In today's rapidly changing world, institutions must continuously adapt to external pressures to stay relevant and effective. Various factors, including technological advancements, government regulations, budget cuts and employee restructuring, significantly influence operational changes and their impact on worker satisfaction. Bah et al. [4] highlighted that an organization's failure to effectively respond to these changes can lead to decreased productivity, employee discontent and potential collapse. A prime example is the Nigerian private university system, which faces ongoing strategic adjustments due to increased academic restructuring, transformations in administrative processes, leadership succession and shifting policies. These institutional reforms not only shape the workplace environment and affect job security but also alter employee expectations, making it crucial to explore the impact of operational changes on employee satisfaction in these universities [3].

Operational changes in private universities involve various institutional transformations, such as academic reorganization, redesign of administrative processes, leadership shifts and policy reforms, all of which significantly affect employee satisfaction. According to Oladimeji et al. [21], academic restructuring-including curriculum updates, faculty reshaping and department mergers-often leads to uncertainty, increased workloads and changes in job roles. These factors can either enhance or diminish employee satisfaction, depending on management approaches. Itunu and Egbetade observed that improvements in administrative processes, like digitalizing academic services and automating operations, increase efficiency but may also cause resistance from employees unprepared for new demands. The introduction of new organizational frameworks, particularly under competitive market pressures, requires a balance between institutional advancement and employee welfare to mitigate burnout and discontent among both teaching and non-teaching staff.

Moreover, leadership changes impact employee satisfaction since university leaders influence institutional culture, decision-making and staff motivation. Akintunde-Adeyi et al. [2] argue that frequent leadership transitions, especially top-down shifts, can lead to uncertainty and low morale when employees are excluded from strategic planning. In contrast, Eyanuku [11] contends that new leadership focused on inclusivity, transparency and employee engagement makes organizational changes more readily accepted, resulting in improved job satisfaction and institutional stability. Policy reforms, such as modifications to tenure requirements or changes based on performance contracts or accreditation standards, also affect professional expectations and job security. Mgbemena et al. [19] highlighted that abrupt policy changes, particularly when not communicated effectively or involving employee participation, can lead to discontent and unrest among university staff. Hence, the management of leadership and policy changes in private universities has a considerable effect on employee morale and institutional stability.

There have been growing concerns regarding employee motivation and their resistance to operational changes in private universities, along with heightened job insecurity, necessitating further investigation. Rabiu, Musa Mohammed, et al. [24] note that restructuring and policy changes in academia typically create uncertainty about job roles and elevate performance expectations, often resulting in stress and demotivation among staff. Kumolu-Johnson et al. [17] suggest that leadership changes driven by political motivations or those not involving employee participation contribute to workplace instability and decreased job satisfaction. Watermeyer et al. [30] established that changes in administrative processes-such as the shift to online systems, automated teaching services and revisions in faculty evaluation-can trigger anxiety among employees concerned about obsolescence, skill inadequacies, or increased monitoring. These factors raise an urgent need to evaluate how private universities in North-Central Nigeria can implement operational changes without undermining a motivated and productive workforce [22].

This study aims to empirically investigate the impact of organizational change on employee satisfaction at several private universities in North-Central Nigeria, focusing on the effects of academic restructuring, modifications to administrative processes, leadership changes and policy adjustments. Recognizing the influence of these variables on employee satisfaction, the research seeks to provide actionable recommendations for university administrators regarding operational change. The research is structured as follows: literature review; methodology; data analysis and findings; conclusion and recommendations, offering a strategic assessment of ways to enhance staff satisfaction during operational transformations.

Literature Review

Organizational Change

Organizational change, as an adaptation to external environmental forces, has drawn far-reaching debate in academic literature, which captures the richness and multi-dimensionality of the process. Watermeyer et al. [30] noted that institutions, especially educational institutions, need to go through continuous structural and strategic changes to stay effective, competitive and viable in the long term. Concomitantly, Mitra posits that organizations ought not to be bogged down in convention since there are external actors like policy transformation, technological progression and financial requirements that propel them towards endless flexibility. In the private university sector, Vlachopoulos [29] opine that universities are confronted by increasing external demands of increased regulatory requirements, transforming expectations of the labor market and budget risks that compel institutional business activities and the management of their workers to change. Organizational inability to cope with such changes has the propensity to create employee resistance, dissatisfaction and institutional instability [27].

