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The purpose of this paper is to identify the development of planned organisational change models (POCMs) since Lewin’s three-step model and to highlight key linkages between them.

A total of 13 commonly used POCMs were identified and connections with Lewin’s three-step framework and associated process attributes were made, reflecting the connections between these models and Lewin.

The findings show that first Lewin’s three-step model represents a framework for planned change; however, these steps could not be viewed in isolation of other interrelated processes, including action research, group dynamics, and force field analysis. These process steps underpin the iterative aspects of his model. Second, all 13 POCMs have clearly identified linkages to Lewin, suggesting that the ongoing development of POCMs is more of an exercise in developing ongoing procedural steps to support change within the existing framework of the three-step model.

The authors recognise that the inclusion of additional POCMs would help strengthen linkages to Lewin. The findings from this paper refocus attention on the three-step model, suggesting its ongoing centrality in planned organisational change rather than it being dismissed as an historical approach from which more recently developed models have become more relevant.

This paper presents opportunities for organisational change management researchers to challenge their thinking with regard to the ongoing search for model refinement, and for practitioners in the design and structure of POCM.

An analysis of the ongoing relevance of Lewin and his linkage with modern POCMs assist in rationalising the broadening, and often confusing literature on change. This paper therefore not only contributes to filtering such literature, but also helps clarify the myriad of POCMs and their use.

The purpose of this paper is to study the attitudes of higher education employees to the change with Lean at public universities in Morocco in order to determinate the factors of resistance to change and to look for the motivating factors that encourage these employees to participate in change project with Lean.

A questionnaire sent to all administrative and technical staff of higher education at five public universities in Morocco during year 2019. This study has analyzed both a person-oriented approach and a variable-oriented approach and characterized by using Lewin’s change model to manage change with Lean.

The results show that individual, organizational and group factors have a positive impact on employees’ attitudes toward change with Lean but individual factors are more important than other factors.

The research is limited to universities in Morocco and mainly public universities. It is only interested in the first stage in the change process with Lean (unfreezing). Understanding employee attitudes, determining motivation factors and the causes behind resistance to change before embarking in change journey with Lean Higher Education (LHE) enables the public universities in Morocco (management) to better prepare for change by reducing resistance to change to create a favorable climate to implement LHE.

The majority of research works to date focus on implementation of LHE without giving interest to the preparation of the organizational change, this last is very much requested to determine the driving and restraining forces in order to reduce the resistance to change that is the main reason of failure of many change programs. This paper attempts to determinate the factors of resistance to change which allows to the public universities in Morocco to overcome them before moving to the changing stage.

Higher education institutions (HEIs) worldwide are required to acquire accreditation for the sake of their academic reputation at the institutional as well as programs levels. Meeting the requirements of standards established by accrediting bodies can be daunting for HEIs undergoing accreditation for the first time. Drastic organizational change is required to overhaul and implement systems to meet the requirements of quality standards. HEIs in the Sultanate of Oman are determined to acquire and maintain institutional accreditation from the Oman Academic Accreditation Authority (OAAA). The purpose of this paper is to describe how a HEI has undergone organizational change to meet the requirement of the research–teaching nexus standard using Lewin’s and McKinsey 7-S change management models.

This is a qualitative research which made use of primary and secondary data. The primary data were collected through focus group discussions and workshops, and documents analysis while internet resources were used for secondary data. The dimensions of the research–teaching nexus were determined through review of the literature which became the basis for evaluating the HEI’s practices in the area. Lewin’s and McKinsey 7-S change management models were combined to provide the conceptual framework for describing the process of change the HEI undertook.

Lewin’s and McKinsey 7-S change management models allowed for a systemic and systematic perspective of the change required for the HEI to meet the research–teaching nexus standards and acquire institutional accreditation. The HEI documented its practices, conducted an evaluation and instituted the changes in the dimensions of the research–teaching nexus and the supporting 7-S elements. As final result, the HEI was granted institutional accreditation.

This is a case study of the experience of an HEI in the Sultanate of Oman in its effort to acquire institutional accreditation from the OAAA. However, this case study can provide insights to a larger audience of institutions in Oman and within the Gulf region (or even outside the region) that are in the process of going through a similar experience. For those who have already undergone a similar exercise, this case study can provide a valuable comparison.

