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

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

THE MANAGEMENT OF CHANGE AT SELECTED

HIGHER EDUCATION INSTITUTIONS:
AN EXPLORATION OF THE CRITICAL INGREDIENTS
FOR EFFECTIVE CHANGE MANAGEMENT

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 historical elections of 1994 created immense changes in by observing internal pressures and then creating suitable
stabilising South Africa in the political, economic, social and organisational responses. According to the Green Paper on
educational environment. This emergence and the national Higher Education Transformation (1996), higher education will
plan for higher education compelled the educational sector to have to generate the skills and technological advancements
change, reposition itself and make alterations to the necessary for successful economic participation in the global
fundamental areas of its structure and operations. Hence, the market. It is clear that the redirection of the area of focus for
co-operative links of society, deregulation, the pressures of higher education is towards solving socio-political and
politics and government, and global changes made a economic problems.
compelling demand on the educational sector to change.
Education has a remarkable potential to achieve the economic The provision of skills development by tertiary educational
and social expectations of society (Varghese, 2004). The higher institutions makes graduates the country’s assets since they
education agenda is far broader than ever before, placing greater substantially contribute to the escalation of economic growth.
responsibilities and choices on the leaders in this arena (Newby, Hence, institutions are needed to negotiate market forces
2003). The emphasis is on higher education’s crucial role in successfully in order to address the country’s resource needs
terms of the knowledge and information it brings in promoting while preserving and building on core principles (New
social progress and values. Directions for Student Services, 2000). The implication is that
we need to build and sustain academic environments that will
South Africa’s labour force is the essential resource for the prepare educated citizens who will contribute effectively to the
progression and upliftment of the economy, and higher needs of the economy and society. Thus, education is an
education’s contributory role is required to provide the important source of the productivity of labour, impacting on
necessary skills. The mutual dependence between higher the economy and making higher education more responsive to
education and the economy, and between higher education and market needs, while simultaneously providing for the
government has created a different kind of parallel, the focus of workforce and keeping pace with its goals. Such an alignment
which lies in social needs, in boosting the economy, and being of institutional and societal values will stimulate the
able to position itself in the global marketplace. Hence, the educational environment and therefore, enhance the
country has to pace itself accordingly. Similarly, politics intellectual pursuits of people.
influence the economic and social spheres of society, impacting
on the economy, job creation and education. The Change in Higher Education
transformation of the higher education system has been shaped The present focus in the educational arena at national and
by political changes. Sociopolitical change can be anticipated institutional levels is change, transformation and transition.
The aim is cost effectiveness and is often achieved through
Requests for copies should be addressed to: P Govender, School of Human Resource
Management, University of Kwa-Zulu Natal (Westville Campus), Private Bag
mergers and restructuring which may entail rationalisation. The
X54001, Durban, 4000 concept ‘change’ is global and unavoidable. Seijts and O’Farrell

