Communication is inextricably linked with the process of organisational change (Lewis, 1999). However, managers report that communication of organisational change is challenging, particularly with the advent of continuously changing organisations (Buchanan, Claydon & Doyle, 1999). Continuously changing organisations are those that seek to be more flexible, more innovative and more responsive to the dynamic external environment. One of the problems associated with continuous change is the resultant impact of successive downsizings, re-engineering efforts and culture changes on employee receptivity to change. Despite the unquestioning adoption of continuous change efforts (Zorn, Christensen, & Cheney, 1999) there is a paucity of research on communication during this type of change. This thesis addresses this knowledge gap by situating the research within a continuous change context. The primary research question is 'how do change communication models impact on employee receptivity to change within a continuous change context', and this question considers issues pertaining to how accurately previous change communication models reflect and explain what occurs within change processes. This topic is examined within two case-study organisations through the use of multiple methods. The analysis occurs through an interpretive framework and utilises Langley's (1999) alternate templates as a strategy to manage the process based research. A model of change communication during continuous change is presented, with the central constructs of the model being monologic change communication, dialogic change communication and the background talk of change. Further, Van de Ven and Poole's (1995) Process Theories of Change are extended to consider the sequencing of the three constructs. The findings suggest that the sequencing of the dominant change communication models is informed by an alignment of individual communication competences and change communication expectations.

This thesis explores a small number of TEFL teachers’ collective responses to an extended change process in their Mexican university context from 1989-2003. The nature of the emergent knowledge arising from this inquiry hinges on the analysis and interpretation by the researcher who is also a complete participant in this educational context of her informants’ perceptions from their retrospection, and a reconstruction of the past, in present time. The methodology I adopted broadly follows interpretative qualitative research principles, including aspects of life history inquiry. The data generation process employed to explore our perceptions of ourselves, as well as our working context, before and during the 1990s, as we ourselves narrate them, comprised of: ‘conversations with a purpose’, critical incident and repertory grid interviews, as well as the concurrent analysis of the data, based on aspects of Grounded Theory. As a result, numerous categories and concepts emerged. These not only helped me to discover the issues that were both instrumental and influential regarding our positive receptivity to change, but also how being involved in a change process changed us, not only as individuals, but also as a culture. Based on these findings that have led to my deeper understanding of the nature of educational change, I conclude this thesis by positing that instead of adopting a mechanistic paradigm for viewing change, it is necessary, and more useful, to view it through the lens of complexity theory. Finally, this thesis ends by examining the implications that this position and the findings have for change policy makers, managers and change leaders, as well as suggestions for future research.

Drawing upon punctuated equilibrium theory, stakeholder salience theory and status quo bias theory, this research develops a framework for dealing with organisational change recipients’ resistance to change. Due to the effects on the organisational environment of political, legal, and technological triggers, organisations need to change in order to survive, remain competitive and prosper. However, deploying a given organisational change, and in particular radical change, is challenging for change managers. A major reason for this is change recipients’ resistance to change. Therefore, this research advances understanding of how to cope with change recipients’ resistance in times of organisational change, and specifically radical planned change i.e. reorientation. To do so, this research develops a framework that incorporates the salience level of change recipients in relation to reorientation program, which has not been considered in prior studies, in association with the modes and causes of their resistance to change to identify relevant strategies that address their resistance to change. The research methodology adopted for the research is qualitative case study. The findings are derived from 30 semi-structured interviews along with relevant documents from two cases (14 interviews from Case A and 16 interviews from Case B) that implemented an organisational reorientation program. The findings reveal that the three attributes of stakeholder salience theory (i.e. power, legitimacy, and urgency) are inadequate to identify the salience of change recipients in relation to change. In addition to these attributes, a further attribute is required, which defines the extent to which change recipients are affected by change namely the attribute of impact. Furthermore, the findings introduce seven strategies (negotiation and agreement, education, implicit coercion, persuasion by peers, two-way communication, facilitation, and rewards) that are effective for overcoming the resistance to change of recipients who belong to six salience classes and resist change for different reasons and to various levels. These findings make a theoretical contribution to each of the theories employed in the research, punctuated equilibrium theory, stakeholder salience theory, and status quo bias theory, as well as the extant literature regarding strategies to cope with change recipients’ resistance to change. The findings have implications for practice by introducing a diagnostic tool that change managers can use to explore the modes and causes of change recipients’ resistance as well as their levels of salience in relation to change.