The practical experience of the HEI in the Sultanate of Oman can provide valuable lessons/insights to those in the praxis of educational management and quality assurance in education.

Quality in education is a social issue. HEIs are pressured to acquire and maintain accreditation as evidence of quality. The case study provides the larger audience a perspective of how much effort HEIs place in this aspect.

This paper documented the experience of an HEI in the Sultanate of Oman. This is the first paper describing an HEI’s change process in a country which is also implementing a new academic accreditation system. In this paper, two change models – Lewin’s and McKinsey’s 7-S – were integrated to provide a more comprehensive perspective in analyzing organizational change. Review of the literature has shown that these two models have not been used together in one paper, providing novelty to otherwise “classic” models. This paper should be valuable to HEIs pursuing accreditation. It is a “universal” knowledge that acquiring accreditation is a major goal of all HEIs worldwide. The described process of organizational change should be insightful to those who are responsible for steering this process with the goal of acquiring accreditation. Educational leaders at the forefront and center of the change process should find in this paper a valuable reference material, providing a systemic and systematic view of the change they have to lead in order to acquire the much-coveted accreditation. Faculty, staff and students of HEIs can be advocates or sources of resistance. This paper should provide better understanding of the process of change and how they, as stakeholders, benefit from it. Finally, students of educational management and leadership should find this paper as a useful case study for class discussion.

Multiple models of organizational change provide guidance, goals and strategic steps for organizations to complete initiatives effectively. The purpose of this paper was to discuss the impact of transformational leadership as it relates to organizational change in the twenty-first century and propose a consolidated approach to planned organizational change useful for practitioners.

Practitioners and researchers can benefit by a strategy to apply models of change to organizational initiatives. It is proposed that models by Kotter (2012), Bridges (2017) and Lewin (1951) can be consolidated into a comprehensive approach to achieve successful organizational change. Transformational leadership is a critical component which bonds such models together and guides the leader’s role in the process.

Kotter, Bridges and Lewin’s approaches all share similar beliefs about the effectiveness of a transformational leader. First, people and process aspects of change take center stage. Second, urgency needs to unsettle or awaken the need for change. Third, people want to be part of the change process. By involving others, engagement, empowerment and buy-in all increase. Fourth, change will only last if it is embedded into the structures and systems which make up the organization’s culture.

The value of the consolidated approach to change proposed in this paper is that it meets leaders at their level of skill and experience, as it offers options depending on the needs of the organization and extent (depth) of the change required.

This paper provides an overview of the current body of knowledge surrounding the human response to change and transition. Models of the change process, as perceived by diverse and seemingly unrelated disciplines, are identified, compared, and contrasted by tracing the evolution of these models from seminal works through contemporary research. Surprisingly, a majority of the models studied were found to share two important characteristics: they follow Lewin’s 1952 three‐phase model of change; and they describe a degradation of capabilities in the intermediate stages of the change process. In a practical example, the authors explain their experimental verification of the change models’ applicability to an organizational change involving the introduction of teams. The interrelationship of developmental and change models is discussed. Finally, the importance to leaders and managers of developing an understanding of the current state‐of‐the‐art in human response to change and transition is discussed.

The purpose of this paper is to provide insights into the barriers for sustainability reporting practices in five different countries in the Indo-Pacific region.

This paper uses surveys and semi-structured interviews to explore the main barriers faced by the managers of listed companies in undertaking sustainability reporting.

The findings of the study reveal that the main barriers for sustainability reporting are attributable to lack of knowledge and understanding, additional cost involved, time constraints, lack of awareness and education in sustainability reporting and a lack of initiatives from government. These vary between three groups of countries: those with more developed reporting, those with less developed reporting and those with strong cultural constraints to reporting.

This study adapts Lewin’s field theory and three-step model of change to be applied to group dynamics at a broader country level rather than at an organisational level.

The barriers identified in this paper are important for reporting companies to come up with strategies to mitigate existing barriers and for regulatory authorities to provide subsidies and other incentives to supplement the efforts of these listed companies. Also, non-reporting companies could use the findings as a measure of cautiousness to set up the necessary processes to have a smooth sustainability reporting process in their companies.

