I have noticed that resistance to new academic policies or practices often occurs because of a lack of anticipation, preparation or explanation. Too often, I have noticed that professional staff is informed last of any changes, when these are to be operated. Collectively, they seem to stand against change. Yet, each time I have spoken with them individually, the same concerns emerged: the change happening seems to come out of the blue, unannounced. As a result, grassroots colleagues are not prepared to effectively embrace it. Concerned with doing their job well, they are worried that this change will result in poorer service quality. My take on this is that all staff should informed at the earliest possible stage and trained thither prior.

Drawing from my extensive experience in education, I’d handle staff resistance to new academic policies through open dialogue and collaboration. I’d start by acknowledging their concerns and arranging a discussion to explain the purpose and benefits of the policies. Encouraging input allows staff to feel heard and may reveal valuable insights for adapting the implementation process. I’d also highlight how the policies align with our shared goals for academic excellence, helping to create a sense of ownership.