78
 GOVENDER, MOODLEY, BRIJBALL PARUMASUR 79

(2003) state that change involves risk and requires the creation organisation’s employees, who have to be redirected in terms
of new systems. Massive change is impacting on all facets of of their focus, output and responsibilities as part of an internal
society, creating new dimensions and great uncertainty and, the change effort”. In addition, throughout the change process,
issues facing us today is how to manage such change (Bowin, managers need to, inter alia, outline goals, evaluate current
2001). The momentum of change has an impact on structures situations, assess salient features of end results of change and
and operations within tertiary educational institutions. This investigate what is required in order to change. Smit and
requires effective managerial leadership and governance of Cronje, cited in Van der Waldt & Knipe (1998: 30), reflect that
tertiary institutions. With relevant role competencies, drive, the change management process can be sub-divided as follows:
motivation, enthusiasm and people management skills amongst “Awareness of the forces for change, recognition of the need
other salient competencies, tertiary change managers can for change; diagnosis of the problem; identification of
oversee the change process with optimism. The notion of alternatives for the development of the organization;
predicting the traditional ways of doing things is non-existent. recognition of the restricting circumstances; selection of a
Change re-energises the system, promotes growth and creates method for change; and implementation and monitoring
challenges for people. Fox, Schwella and Wissink (1991) submit change strategies”. In the context of a tertiary educational
that change is not limited to modif ying organisational environment, the change management process is an organised
processes. Hence, besides facing the usual perennial matters of and planned approach, incorporating strategy, structure and
quality, accountability and cost effectiveness, tertiary change training, amongst other aspects aimed at organisation renewal.
managers are required to seek new solutions to growing Therefore, a well structured change management process may
demands in a multicultural environment. These include re- facilitate change. Outstanding qualities such as
examining and altering essential aspects of its structure and transformational, charismatic and visionary leadership which
operations, whilst facing complexities and challenges. thrive on organisational transformation are of relevance to
Therefore, the change process needs strong leadership support. organisations where dynamic changes are planned. Reflections
A salient point of Seijts and O’Farrell (2003: 3) is that leadership on the positive aspects of change is beneficial when viewing
“includes establishing a new direction for the organization, the long-term goals of the institution. The deduction is that
inspiring people to change their behaviors and routines although change managers are faced with a major initiative
consistent with the new direction, and coaching them on how involving complexities, their vision, drive, role competencies,
to overcome barriers to change”. Hence, in addition to and resources, can enable a smooth transition.
management skills, coaching and guiding behaviours are of
primary importance in major transformation processes Objectives of the study
(Eisenbach, Watson and Pillai, 1999).
To assess the perceptions of the Executive Management
(Manco, Deans, Directors) of the change management process
Change management also comprises efforts to alter the in terms of communication, staff attitudes and participation
behaviour of individuals (to reduce fears or stereotypes), to in the process.
increase their confidence in themselves and to make them more
To evaluate the perceptions of the Executive Management of
open, co-operative and trusting. Tertiary change managers need how the changed situation will impact on the efficiency and
to take cognizance of the existence of staff resistance to change. effectiveness of the institution in the short and long terms.
Unavoidable changes in tertiary institutions affected staff in
To understand how the relevant constituencies (staff,
numerous ways. With the merger of tertiary educational students, management) understood and accepted the change
institutions, the following were evidenced: poor staff morale, process.
staff insecurities due to possible retrenchments, redundancies
To develop a model/framework that will identify the critical
and redeployment (Seijts and Farrell, 2003). Seijts and Farrell factors and present recommendations that will contribute to
(2003: 2) assert that “Unless the need to change is perceived as effectively managing change in education.
an effort to create positive outcomes including, but not limited
to, the expansion of personal power and a more interesting job, Hypotheses
individuals can be expected to resist the initiatives that are part Hypothesis 1
of the overall change effort”. According to Hammond (1999: The opinions of Executive Management (Manco, Deans, Directors)
35), “… it is simply not sustainable to ignore people’s regarding the impact of communication, behaviour, feelings, knowledge,
development needs. Giving employees the potential for personal participation and overall attitude on change management respectively,
growth is, in the long-term, the only real alternative to job significantly relate to each other.
security. Employers who do not pay attention to the
development needs of their staff will only lose people faster”. Hypothesis 2
Chang (1994: 90) submits the importance of realizing that There is a significant correlation between the perceptions of
“attitudes are both cognitive and highly emotional – our minds Manco and Directors regarding the impact of the new
form the attitudes, and we often react to them on a gut level”. situation on their effectiveness and efficiency in the short-term
Attitudes in a work environment reflect people’s feelings and long-term.
towards their work. An attitude is the way one thinks, feels and
acts toward some aspect of the environment. The respective Hypothesis 3
cognitive, affective, and behavioural aspects determine attitudes There is a significant correlation between the perceptions of
(Dailey, Keenan and Tayeb, 1994). In addition, Gibson, Deans regarding how the change process was accepted and
Ivancevich and Donnelly (1994) maintain that a person’s understood by the relevant constituencies (staff, students) at the
cognitive style is established by both perception and judgement. various institutions.
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 METHOD
attitude cannot be discussed in isolation. The implication is that
by nurturing positive attitudes with staff, the goals of change Research design
management can be accomplished. The research methodology has been designed to determine staff
behaviour and attitude and its impact on change management,
According to Van Tonder (2004: 189), “The pivotal role of
incorporating relevant aspects of the change process pertinent
management in change has been articulated from many
to tertiary educational institutions. The use of both quantitative
different perspectives. It is obvious that the manager is the
and qualitative data provides a balanced evaluation of the
primary interface or buffer between environmental change
findings of the study.
that necessitates adaptation by the organisation, and the
80 MANAGEMENT OF CHANGE

