Resistance to change in UK universities : a Habermasian perspective

Abstract

This thesis examines the potential for argumentation as a form of resistance management during change within the context of UK Higher Education Institutions. Resistance to change is an area that has received considerable attention, with many scholars attributing it as a significant reason why change initiatives fail. However, resistance is seldom studied in depth within the UK higher education context. The resistance to change literature is also split regarding the most effective ways to manage resistance. Decades of research have yielded mixed results for virtually all techniques (Huy, Corley and Kraatz, 2014; Furst and Cable, 2008; Ford, Ford and D'Amelio, 2008). This suggests a need for a more context-specific approach. Within the higher education context, many scholars argue that there is a need for more constructive conflict at universities during change (Hughes, 2007; Bland et al., 2005). Argumentation may be particularly useful in this context as a result, as argumentation theory is designed to encourage rational debate and resolve conflict. In order to test this assumption, this study interviewed 37 academics from 12 institutions from England and Scotland. The interviews were semi-structured and were analysed using a thematic approach to data analysis with an interpretivist perspective. The findings yielded both practical and theoretical contributions. The practical contributions included guidance to management on how to encourage desirable resistance-type behaviours and avoid undesirable ones. Desirable resistance-type behaviours can generate mutually beneficial outcomes to both management and staff. One of the theoretical contributions of this study is developed validity claims that help communicative action theory to address some of its key criticisms, enhancing its practical value to this context. Additionally, enhanced understanding of the resistance phenomena was achieved by examining it through the lens of communicative action.