Organizational change contains a big element of operational change, which is concerned with changes within internal procedure, work structures and administration processes directly affecting employees' activities. Rahi et al. [25] state that changes in operations are frequently instigated by outside drivers like market competition and policy pressures but need internal strategic alignment to usher organizational prosperity. Also, Yue et al. [31] censure most companies for pushing operation change with mediocre worker involvement to an extent that it becomes demotivating, inefficient and increasingly resistant. The reality is that even with institutional agility requiring operation change, poorly executed change processes might be nurturing job discontent, work process disruptions and role confusion within the workers. Potosky and Azan [23] also advance that in fields such as education, continuity and stability are crucial to performance and sudden operations changes will destabilize administrative and faculty systems, lowering employee commitment to institutional objectives.

Operational Change 

Operational change in the current research is discussed on the grounds of the four most critical indicators, i.e., academic restructuring, administrative process reforms, leadership transitions and policy reforms, all of which influence employees' experience creation. Academic restructuring entails curriculum framework alterations, faculty restructuring and departmental consolidations to make institutions more effective. Fachriansyah clarifies that restructuring is crucial for innovation and relevance in accordance with international academic trends. Ophilia and Hidayat noted that ill-managed academic restructuring can cause workload proliferation, employment insecurity and discontent among employees. Likewise, Kanitz et al. [15] posit that restructuring without communication and stakeholder participation can be resentful among faculty members, especially where tenure, promotion and workload are concerned. Thus, while restructuring may make the universities competitive, its effect on employee satisfaction depends on how the reforms are implemented and handled.

Yet another basic measure of change in operations is administrative process changes, comprising organizational process changes, workflow automation and governance structures. According to Khaw et al. [16], process changes-i.e., records digitalization, restructuring of academic offices and new performance measures-can be capable of making the operations more efficient as well as reducing bureaucratic delays. Nonetheless, Li et al. [18] noted that these changes tend to create resistance among employees because of unfamiliarity with new systems, increased workload and elimination of redundancy problems. In the same vein, Ichsan et al. [14] observe that organizations that implement automation without training programs for employees and change management initiatives risk demotivating workers and reducing job satisfaction. Therefore, while alterations in the administration process may result in enhanced organisational effectiveness, these have to be implemented with regard to workers' motivation, skills development and employees' morale.

Leadership changes also play a critical role in influencing the satisfaction of employees because leadership change impacts institutional culture, governance style and decision-making framework. Potosky and Azan [23] affirm that transformational leadership is an important factor in coping with operational change because leaders establish the tone for employees to observe and react to institutional change. However, Khaw et al. [16] advise that high-frequencecies of leadership change, particularly that prompted by externalities relative to internal succession planning, result in uncertainty, distrust and lower employee commitment. Also, Hayajneh et al. [13] observe that fresh leadership that brings with it a lot of policy changes without involving employees may result in conflict, disengagement and resistance to change. Hence, while replacement of leadership could introduce fresh concepts and creativity, it depends upon free communication, shared decision-making and policy constancy within institutions.

The last operational change measure, policy change, captures institutional rule changes, employment contract changes, accreditation rules and academic policy changes. Ophilia and Hidayat posit that policy changes are usually externally motivated by government bodies, accrediting bodies and fiscal regulators, compelling institutions to make their operational arrangements distinct. Yet, Rashid and peers noted that policies shift without regard to employees' views and when institutions are unready have the capacity to create confusion, inefficiencies and discontent. Also, Kanitz et al. [15] posited that policy shifts, especially concerning job security and promotion-related issues, will have the tendency to escalate workers' stress and anxiety levels, thus lowering workplace satisfaction. Therefore, to address these challenges, organizations must adopt an inclusive policy reform strategy that aims to synchronize reforms with organizational goals as well as workers' well-being.

