Resistance behaviour to change among academics in Indonesia
A mixed method analysis of individual-contextual framework to overcome resistance in academics
Bibliographic Data
| ID | 22109840 |
|---|---|
| Authors | Sujarwoto (0000-0003-4197-4592, University of Brawijaya), Rindi Ardika Melsalasa Sahputri (0000-0001-7685-2224, University of Bangka Belitung, corresponding author), Tri Yumarni (University of Brawijaya) |
| Year | 2025 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2025-12-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cogent Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2331-1886 • E-ISSN: 2331-1886 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23311886.2025.2581927 |
| OpenAlex | W4415960095 |
| Language | EN |
| References cited | 51 |
This study aims to investigate resistance behaviour in higher education in Indonesia, especially in the context of resistance to policy change in reputable international publications. This study offers a mixed-methods approach, employing an explanatory sequential design to investigate the individual-contextual factors and the mechanisms by which these factors influence resistance. A random sample of (N = 208) Indonesian faculty members from 20 universities completed an online survey, followed by in-depth interviews with 12 junior, middle and senior academics. Partial Least Squares (SEM-PLS) was used to test the hypothesis, while narrative analysis was conducted to analyse qualitative data. The research indicates that both individual and contextual factors affect faculty resistance behaviour, with individual factor (personality traits against change), being the most prominent. Contextual factors that significantly influence resistance are research flexibility, career advancement opportunities, career prestige, job security. Information regarding changes and trust substantially, though partially, affects behaviour. This study enhances comprehension of employees’ behaviour in higher education amidst organisational change by extending Oreg’s individual-contextual framework to an educational setting. It contributes theoretically by integrating process and outcome variables and empirically by advocating for a strategic change management approach tailored for higher education institutions
Higher education · Narrative · Qualitative research · Higher Education Governance and Development · Job Satisfaction and Organizational Behavior · Organizational Leadership and Management Strategies
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| Highly cited | No |
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