Sample Administration of the measuring instrument

The population comprised of all decision-makers involved in The questionnaires were personally administered to the subjects
managing the change process, namely, the Management over a period of two months. First subjects were telephonically
Committee (Manco), Deans and Directors of the administrative informed about the nature, purpose of, and rationale for, the
departments. The population comprised of 68 employees. The study and personally requested to participate in the study. Once
sample of 48 subjects was drawn using a stratified random approval was obtained, the measuring instrument was delivered
sampling technique to ensure representation from the strata of either to the subject or the secretary in a sealed envelope.
the designated groups of interest. The three strata included Subjects were given a week to allow the sufficient time for the
Manco, Deans and Directors of the Administrative Departments subject to introspect and think about each item. Questionnaires
(Finance, Personnel, Student Affairs, Buying and Stores Division were returned using the internal mailing system to ensure
and Research Administration). These groups of individuals are anonymity or a self-addressed stamped envelope.
staff employed at three universities in the KwaZulu-Natal region,
namely, University of Durban-Westville, University of Natal Analysis
(Durban and Pietermaritzburg campuses) and the University of Descriptive statistics (means, standard deviations) were used to
Zululand. The probability sampling technique was used to analyse the quantitative data. The perceptions of employees of
ensure representativity and enable the generalisability of results the change process were rated using itemised rating which
within the boundaries of the study. The response rate of 71 % ranged from poor (1) to very well (5). The key variables included
was achieved. communication, behaviour, feelings, knowledge, participation,
management, and overall attitude; and respondents were
Measurement requested to indicate their responses, using the 5 point Likert
In the absence of an established questionnaire on change scale. Perceptions of executive management (Manco, Deans,
management in an educational tertiary environment, a self- Directors) regarding these variables were assessed using
developed questionnaire served as the basis of data collection. inferential statistics. The statistics used included analysis of
The structured questionnaire consisted of Section A : biographic variance (ANOVA) and chi-square correlation. The data from the
information, and Section B comprising of items relating to the questionnaires were captured using Excel (Version 5) and
change process. In Section B, question one, respondents were processed with the use of Simstat.
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 RESULTS
on a 5-point Likert scale ranging from strongly disagree (1),
disagree (2), neither agree/not disagree (3), agree (4) to strongly Descriptive statistics
agree (5). This format further enhanced the comparability of The perceived impact of the variables of the study
responses to all questions. The neutral choice in the middle of (communication, behaviour of employees, feelings and
the scale was used to identify respondents with no opinion or knowledge, participation) on the change management
those who chose not to make a choice. No incidents of a process (Figure 1).
respondent constantly choosing the neutral position were
found. Hence, the data was then used for further analysis. The
Overall attitude 36.42 63.58
questionnaire was formulated on the basis of identifying 24.76 75.24
recurring themes that surfaced during the literature review and Perceived participation 24.74 75.26
Percentage

items included in the questionnaire related directly to the Perceived knowledge 23.92 76.08
constructs being measured. This ensured face, content and
construct validity. The items in the questionnaire clustered Perceived feelings of staff 22.56 77.44

together to evaluate: Perceived behaviour of staff 24.61 75.39

The perceptions of the Management Committee, Deans and
Perceived level of communication 16.05 83.95
Directors regarding the manner in which the change process
was communicated. The effectiveness of the process of 0% 20% 40% 60% 80% 100%
communication and communication channels used were Variables
evaluated.

