure of

communication from the Executive to the various levels of

staff. If Deans and Directors, who have a close link with the

Executive Management, are uncertain about the policies,

rationale for change, process and impact of the change process,

then staff insecurity, under-communication, lack of goal-

setting and poor team-management skills are obvious negative

outcomes. Whilst Manco ref lected the most positive

perception of the change process and believed that the process

had the potential to provide greater challenges, satisfaction,

incentives, personal development and progress, this was

evidently not effectively communicated to staff, who sees the

change process as a threat. 

Furthermore, meeting the challenges of the change process

demands the highest calibre of leaders and managers who are

prepared and able to embrace change through developing

management practices and raising the level of strategic thinking

within their institutions (Newby, 2003). The results indicate that

there is a need for individuals, especially Deans and Directors, to

possess greater and improved skills in order to manage the

process of change. They need to play their role more

enthusiastically and have a better understanding of their

responsibilities. The Directors and Deans cannot be held

accountable as it is clearly evident that the Executive did not

invest further or sufficiently in the professional development of

managers and leaders at all levels within the institutions to equip

them to understand and effectively manage the change process.

In addition, it is evident that insufficient attention was given to

the ‘people’ aspect and the feelings of the staff. Price (1994: 37)

asserts that “the effective operation of a university depends on

the willing assent of the staff to work within whatever structure

is prescribed. All your mistakes will be people mistakes; and your

successes will be people successes”. The creation of an “informal

atmosphere of teamwork, co-operation and purpose is immensely

more important than the formal structural framework within

which it purports to take place” (Price, 1994: 42). Clearly the new

management paradigm of managing people through managing

feelings was not adopted.  The results indicate that difficulties in

the change process can be attributed to:

� poor and insufficient communication about, and knowledge

on how to manage, the change process.

� the lack of strong leadership to provide new direction, to

motivate people to change their behaviours and activities

consistent with the new direction and to coach them on how

to overcome obstacles to change.  

Recommendations

Evidently, the communication factor has emerged many times.

Hence, tertiary educational change managers need to act

responsibly by conveying messages effectively so that staff

understand and accept the process of change. Such information

must relate the factual message and latest developments at

tertiary educational institutions. In this way, staff attitude to

change can be nurtured in a positive light.

Staff is definitely perceived as viewing the change process as a

threat. A natural reaction to feelings of uncertainty is to resist

MANAGEMENT OF CHANGE84

Figure 3: Recommendations for Effective Change Management



change. Staff are affected by changes, based on their

perceptions, feelings, behaviour, knowledge and hence,

attitude. With the rationalisation and merger initiatives at

tertiary educational instit utions, staff is uncertain, feel

threatened and insecure about their future. Hence, it is

recommended that during the change process, constant

feedback be given to staff, with a simultaneous step-by-step

communication of all activities. Tertiary change managers

need to be more attentive towards the attitude of staff. Since

the attitudes of staff are influenced by people and situations,

improvement in these areas can change the overall attitude of

staff toward the current changes. In addition, due

consideration and emphasis should be placed on staff

participation in the change process due to its potential to

facilitate effective change (Figure 2).

Recommendations based on the results of the study aimed at

improving communication, the management of staff attitude

and behaviour and staff participation during the change

management process are presented in Figure 3.

Conclusion

Critical to effective change management is the process of

managing change and the need for strong leadership.

Furthermore, social systems need to be harnessed and 

staff attitude and behaviour need to be monitored. This

requires the formulation of a strategic model, taking

cognisance of all aspects of change. In this way, plans for 

new situations can be more decisive. Recommendations 

with regards to managing the change process, developing

strong leadership and managing social systems in a change

process are presented in Figure 4.

A significant conclusion is that tertiary educational change

managers need to undertake the change management task

with the commitment, dedication and support of all staff. 

For too long, change managers have focused on adopting

logical, rational arguments to change the behaviour of

individuals (Seijts & O’Farrell, 2003). There is a need for 

a holistic approach to change management. Helping people 

to see or feel problems, solutions or progress will influence

their emotions, which in turn, enhances their commitment 

to behavioural change or reinforces change behaviour (Seijts

& O’Farrell, 2003). Undoubtedly, the external factors,

especially the national plan for tertiary educational

instit utions, government legislation and f luct uating 

markets, together with the internal systems and processes,

ref lect the enormit y of the role and task of tertiary

educational change managers. 

With changes, higher education can establish itself on its

strengths, creating the emergence of high powered tertiary

educational institutions as a driving force to build dynamic

institutions, which is certainly required for the twenty first

century.

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Figure 4: Critical recommendations – managing the change process and the need for strong leadership



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