Leading Change with Faculty in Higher Education Institution Mergers

Abstract

Higher education institution administration must identify if there is a need to engage in an academic merger and how to effectively communicate with faculty and incorporate them during the change process. Faculty members in higher education institutions are essential to execute the phases of academic mergers and should be involved throughout the merger process. A qualitative case study of 12 faculty members from 12 different higher education institutions provides faculty perceptions and engagement in higher education institution mergers. The qualitative research data from faculty used in this paper discuss the emergent themes and recommended practices: 1) communication for buy-in, 2) planning for success, and 3) the emotions of disruption.