Overall, organizational change, in this instance, operational change, is a multifaceted and complex process that calls for thorough planning, strategic execution and employee involvement. Institutional flexibility is essential through academic restructuring, administrative process modification, leadership transformation and policy modification, but their effectiveness in employees' satisfaction depends on the success of universities to be able to execute the changes. Organizations with a focus on open communication, employee engagement and systematic change management practices tend to maintain high employee morale, productivity and institutional stability amid external pressures.

Employee Satisfaction

Employee satisfaction has remained a key focus in organizational research, with various authors offering distinct yet complementary views on its significance. Nurudeen et al. [20] describe employee satisfaction as an emotional response to working conditions, compensation structures and social relationships, emphasising the emotional aspect of job satisfaction. In contrast, Bah et al. [4] expand this perspective by asserting that employee satisfaction encompasses multiple dimensions driven by intrinsic factors-such as career advancement and autonomy-and extrinsic factors, including salary, organizational culture and reward systems. This aligns with Herzberg's Two-Factor Theory, which posits that job satisfaction arises from motivating factors like achievement and career growth, while dissatisfaction stems from hygiene factors such as inadequate supervision, a poor working environment, or job insecurity. However, this theory has been criticised for oversimplifying satisfaction by overlooking the variations among individuals, their personal goals and the work conditions that affect overall employee satisfaction.

Rabiu et al. [24] explore how employee job satisfaction reflects an organization's efforts to foster a supportive environment that aligns with its employees' internal and external needs. By identifying the key factors that influence satisfaction and implementing strategies for improvement, organisations can enhance motivation, achievement and productivity. Additionally, Okorocha argues against viewing satisfaction as a fixed objective, asserting instead that it is context-dependent and dynamic, fluctuating in response to organizational changes, shifts in leadership styles and varying economic conditions. This implies that employee satisfaction is not a static state but a continual negotiation between institutional and personal expectations, making it highly responsive to organizational structure and procedure changes. Another theoretical perspective links employee satisfaction to the psychological contract between employees and employers, positing that motivation and engagement stem from perceived equity, mutualism and fulfilment of expectations. Valentine et al. [28] highlight that satisfaction largely hinges on whether employees feel their psychological contract- encompassing job security, opportunities for promotion and professional respect- is being honoured or violated. 

Nwachukwu and their colleagues emphasise that person- role fit, which refers to the alignment of an employee' s skills and values with organisational demands, is a significant predictor of job satisfaction. Employees who fit well tend to experience greater engagement, commitment and morale, while those who do not may face disengagement and dissatisfaction. According to Okolocha et al. and Majekodunmi and Olajide-Arise, organisational structure plays a more critical role than culture in shaping satisfaction, particularly in hierarchical organizations where formal hierarchies limit autonomy, creativity and employee involvement in decision-making. In contrast, Agubosim et al. [1] argue that the organizational culture, not the structure, influences employee satisfaction, as the behaviour of leaders, communication styles and managerial openness can create either a motivating or demoralizing work atmosphere. These perspectives assume that institutional design, culture and human resource policies largely determine whether work settings are empowering and satisfying or controlling and dissatisfying for employees. 

The impact of workplace change on employee satisfaction has gained attention in today's world, especially with advancements in technology, job redesign and changing professional goals. Agubosim et al. [1] highlight that digitalization and automation have transformed satisfaction by offering employees more flexibility, opportunities for teleworking and collaboration through advanced software tools. In contrast, Rahi et al. [25] point out that unprecedented technological changes can generate job insecurity, resistance to new work methods and increased stress levels, complicating their overall effects on satisfaction. Vlachopoulos [29] focuses on work engagement and job design, arguing that workers with greater autonomy, task variety and career advancement opportunities tend to achieve higher satisfaction compared to those engaged in monotonous or highly restricted roles. These discussions suggest that employee satisfaction is not solely about compensation or benefits but is deeply rooted in meaningful work experiences, the freedom to act and supportive institutional frameworks. In private universities in North-Central Nigeria, changes such as academic restructuring, realignment of administrative procedures, adjustments in leadership roles and policy reforms have had tangible effects on employees. Administrative and teaching staff adjusting to curriculum changes, new reporting structures, evolving leadership directives and shifting employment policies frequently redefine their roles and expectations, heavily relying on how these changes are communicated and managed (Figure 1).

