The Effect of Resistance to Change on the Accreditation Perception in Higher Education

This study aimed to determine the levels of resistance to change and accreditation perceptions among academics working in higher education institutions, reveal the relationship between these variables, and examine the predictive effect of resistance to change on accreditation perceptions. A correlational survey-design was used.Data were collected, from 346 academics, selected through a simple random sampling method, who voluntarily participated in the study, using the resistance to change scale (RTCS) and the accreditation perception scale (APS). The data were analyzed using the t -test, one-way analysis of variance, Pearson correlation, and multiple regression analysis. The findings revealed significant differences between academics’ accreditation perceptions of the affective resistance subdimension of the RTCS in terms of marital status, gender, age, academic title, and professional seniority. A significant difference was observed in the quality assurance and quality assessment subdimensions of the APS in terms of gender. Multiple regression analysis revealed that affective resistance negatively and significantly predicted both subdimensions of—the APS: quality assurance and quality assessment. This research, found that the affective dimension plays a critical role in the change process and that academics’ affective responses should not be overlooked.