A main driver for change is the desire to succeed. In higher education, as in other sectors the purpose and rational for existence is undergoing constant change. Changes in higher education are results of broader external factors and not necessarily within the control of the specific institution.1 According to the literature, people who are parof the change go through confusion, anger, and in other times, excitement that leads to personal development.2 The literature shows in the field of education, the response of academics, decision and policy makers, and those in the business of education on how to cope with change may differ.3 Therefore, clarity regarding the plans and processes of the change is crucial.

۱٫۱٫ Organizational change at Oman’s Ministry of Health educational institutes

Oman’s government shares the same concerns other countries do, specifically in the fields of health and education. Institutions of higher education play a crucial role in building the country’s professional and educational culture through outcome oriented research. As a result, change became a common and constant factor in Oman’s education environment, when in 2014 the Ministry of Health (MOH) educational institutes upgraded their three year diploma programs to a 4 year baccalaureate degree as an initial step towards having all their institutes under one college, the Oman College of Health Sciences. To help better plan for this change, this study was initiated to explore current practices as well as future needs from the perspective of institute faculty 4 ; guided by Dr. William Bridges’ framework, Managing Change during Transition.