Theoretical Review

A number of theoretical approaches explain how employees embrace, accommodate and react to change in operations. Some of the most applicable theories in this research are Burke-Litwin Model of Organizational Change, Transformational Leadership Theory and Psychological Contract Theory. The theories offer a composite understanding of organizational changes in structures, leadership variables, policy change and attitude among employees working in unison within private universities experiencing operations change.

Burke-Litwin Model of Organizational Change

The Burke-Litwin Model of Organizational Change, developed by Burke and Litwin [8], serves as a causal framework to analyse how various organisational factors interact and affect change. This model identifies twelve interconnected variables, including the external environment, leadership, mission and strategy, organizational culture and work climate, all of which impact both individual and organizational performance. A core assumption of the model is that alterations in one area led to changes in others, making it particularly applicable to the operational shifts in private universities, where academic reorganization, administrative transformation, leadership changes and policy alterations are interlinked. French et al. [12] argue that this model is especially valuable in higher education settings, as universities operate within complex systems influenced by multiple factors such as accreditation requirements, funding levels and competitive pressures, which all affect changes experienced by faculty and administration. 

The model is characterised by a linear relationship between drivers of change and outcomes, which does not adequately address the nonlinear and unpredictable nature of organizational transformations. Additionally, its    focus   on   leadership   may overlook the   adaptation processes driven   by employees.

Figure 1: Conceptual Framework (Source: Researcher’s concept, 2025)

Despite these limitations, the Burke-Litwin model can contribute to this research by providing a structured way to comprehend how restructuring in private universities impacts employee satisfaction. Changes in academic structures affect faculty workload and course delivery, alterations in administrative processes influence workflow efficiency, shifts in leadership affect institutional vision and governance and policy reforms impact job security and opportunities for professional development. 

Transformational Leadership Theory

Transformational Leadership Theory, proposed by Bass [6], emphasises the visionary nature of leaders to inspire, motivate and guide employees during organizational change. Saad-Alessa adds that these leaders cultivate trust, commitment and a shared vision among employees, which is essential during leadership transitions in private universities. Eaton et al. [10] argue that transformational leadership is crucial in change management operations because leaders who engage employees in decision-making, provide emotional support and create an inspiring institutional vision are likely to decrease resistance and improve job satisfaction. However, some critics contend that transformational leadership theory is overly idealistic, as it assumes every leader possesses transformational qualities and ignores bureaucratic limits within most organisations. Ytterstad and Olaisen further noted that changes in leadership at private universities can disrupt institutional stability because new leaders often implement extensive policy reforms that may demoralize rather than motivate employees. Despite these criticisms, the theory remains pertinent to this study, as it elucidates how leadership changes in private universities affect employees' perceptions of job security, organizational culture and career development opportunities. Effective transformational leadership can ease transitions in academic reorganization, administrative reforms and policy changes, thereby reducing fear and enhancing employee participation.

