New higher education president integration: change and resistance viewed through social power bases and a change model lens

Gearin, Christopher A.

doi:10.1080/1360080x.2017.1354768

Cited by 9 publications

(15 citation statements)

References 32 publications

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“…expertise, coercive power, etc.) mark the potential to influence others and to use a specific set of influence tactics, whereas influence tactics mark the actual behaviors used to influence others (Boonstra and Bennebroek Gravenhorst, 1998;Gearin, 2017;Lines, 2007). Influence tactics are the behaviors used by change agents and others to alter the views, attitudes or behaviors of other people (Kipnis et al, 1980;Lee et al, 2017;Boonstra and Bennebroek Gravenhorst, 1998;Furst and Cable, 2008;Lines, 2007).…”

Section: Managerial Influence Tactics and Leading Changementioning

confidence: 99%

Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies

Friedman

Berkovich

2021

IJEM

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PurposePrincipals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.Design/methodology/approachThe study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools.FindingsThe results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics.Originality/valueThe research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes.

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Section: Managerial Influence Tactics and Leading Changementioning

confidence: 99%

Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies

Friedman

Berkovich

2021

IJEM

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“…French and Raven (1959) suggested a typology for six bases of power: reward, coercive, legitimate, expert, referent, and informational power. This typology has been widely used in management and organization studies (Gearin, 2017;Munduate & Bennebroek Gravenhorst, 2003;Tang, 2019), physical education (e.g., Lyngstad, 2017), and sport psychology (Potrac & Jones, 2009;Rylander, 2015;Turman, 2006). Yet, the bases of power are rarely as easily divided as they are in theory.…”

Section: Q6mentioning

confidence: 99%

A Longitudinal Study of Power Relations in a British Olympic Sport Organization

Feddersen

Morris

Storm

et al. 2021

Journal of Sport Management

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The purpose was to examine the power relations during a change of culture in an Olympic sports organization in the United Kingdom. The authors conducted a 16-month longitudinal study combining action research and grounded theory. The data collection included ethnography and a focus group discussion (n = 10) with athletes, coaches, parents, and the national governing body. The authors supplemented these with 26 interviews with stakeholders, and we analyzed the data using grounded theory. The core concept found was that power relations were further divided into systemic power and informational power. Systemic power (e.g., formal authority to reward or punish) denotes how the national governing bodies sought to implement change from the top-down and impose new strategies on the organization. The informational power (e.g., tacit feeling of oneness and belonging) represented how individuals and subunits mobilized coalitions to support or obstruct the sports organization’s agenda. Olympic sports organizations should consider the influence of power when undertaking a change of culture.

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“…Gearin (2017) suggested that resistance was a key factor contributing to change barriers and change failure in education (Al-Alawi et al. , 2019; Gearin, 2017). Most importantly, academia is recognised as an agent of change within communities.…”

Section: Introductionmentioning

confidence: 99%

“…Academic organisations harbour a natural Resistance behaviour 729 tendency to resist, regardless of whether change is taking place. Gearin (2017) suggested that resistance was a key factor contributing to change barriers and change failure in education (Al-Alawi et al, 2019;Gearin, 2017). Most importantly, academia is recognised as an agent of change within communities.…”

Section: Introductionmentioning

confidence: 99%

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Resistance behaviour among Indonesian academics experiencing policy change on international peer-review publication

Sahputri

Sujarwoto

Haryono

2022

IJEM

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PurposeThis study aims to investigate resistance behaviour among academics in an Indonesian institution of higher education. The context was institutional policy change on international peer-review publication, and the objective was to associate resultant resistance behaviour with personality, trust in management, social influence and intrinsic reward.Design/methodology/approachThe study used a cross-sectional design and surveyed 150 junior, mid-career and senior academics at the University of Brawijaya, Indonesia. Resistance behaviour was measured using Oreg's resistance behaviour instrument. Data were analysed using partial least squares structural equation modelling.FindingsDispositional resistance to change was the strongest factor in resistance behaviour among academics following the adoption of a new policy concerning international peer-reviewed publication, while intrinsic reward was the factor that most consistently contributed to all aspects of resistance. Trust in management and social influence within the academic organisation were related to resistance behaviour among academics to publishing in peer-reviewed journals.Originality/valueThis study proposes a multi-dimensional measure of attitude to investigate resistance behaviour in an academic organisation. This measure meets the challenges inherent in mapping invisible resistance behaviour in the context of an institution of higher education. The multivariate analyses that we used enabled us to compare and to test individual factors of resistance (i.e. dispositional resistance to change) and organisational factors of resistance (i.e. trust in management, social influence and intrinsic reward) simultaneously. This study is also the first investigation of academic resistance to policy change intended to improve research culture concerning peer-reviewed publications in Indonesia; the Indonesian case is interesting in the international literature on developing research culture as the country's educational system is still developing and is less likely to provide a positive research culture than institutions in countries with more established systems of higher education.

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New higher education president integration: change and resistance viewed through social power bases and a change model lens

Cited by 9 publications

References 32 publications

Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies

Influence tactics and “second-order” change in schools: case study research of principals' political behaviors and strategies

A Longitudinal Study of Power Relations in a British Olympic Sport Organization

Resistance behaviour among Indonesian academics experiencing policy change on international peer-review publication

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