Executive Management’s perception of staff behaviour, Figure 1: Impact of the variables on the change management
feelings and knowledge (overall attitude comprising of the process and the degree of improvement needed
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 The results of the study, depicted in Figure 1, indicate that the
change process (cognitive component of attitudes), their perceived impact of the variables of the study on the change
feelings in terms of resistance to change, their levels of process, in descending level of impact (based on mean score
insecurity and commitment (affective component) and values) are:
response to changes taking place (conative/action
Perceived extent of participation in the change process –
component). 22,28 out of a maximum of 90 (24,76%)

Executive Management’s perception of their own knowledge
Perceived behaviour of staff in the change process – 24,61 out
and understanding of the change process. This was evaluated of a maximum of 100 (24,61%)
in terms of their understanding of policies and rationale for
Perceived knowledge of management and staff – 23,92 out of
change. a maximum of 100 (23,92%)

Executive Management’s perception of the level of
Perceived feelings of staff – 42,86 out of a maximum of 190
participation of staff in the change process. This was (22,56%)
evaluated in terms of their perception of the extent to which
Perceived level of communication during the change process
staff was allowed to participate and contribute to the change – 6,42 out of a maximum of 40 (16,05%)
process.
With regard to the overall attitude, the mean score was 142,3

Executive Management’s perception of the management of, out of a maximum of 390 (36,42%).
and impact of, the change process. This was assessed in terms
For each variable, the segment on the right of the bar signifies the
of their perceptions of the impact of the new situation in
degree of improvement needed. There is a definite need for
providing challenges, satisfaction, incentives, opportunities
improvement in communication, which has a significantly low
for personal development and progress.
score. Of grave concern is that whilst participation has the
 GOVENDER, MOODLEY, BRIJBALL PARUMASUR 81

highest mean, the overall average is far too low. The implication
With regard to the new situation providing opportunities for
is that even the level of participation of staff during the change personal development, Manco reflected the highest score
process was perceived to be unsatisfactory. Other areas that (Mean = 4,17), followed by Deans (Mean = 3,93), and
could be improved are feelings and knowledge. Directors (Mean = 3,60). The overall average is 3,9.

With regard to the new situation resulting in progress,
Understanding of Executive Management of the policies and Manco reflected the highest score of (Mean = 4,17), followed
rationale for change by Deans (Mean = 4,00), and Directors (Mean = 3,27). The
TABLE 1 overall average is 3,81.
EXECUTIVE MANAGEMENT’S UNDERSTANDING OF POLICIES
AND RATIONALE FOR CHANGE 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
Variable Manco (8) Deans(8) Directors(8) Overall progress). On the whole, the Executive Management believes
Average (8) that the new situation, in descending level of overall average
Understanding of 4,00 3,67 4,20 3,96 scores, has the greatest opportunity to provide challenges,
policies personal development to staff, satisfaction to employees,
opportunities for progress, and lastly, incentives to staff.
Understanding 4,33 3,80 4,07 4,07
rationale for change
Threat of changes to stakeholders
Manco’s perception of the current changes being a threat to
The results in Table 1 indicate that the level of understanding of Manco, staff and students were analysed using mean scores.
Manco, Deans and Directors of the policies and rationale for Manco perceives that the current changes poses the greatest
change, in descending level (based on mean scores), was as threat to staff (Mean = 3,67), and then to students (Mean = 2,50)
follows: and least to themselves (Mean = 1,67). There is a significant

Directors reflected the highest level of understanding (Mean mean difference in current changes being a threat to Manco and
= 4,20) of policies, followed by Manco (Mean = 4,00), then staff. Whilst staff is perceived as viewing the changes as a threat
Deans (Mean = 3,67). (Mean = 3,67), Manco does not see the changes as being a serious