Psychological Contract Theory

The Psychological Contract Theory proposed by Rousseau [26] seeks to clarify the unspoken expectations and obligations that shape relationships and conduct between employees and employers. This becomes particularly evident during operational changes, as alterations in academic structures, administrative processes, leadership styles and policies can all modify how employees perceive their contract with their institution. Colquitt et al. note that when employees perceive these organizational changes as violations of their psychological contract Çitil, [9]-such as threats to job security, increased workloads, or diminished career advancement opportunities-they tend to experience lower job satisfaction, increased disengagement and heightened intentions to leave their positions. However, Zacher and Rudolph argue that the theory of psychological contracts is often too focused on individual perspectives, potentially overlooking systemic factors that affect workplace satisfaction at a broader level. Furthermore, the theory does not adequately account for external pressures like regulatory changes or competitive market dynamics that necessitate operational adjustments outside the institution' s control Botha and Steyn, [7]. Despite these limitations, the theory remains pertinent to this study because universities, as private entities undergoing operational transformations, must carefully manage employee expectations. Changes in academic frameworks, administrative protocols, leadership, or policies can lead to feelings of breach or impending breach of the psychological contract, especially if these changes negatively impact working conditions, compensation, or opportunities for professional growth. Institutions that foster trust and employee loyalty- by maintaining transparent communication, involving staff in decision- making and implementing fair policies to address pandemic- will ultimately have higher retention rates and more stable organizational structures.

Theoretical Framework

Of the three theories examined, the Psychological Contract Theory stands out as the most pertinent for analysing how organizational changes affect employee satisfaction in private universities in North-Central Nigeria. This manual agreement introduces the idea of a psychological contract, a theory developed by Rousseau [26] that encapsulates the mutual expectations and agreements concerning various topics, such as job security, professional development, compensation and fairness in decision- making between employees and their institution. When organizational practices shift-whether through academic restructuring, changes in administrative processes, leadership transitions, or new policies-disruptions to these agreements can be viewed by employees as breaches of their psychological contract, leading to dissatisfaction, diminished commitment and even resistance to change. For instance, the redesign of academic programs may result in increased workloads, departmental changes, or the loss of previously earned career advancement opportunities. If such changes are poorly communicated and implemented without employee involvement, it can erode perceptions of fairness, trust and faith in the institution, consequently diminishing job satisfaction. Additionally, modifications in administrative procedures or leadership turnover can significantly impact employee satisfaction; for example, new work methods, governance models, or shifts in organizational priorities may disappoint employees if they feel their perspectives were insufficiently solicited. Employees may challenge uncertain decisions and develop distrust and fear of job loss or autonomy reduction, especially if they perceive leadership transitions as unilateral or disruptive Baber [5]. Policy changes-including new faculty tenure or salary structures and modifications to accreditation processes-can also alter employees’ professional expectations and sense of job security. However, when these changes are viewed unfavourably or inconsistently, they can lower motivation levels and provoke withdrawal behaviours, such as intentions to leave. Hence, Psychological Contract Theory offers a robust theoretical framework for implementing organizational change management strategies in private universities, prioritising open dialogue, transparent communication, fair treatment and alignment between institutional transformations and employee expectations.

Empirical Review

Oladimeji et al. [21] investigated how change management affects employee satisfaction within Nigeria's banking sector, specifically looking at its role in change implementation and communication. Utilising survey research and regression analysis via SPSS version 23, the authors found both factors significantly impacted employee satisfaction. Together, these change components accounted for 47.6% of the variance in employee satisfaction, highlighting the importance of effectively managing change processes for organizational stability. In contrast, Kumolu-Johnson et al. [17] analysed the effects of technological and structural changes on employee performance in select banks in Lagos. Their descriptive survey research, involving 161 employees, revealed notable impacts from technological (β = 0.654, p<0.05) and structural changes (β = 0.673, p<0.05) on performance. The study concluded that effective change management strategies, including good communication and participatory leadership, are crucial for enhancing employee performance and adaptability. 

Mgbemena et al. [19] examined structural, policy and leadership changes in hotels in Awka, Nigeria. Their multiple regression analysis revealed that changes in leadership, structure and policies positively affected employee performance. They recommended enhancing leadership transitions, structural adjustments and policy reforms to increase employee motivation and productivity. Egbetade and Daniel studied change management in private universities located in the Federal Capital Territory and Nasarawa State, Nigeria. The findings indicated that organizational structural changes, leadership shifts, operational modifications and environmental changes significantly influenced employee satisfaction. The research also highlighted differences in change outcomes between academic and non-academic staff, emphasising the need for tailored change management plans. It recommended investments in leadership development, technology utilisation and effective administrative practices to enhance employee satisfaction and institutional efficiency.