This is one of the few studies that explore the barriers for sustainability reporting in five countries in the Indo-Pacific region.

There is increasing concern about the environmental aspects of business and production processes, and many companies have chosen to implement environmental management systems (EMSs). The purpose of this paper is to examine whether change management efforts improve the perceived success of EMS implementation.

The paper analyzes empirical survey data using hierarchical regression analyses with a sample of mid‐level engineers and managers in manufacturing facilities.

Change management efforts appear to enhance the perceived environmental performance of manufacturing establishments, primarily driven by top management support for EMS implementation and efforts to institutionalize the EMS.

Results are generalizable to large manufacturing facilities implementing EMSs. Results should be replicated with a larger sample and using measures of actual environmental performance.

Change management techniques can enhance the environmental performance outcomes of EMS implementations.

Change management concepts have been neglected in examinations of EMS implementation outcomes, and they may help explain mixed findings on EMS success to date. The findings suggest that change management efforts can enhance the value of firms' EMS implementations.

The purpose of this paper is to describe an organizational change effort that the College of Business Administration at a Midwestern university undertook to transform assurance of learning (AoL) from an inefficient process focused on responding to accreditors to the one that embraced continuous improvement focused on student learning.

A case study approach was employed along with the analysis of historical documents, interviews with stakeholders in the college, and a review from an external expert to reveal root problematic causes behind the current state of AoL in the college. Lewin’s model of planned change was applied at the beginning of the process to identify the ways to unfreeze the current state of assessment, implement changes, and refreeze by identifying rewards and incentives for faculty to institutionalize the new assessment culture of student learning.

Four root problematic areas were revealed behind the current state of AoL in the college: faculty resistance and lack of engagement, structural and communication challenges, inconsistency across degree programs, and misalignment of the college vision and mission with program learning goals. Improved communication and coordination between assessment groups and increasing faculty ownership were identified as the key factors for a successful AoL process.

Colleges looking to improve coordination of AoL activities and increase faculty engagement in the AoL process can implement many of the initiatives described in this study.

This case study takes into account new trends in the area of assessment and AoL and addresses common problems that colleges face regarding accreditation in an area where empirical studies do not exist.

The culture of an organization shapes the attitudes and behaviors of employees and plays a key role in driving organizational outcomes. Yet, it is enormously challenging to manage or change. The purpose of this paper is to review the recent literature on culture change interventions in health care organizations to identify the common themes underpinning these interventions.

The paper is developed from an extensive review of the literature on culture change interventions in health care from 2005 to 2015, building on previous reviews and highlighting examples of good practice.

All culture change interventions included in the review used processes and techniques that can be classified into Lewin’s (1951) three stage model of change. These include providing evidence for the need for change through data, a range of successful change strategies, and strategies for embedding the culture change into business as usual.

There is no “one size fits all” recipe for culture change. Rather, attention to context with key features including diagnosis and evaluation of culture, a combination of support from leaders and others in the organization, and strategies to embed the culture change are important for the change process to happen.

The authors provide an important insight into the key principles and features of culture change interventions to provide practitioners with guidance on the process within health care and other organizations.

A consequence of the UN general assembly resolution calling for increased efficiency and better utilization of resources in all its agencies, is a mandate for change. As a response to this resolution, the purpose of this paper is to identify the key factors for managing change.

A survey methodology approach was used where officials representing department heads, middle managers, professionals and specialists were the target participants. Exploratory factor analysis was done for factor validation and reduction, followed by confirmatory factor analysis to identify the relationships between those factors.

Three significant factors, communication, temporal sensitivity and knowledge were found to represent a shared common theoretical propositions from Kotter’s, Lewin’s and ADKAR models. Extracted factor explain the proposed United Nations (UN) model.

Due to political and cultural reasons, characteristics of participants could not be revealed. Also, a larger pool of participants spanning across all the UN agencies would provide more comprehensive view. The final UN model proposed herein would need to be further validated and tested within each agency as well as across them.

The study urges the UN to utilize its findings, with the hope of standardizing an effective change management model for all its agencies.

While change management literature primarily focuses on the private sector, few are applicable in the public sector. Research effort on managing change in UN is scarce. This study advocates the need for UN research to fill this very important gap. As such, the authors test existing theoretical model and then adapt it for the UN context.