With regards to the rationale for change, Manco displayed the threat (Mean = 1,67).
highest degree of understanding (Mean = 4,33), followed by
Directors at 4,07, and Deans at 3,80. Perceived impact of the changed situation on efficiency and
effectiveness
The low mean scores, obtained for the level of understanding of The impact of the new situation to efficiency and effectiveness
the change process, is reflected by Deans, for both issues in the short-term and long-term as perceived by Manco and
relating to policies and rationale for change. Directors were reflected as follows:

In the short-term, Directors perceived the new situation as
Perception of the changed process in providing challenges, having more of a negative impact on efficiency and
satisfaction, incentives, personal development and progress effectiveness (Mean = 3,67) as compared to Manco (Mean =
3,08).
TABLE 2
The perceptions of Manco and Directors regarding the impact
EXECUTIVE MANAGEMENT’S PERCEPTION OF THE NEW
of the new situation on efficiency and effectiveness are
SITUATION IN PROVIDING CHALLENGES, SATISFACTION,
reversed in the longer term.
INCENTIVES, PERSONAL DEVELOPMENT AND PROGRESS

Inferential statistics
Variable Manco (8) Deans(8) Directors(8) Overall Communication and Knowledge across the institutions of
Average (8) learning (University of Zululand, University of Natal,
University of Durban-Westville).
Providing challenges 4,42 4,40 4,33 4,38
The perceptions of the Executive Management (Manco and
Providing satisfaction 4,17 3,60 3,80 3,86
Directors, Deans and Manco, and Directors and Deans)
Providing Incentives 3,67 3,53 3,07 3,42 regarding the impact of the variables of communication,
behaviour, feelings, knowledge, participation, management and
Providing Opportunities 4,17 3,93 3,60 3,90 overall attitude on change management respectively were
for personal development
correlated.
Resulting in progress 4,17 4,00 3,27 3,81
The perceptions of Manco and Directors regarding the impact
of the variables on the change management process were
When comparing the new situation with the present one in correlated (Table 3).
terms of challenges, satisfaction, incentives, personal
development and progress, the following results (as depicted in From Table 3, the following were noted:
Table 2) were obtained:
Manco’s perceptions of communication shows a significant,

With regard to the new situation providing challenges, but inverse correlation with Directors’ behaviour (r = -0,631;
Manco reflected the highest score (Mean = 4,42), followed by p = 0,028). Manco’s knowledge of the change process
Deans (Mean = 4,40), and then Directors (Mean = 4,33). The correlates significantly, though inversely with Directors’
overall average is 4,38. participation in the change process (r = -0,576; p = 0,05).

With regard to the new situation providing satisfaction, Manco’s participation in the change process correlates
Manco reflected the highest score (Mean = 4,17), followed by significantly, but inversely, with Directors’ behaviour (r =
Directors (Mean = 3,80), and Deans (Mean = 3,60). The -0,666; p = 0,018). The inverse relationships emphasize the
overall average is 3,86. call for concern. No other relationships show significance.

With regard to the new situation providing incentives, Manco
The perceptions of Manco and Deans regarding the impact of
reflected the highest score (Mean = 3,67), followed by Deans
the variables on the change management process were correlated
(Mean = 3,53), and Directors (Mean = 3,07). The overall
(Table 3). From Table 3, the following were evident:
average is 3,42.
82 MANAGEMENT OF CHANGE

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

Manco’s perceptions of behaviour correlates significantly (r = 0,741; p = 0,002) of the change process. Deans’
with Deans’ communication (r = 0,592; p = 0,043) and with communication correlates significantly, but inversely with
Deans’ perceptions of participation (r = 0,621; p = 0,031). the Director’s perception of participation (r = -0,600; p =

