Testing a Model of User Resistance Towards Technology Adoption in Construction Organizations

Gao

et al. 2020

IMDS

PurposeUser resistance to change has been identified as a significant cause of information system (IS) implementation failure. Previous studies have proposed antecedents of user resistance to change. However, whether project leadership (e.g. authoritarian leadership) can lead to user resistance to change remains unclear. By drawing on project leadership, affective event theory and contingency theory of leadership, the authors address this void by empirically examining whether authoritarian leadership can lead to user resistance to change through the mediation of negative emotion and whether the magnitude of this mediation depends on the power distance level.Design/methodology/approachThis study examines the authors’ research model that integrates authoritarian leadership, negative emotion, power distance and user resistance to change using data from a matched-pair survey of 278 users and their supervisors involved in IS project implementation in China.FindingsNegative emotion plays a mediating role in the relationship of authoritarian leadership and user resistance to change. In addition, power distance moderates the relationship between authoritarian leadership and negative emotion and the indirect effect of authoritarian leadership on user resistance to change in IS project implementation through negative emotion.Originality/valueThe authors’ research provides a comprehensive understanding of the antecedents of user resistance to change in IS project implementation and ultimately contributes to the IS project implementation literature and practice.

Section: Hypothesis Developmentmentioning

confidence: 99%

Effect of authoritarian leadership on user resistance to change: evidence from IS project implementation in China

Gao

et al. 2020

IMDS

Int. J. Innovation Technol. Management

Critical Factors Related to Student Success Technology

VanDerSchaaf

Daim

2020

This study examines university students’ perspectives on student success technology. Efforts to improve graduation and retention rates for undergraduates (i.e. “student success”) and initiatives to enhance the overall student experience are critical for higher education administrators, faculty and staff. These actors are significantly dependent on technology and technology-mediated services. To help understand student perspectives on online services related to student success, this study uses data from a 2016 survey of ABC University students about the importance and satisfaction that students placed on accomplishing key tasks online ([Formula: see text] respondents). The main questions in this inquiry are: (1) What, if any, factors, or latent variables, are in the data set? (2) If there are latent variables, what might they tell us about students’ perspectives on accomplishing critical online tasks? The study’s main findings are that five factors — navigation, tactical, funding, personalization and planning - are present in the data and statistically significant. The findings also suggest that a sixth factor, funding, is not significant. This study contributes to the literature by supporting the notion that there is harmony between the technology that universities utilize to support students and the value that students derive from such tools.

Int. J. Innovation Technol. Management

Technology-Induced Stress and Employee Resistance in the Context of Digital Transformation and Identification of Countermeasures

Bausch,

Kraemer,

Mauroner

2024

In the face of increasing digitization, companies must make significant changes to their offerings and operations to remain competitive. This digital transformation of organizations includes a digital transformation of the workplace, which is often met with resistance from employees. While it is recognized that reducing employee resistance is crucial for organizations, there is a limited understanding of the antecedents of employee resistance in the context of digital transformation, different resistance behaviors, and potential countermeasures. Drawing on technostress and employee resistance theories, we address these research gaps. Results from two empirical studies support our central prediction that digital transformation of the workplace causes technostress, which in turn promotes passive and active resistance behaviors among employees. Additionally, we highlight that organizations can use digital literacy facilitation to reduce employee technostress and resistance.