Readiness for change.

Drawing on a case study of an ongoing consolidation of two US school districts, we examine the potential contribution that institutional theory can make to our understanding of change readiness. In so doing, we suggest that an institutional perspective provides three major opportunities for advancement in this area. First, we argue that it allows a shift from individual to collective cognitions, thereby offering the opportunity to apply the concept of readiness to new levels of analyses. Second, we bring to the fore the interactive and recursive influences of institutions on the readiness for change of organizational constituents. Finally, in bringing attention to the role of discourse in institutional change processes, we examine the role of power in creating change readiness, an issue that is strikingly missing in the literature on change in general, and change readiness in particular.