Manco’s knowledge correlates significantly with Manco’s 0,018), Deans’ feelings correlates significantly, though
knowledge (r = 0,713; p = 0,009), and Manco’s knowledge inversely, with the Director’s overall attitude (r = -0,536; p =
correlates significantly with Deans’ management of change 0,040), and Deans’ participation correlates significantly, but
(r = 0,699; p = 0,011), and Deans’ overall attitude (r = 0,886; inversely, with the Director’s communication (r = -0,515; p
p = 0,000), respectively. No other relationships show = 0,050). It is clear that Directors and Deans’ view
significance. communication and participation in the change process
differently. They also reflect differing feelings and overall
The perceptions of Deans and Directors regarding the impact of attitudes to the change process. No other relationships
the variables on the change management process were correlated show significance.
(Table 4).
Perceived impact of changed situation on efficiency and
From Table 4, the following were evident:
effectiveness

Deans’ perceptions of communication correlates
The results indicate that there is no significant correlation
significantly with Director’s perceptions of communication
between the perceptions of Manco and Directors regarding the
 GOVENDER, MOODLEY, BRIJBALL PARUMASUR 83

impact of the new situation on their effectiveness and efficiency DISCUSSION OF RESULTS
in the short and long terms (Table 5).
The results indicate that communication in the change process was
TABLE 5 perceived in the most negative light. This is of grave concern since
CHI-SQUARE STATISTIC: IMPACT OF CHANGE ON effective communication is considered to be the critical element in
EFFECTIVENESS AND EFFICIENCY effectively managing change. Errors made due to managers’
behaviour being inappropriate such as “under-communication,
Variable Value df p lack of goal-setting, and poor team-management skills”, can lead to
“negative outcomes”, meaning that change agents can change both
Impact of new situation on effectiveness 11,998 12 0,446 their “own – and organizational – performance if they change their
and efficiency: short-term
own behaviour” (Seijts & O’Farrell, 2003: 2). This is particularly
Impact of new situation on effectiveness 12,540 12 0,403 important as the results of this study indicate that insufficient
and efficiency: long-term 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
The results in Table 5 confirm that hypothesis 5 may be refuted
convergence of universities and rightsizing initiatives, staff feel
at the 5% level of significance.
threatened, uncertain and disempowered. Therefore, staff need to
Perceived acceptance and understanding of the change process feel consulted and involved in processes. According to Tam (1999),
it is not structures alone that will create a sense of cohesion but
The results of the study reflect that there is no significant with vision, goal setting and motivation, modifications to staff
correlation between the perceptions of the Deans regarding how behaviour can occur. An initial step is for the leader to pave the way
the change process was accepted and understood by staff and for the change and to create an environment of teamwork, co-
students respectively (Table 6). operation and purpose. Clearly, the results indicate that staff
attitude (comprising of the triad of feelings, knowledge and
TABLE 6 behaviour) to the change process needs to be taken seriously,
CHI-SQUARE STATISTIC: DEAN’S PERCEPTION OF STAFF AND STUDENTS’ especially because feelings of staff can have a tremendous
ACCEPTANCE AND UNDERSTANDING OF THE CHANGE PROCESS influence on the change process as a whole.

Although standardized procedures and equity concerns are, inter

Variable Value df p alia, standard features of a higher educational system, the
effectiveness of tertiary educational institutions are attributed
Perceived acceptance and understanding of 1,632 1 0,201
change process by staff to the contribution and dedication of all staff. In South Africa,
the merger and rightsizing initiatives have affected tertiary staff.
Perceived acceptance and understanding 4,463 4 0,347 Seijts & O’Farrell (2003) assert that only recently have managers
of change process by students begun to consider the emotional content and impact of a
message in communicating organisational change. Change is
The results in Table 6 reflect that hypothesis 6 may be rejected essentially about feelings and if companies need workers to
at the 5 % level of significance. contribute with their heads and hearts, they have to accept that
emotions are an essential aspect to the new management style
The results of the study are graphically presented in Figure 2. and how to deal with them is critical (Seijts & O’Farrell, 2003).

Figure 2: Results of the study

84 MANAGEMENT OF CHANGE

The following results of the study raise several aspects of process of change. They need to play their role more
concern which is indicative of poor change management: enthusiastically and have a better understanding of their

An unacceptable level of understanding of policies and responsibilities. The Directors and Deans cannot be held
rationale for change, especially reflected by Deans. accountable as it is clearly evident that the Executive did not

A poor impression of the impact of the changed situation on invest further or sufficiently in the professional development of
challenges, satisfaction, incentives, personal development managers and leaders at all levels within the institutions to equip
and progress, especially reflected by Directors. them to understand and effectively manage the change process.