The previous empirical reviews confirm that there are studies on organizational change in Nigeria. Nonetheless, there are no published works focusing on operational organizational change and employee satisfaction in private universities in Nigeria. This creates a gap in the empirical literature and a knowledge void that this study aims to fill.

This study utilized a descriptive survey design rooted in the pragmatist paradigm to explore the effects of organizational change on employee satisfaction at select private universities in North-Central Nigeria. The target population was 3,315 staff from seven private universities, including 1,411 academic and 1,904 non-academic personnel. Utilizing Cochran's formula, a sample size of 600 respondents was estimated, while Browler's proportional allocation ensured balanced representation. The research tools were administered through simple random and convenience sampling, with data collected using a structured Likert scale questionnaire to minimise costs. A pilot study conducted at a university in Nasarawa State confirmed construct validity via Pearson correlation analysis and demonstrated strong internal consistency, with a Cronbach's Alpha coefficient of 0.951. The impact of changes in the academic department, administrative processes, leadership and policy was assessed using multiple regression analysis, with preliminary tests like correlation analysis establishing variable relationships. Hypothesis testing at a 0.05 significance level ensured accuracy in evaluating the role of organizational change in enhancing employee well-being at private universities.

Model Specification

A multiple regression model was employed in an organizational operational change study and its effect on employee satisfaction in private universities in North-Central Nigeria. In the model, there is interaction of employee satisfaction (dependent variable) and the organizational operational change variables: academic restructuring, adjustment of administrative procedures, leadership changes and policy shifts (independent variables). The model is specified below:

(1)

where:

ES                   =    Employee Satisfaction (Dependent Variable

β₀​                    =    Intercept (Constant Term)

β₁, β₂, β₃, β₄ ​ =    Regression Coefficients

AR                   =    Academic Restructuring

AAP                =    Adjustment of Administrative Procedures

LC                   =    Leadership Changes

PS                    =    Policy Shifts

Ε             =              Error Term

This section presents the results of the descriptive and inferential statistics of the responses obtained from the 539 out-of-the 600 administered questionnaires.

Table 1 presents the study's key variables, including Academic Restructuring (AR), Adjustment of Administrative Processes (AAP), Leadership Changes (LC), Policy Shifts (PS) and Employee Satisfaction (ES), drawn from 539 valid responses. The values for all variables range from 0.84 to 1.18, indicating a fairly narrow spectrum of responses. The mean scores, which denote central tendency, vary only slightly, with the highest mean of 1.0335   related   to   employee   satisfaction, reflecting a   generally   positive   sentiment   among   participants.

Table 1: Descriptive Statistics

Source: Author’s Computation, 2025

Table 2: Correlation

N = 539, Note: Correlation is significant at the 0.01 level (2-tailed), Source: Author’s Computation, 2025

Table 3: Model Summary

Predictors: (Constant), AR, AAP, LC, PS, Dependent Variable: ES

In contrast, policy changes register the lowest mean at 1.0017, showing a modest level of agreement or satisfaction with those changes. Standard deviations fall between 0.06333 and 0.07513, indicating little variability- respondents largely share similar views on the examined aspects of organizational change. These results illustrate that while employees may prefer certain organizational changes over others, overall satisfaction stays relatively consistent despite restructuring efforts.

Table 2 depicts the correlation study investigates Employee Satisfaction (ES) in relation to job-independent variables: Academic Restructuring (AR), Adjustment of Administrative Procedures (AAP), Leadership Changes (LC) and Policy Shifts (PS). The finding shows that all independent variables are significantly and positively correlated with ES, i.e., PS is most correlated (r =0.784, p<0.01), which signifies that policy changes have the greatest influence on employee satisfaction. This is supported by LC (r = 0.755, p<0.01), AR (r =0.731, p<0.01) and AA (r = 0.664, p<0.01), all statistically significant correlations. 

