Date of Award
1-23-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Committee Members
Peter Ghazarian; Steve Rook
Abstract
The purpose of this qualitative phenomenological study was to explore the lived experiences of non-academic staff regarding preparedness and response to significant institutional change within higher education during the COVID-19 pandemic. Guided by Kotter’s (1995, 2012B) Change Model, the study examined how non-academic personnel perceived leadership effectiveness, readiness for change, and resistance to change amid an unprecedented disruption that reshaped higher education operations worldwide. Fifteen non-academic staff members employed at two-year colleges in the South-Central United States participated in semi-structured interviews designed to elicit in-depth, descriptive accounts of their experiences. Participants represented four primary functional areas—front-facing support, information technology, facilities management, and operational support. Data were analyzed using Braun and Clarke’s (2006) Reflexive Thematic Analysis, which allowed themes to emerge inductively while maintaining close alignment with participants’ narratives. This study identified several emergent themes that illustrated the lived experiences of the non-academic staff who participated. The findings affirm the relevance of Kotter’s Change Model as a lens for examining large-scale change in higher education, particularly in creating urgency, articulating vision, and communicating effectively. However, most participants recognized that Step 6, Celebrating Short-term Wins, was largely absent from their experiences, thereby identifying a missed opportunity to sustain engagement. The study underscores that non-academic staff are not passive recipients of change but active contributors to institutional resilience, adaptability, and cultural transformation. Implications for policy and practice include prioritizing transparent communication, intentional recognition, and participatory leadership to strengthen readiness and reduce resistance during future organizational change. Keywords: higher education, change management, Kotter’s Change Model, non-academic staff, phenomenology, organizational resilience, COVID-19
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Kuttenkuler, Scott Robert, "Change Management in Higher Education: The Role of Non-Academic Staff in the Change Process." (2026). Student Theses and Dissertations. 1141.
https://arch.astate.edu/all-etd/1141