Staff view the change as a threat. In addition, it is evident that insufficient attention was given to

Perceived negative impact of the change process in the short the ‘people’ aspect and the feelings of the staff. Price (1994: 37)
term, reflected by Directors. asserts that “the effective operation of a university depends on

The inverse correlations between communication and the willing assent of the staff to work within whatever structure
behaviour, knowledge and participation, participation and is prescribed. All your mistakes will be people mistakes; and your
behaviour and communication and feelings imply successes will be people successes”. The creation of an “informal
incongruence in the system. atmosphere of teamwork, co-operation and purpose is immensely
more important than the formal structural framework within
The aforementioned results clearly reflect an inadequate level which it purports to take place” (Price, 1994: 42). Clearly the new
of communication and the unsuitable nature of management paradigm of managing people through managing
communication from the Executive to the various levels of feelings was not adopted. The results indicate that difficulties in
staff. If Deans and Directors, who have a close link with the the change process can be attributed to:
Executive Management, are uncertain about the policies,
poor and insufficient communication about, and knowledge
rationale for change, process and impact of the change process, on how to manage, the change process.
then staff insecurity, under-communication, lack of goal-
the lack of strong leadership to provide new direction, to
setting and poor team-management skills are obvious negative motivate people to change their behaviours and activities
outcomes. Whilst Manco reflected the most positive consistent with the new direction and to coach them on how
perception of the change process and believed that the process to overcome obstacles to change.
had the potential to provide greater challenges, satisfaction,
incentives, personal development and progress, this was Recommendations
evidently not effectively communicated to staff, who sees the Evidently, the communication factor has emerged many times.
change process as a threat. Hence, tertiary educational change managers need to act
responsibly by conveying messages effectively so that staff
Furthermore, meeting the challenges of the change process
understand and accept the process of change. Such information
demands the highest calibre of leaders and managers who are
must relate the factual message and latest developments at
prepared and able to embrace change through developing
tertiary educational institutions. In this way, staff attitude to
management practices and raising the level of strategic thinking
change can be nurtured in a positive light.
within their institutions (Newby, 2003). The results indicate that
there is a need for individuals, especially Deans and Directors, to Staff is definitely perceived as viewing the change process as a
possess greater and improved skills in order to manage the threat. A natural reaction to feelings of uncertainty is to resist

Figure 3: Recommendations for Effective Change Management

 GOVENDER, MOODLEY, BRIJBALL PARUMASUR 85

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

change. Staff are affected by changes, based on their to see or feel problems, solutions or progress will influence
perceptions, feelings, behaviour, knowledge and hence, their emotions, which in turn, enhances their commitment
attitude. With the rationalisation and merger initiatives at to behavioural change or reinforces change behaviour (Seijts
tertiary educational institutions, staff is uncertain, feel & O’Farrell, 2003). Undoubtedly, the external factors,
threatened and insecure about their future. Hence, it is especially the national plan for tertiary educational
recommended that during the change process, constant institutions, government legislation and fluctuating
feedback be given to staff, with a simultaneous step-by-step markets, together with the internal systems and processes,
communication of all activities. Tertiary change managers reflect the enormit y of the role and task of tertiary
need to be more attentive towards the attitude of staff. Since educational change managers.
the attitudes of staff are influenced by people and situations,
improvement in these areas can change the overall attitude of With changes, higher education can establish itself on its
staff toward the current changes. In addition, due strengths, creating the emergence of high powered tertiary
consideration and emphasis should be placed on staff educational institutions as a driving force to build dynamic
participation in the change process due to its potential to institutions, which is certainly required for the twenty first
facilitate effective change (Figure 2). century.

Recommendations based on the results of the study aimed at

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