Exploring the Impediments to New Learning Habits in View of Change Management - A Comparative Study of Botswana Accountancy College(BAC) and Botho University (BU)

Abstract

The study explored the impediments and best practice use of change management in the transition to new learning habits at the institutions of higher learning in Botswana. Two institutions of higher learning were considered in the study, where e-learning initiatives are rather prevalent. The research also involved a review of literature from the seminal authors. The study used the qualitative research methodology involving a questionnaire survey and used semi-structured interview administered questionnaire at exploring the factors that impede the transformation from traditional learning to e-learning. A total of fifty questionnaires were administered using purposive random sampling of students, lecturers and academic administrators at the studied institutions. The objective of the study was to explore into the hindrances to a successful change to e-learning from traditional learning methods that were experienced at the two institutions of higher learning. The next objective of the study was to explore the best means of changing from traditional learning methods to digital learning. It was revealed by the research that insufficient exposure to digital training, lack of proper planning, lack of involvement of the affected stakeholders, lack of commitment by top management and inadequate resources are the major reasons behind the resistance to change at the Botho University (BU) and Botswana Accountancy College (BAC). In the study resistance to change was regarded as not a barrier to change but rather the reasons causing the resistance to organizational transformation into e-learning were the obstacles to the e-learning transition. The best means of changing from traditional learning to e-learning that was observed among others were education and training, participation and involvement, facilitation and support. Organizational readiness was also been regarded as a critical requirement to afford the successful transition to e-learning. The study ended with the provision of recommendations targeted at contributing to relevant capacity building and aimed at influencing the future development of policy issues with regard to the successful transition to e-learning.