Explaining a Model for Predicting Change Acceptance among Educational Managers through Structural and Behavioral Variables at Iran University of Medical Sciences

Abstract

This study aimed to develop and validate a predictive model of change acceptance among educational managers based on structural and behavioral variables at Iran University of Medical Sciences. This research employed an exploratory mixed-methods design. In the qualitative phase, grounded theory methodology and semi-structured interviews with 12 educational managers and experts were used to identify the key determinants of change acceptance. In the quantitative phase, the extracted model was validated using data collected from employees of Iran University of Medical Sciences. A total of 234 questionnaires were distributed, and 226 valid responses were analyzed. Qualitative data were analyzed through open, axial, and selective coding, while quantitative data were examined using exploratory factor analysis, Pearson correlation analysis, and structural equation modeling. The qualitative findings led to the identification of 10 causal conditions, 10 contextual conditions, 9 intervening factors, 11 consequences, 8 structural variables, and 6 behavioral variables affecting change acceptance. Exploratory factor analysis revealed six factors with eigenvalues greater than one, jointly explaining 47.41% of the total variance. Significant positive correlations were observed among all dimensions of the model and the overall construct of change acceptance (p < .01). Structural equation modeling demonstrated an acceptable fit of the proposed model. The coefficient of determination (R²) for change acceptance was 0.531, while the predictive relevance index (Q²) was 0.335, indicating moderate-to-strong explanatory and predictive power. The overall goodness-of-fit index further supported the adequacy of the model. The findings indicate that change acceptance among educational managers is a multidimensional phenomenon influenced by both structural and behavioral determinants. Structural factors—including complexity, formalization, centralization, specialization, hierarchy, authority, professionalism, and staff ratio—and behavioral factors—including beliefs, perceptions, values, awareness, personality, motivation, and expectations—collectively shape managers’ readiness to embrace organizational change. Therefore, successful change initiatives in medical universities require simultaneous attention to organizational structures and behavioral capacities of educational managers.