Strategies for leading change in IIUM : case study of Kulliyyah

Abstract

The purpose of this study was to explore the change strategies adopted by educational leaders in Kulliyyah at the International Islamic University Malaysia and the challenges that hindered the leaders from implementing the change. Another primary focus of this research was to discover the strategies that had been applied in order to overcome the resistance to change among staff members. This study employed the qualitative approach. Data for the case study was generated from the in-depth interviews conducted with academic administrators. A total of six leaders (two males and four females) participated in the study. The findings revealed that there were two types of factors which influenced the implementation of change in higher education; namely the external and internal factors. Various elements were also observed to cause the resistance to change in Kulliyyah. These causes were strong enough to decelerate the change process. They were formed by the lack of many essential conditions such as resources, communication, motivation, involvement, and participation. Thus, there were different patterns of resistance among the staff in Kulliyyah. These ranged from intentional disregard to change and the negative attitude of disengagement towards change activities. The findings also indicated that leaders tend to adopt many strategies of leading change such as communication, facilitation and support, cooperation and manipulation, and enforcement. Senior leaders were also more successful than younger leaders in adopting change and coping with existing resistance. However, unless the strategies to overcome resistance were not improved, this may lead to failure of the change initiative or a dawdling rate of change at the very least. Further concerns which can be raised from the analysis include the lack of communication and information sharing, as well as the lack of resources and facilities in Kulliyyah. On a positive note, Kulliyyah had been successful in facilitating and enhancing the strategies of leading change such as improving staff involvement and leadership style, and in enhancing the general system and structure. Overall, the findings have contributed towards our better understanding of the leading change process in a higher education context, and thus are of potential benefit to academic leaders and administrators.