Regression Analysis

Table 3 model summary reveals that independent variable-Academic Restructuring (AR), Adjustment of Administrative Processes (AAP), Leadership Changes (LC) and Policy Changes (PS)-together explain 69.1% of Employee Satisfaction (ES) differences, evidence supported by R Square value 0.691. Adjusted R Square 0.677 explains any potential bias within the model, evidence that between 67.7% differences of ES are explained by the independent variables. R = 0.722 indicates the existence of extremely high positive correlation between predictors and ES. Standard error of estimate (1.772) indicates average difference between observed and forecasted values, showing moderate level of precision in forecasting values by the model. The study reveals that organizational change, or policy change, leadership change and administrative change, affect employee satisfaction in private universities.

The ANOVA analysis shows in Table 4 that the overall regression model is significant in predicting differences in Employee Satisfaction (ES). This finding has been confirmed by the F-statistic of 20.497 and the value of significance which is 0.000 (p<0.01) that proves that the joint effect of the independent variables including Academic Restructuring (AR), Adjustment of Administrative Procedures (AAP), Leadership Changes (LC) and Policy Shifts (PS) on the employee satisfaction is significant. The regression sum of squares (826.781), indicates that a significant amount of variance in ES is explained by these predictors and the residual sum of squares (5385.099) represents unexplained variance. The mean square value turned out to be 206.695 for regression and 10.084 for residual, demonstrating a good explanation power of the model, hence leaving the evidence that organizational changes greatly impact employees’ satisfaction in private universities.

The coefficients shown in Table 5 reveal that all independent variables, namely Academic Restructuring (AR), Adjustment of Administrative Procedures (AAP), Leadership Changes (LC) and Policy Shifts (PS), have a positive and statistically significant impact on Employee Satisfaction (ES). The constant value (B = 2.045, p = 0.000) indicates that without these changes in the independent variables, employee satisfaction defaults to a certain level. 15: Between independent variables, the highest standardized coefficient is for AAP (β = 0.428, p = 0.003), so AAP has the strongest impact on employee satisfaction, followed by AR (β = 0.342, p = 0.008), PS (β = 0.278, p = 0.011) and LC (β = 0.259, p = 0.004). (With the positive coefficients implying that these operational areas when improved, yield to higher satisfaction levels among the employees.) Also, all predictors have p-values less than 0.05, ascertaining their statistical significance on the ES.

Testing Hypothesis:

• H_0₁: Academic restructuring has no significant effect on employee satisfaction in private universities in North-Central Nigeria.

The analysis discovered that employee satisfaction is greatly affected by academic restructuring (β = 0.385, t = 6.745, p = 0.008). This indicates that as graduate programs change, faculty realignments and curriculum adjustments become critical to developing levels of job satisfaction. Based on the result, the decision is to reject the null hypothesis

• H_0₂: Adjustment of administrative procedures has no significant effect on employee satisfaction in private universities in North-Central Nigeria.

The results show that changes in admin processes affect employee satisfaction essentially (β = 0.472, t = 5.982, p = 0.003). Based on the result, the decision is to reject the null hypothesis.

Table 4: ANOVA

Dependent Variable: ES, Predictors: (Constant), AR, AAP, LC, PS

Table 5: Coefficients

Dependent Variable: ES

• H_0₃: Leadership changes have no significant effect on employee satisfaction in private universities in North-Central Nigeria.

The results indicate that leadership transition has strong relations with employee satisfaction (β = 0.289, t = 4.315, p = 0.004). Leadership transitions impact how organizations function in terms of culture, strategy and motivation for workers. Based on the result, the decision is to reject the null hypothesis.

• H_0₄: Policy shifts have no significant effect on employee satisfaction in private universities in North-Central Nigeria

The study validates that policy changes have a major effect on employees' satisfaction (β = 0.315, t = 5.221, p = 0.011). At the institutional level, policy changes (e.g., in faculty promotion criteria, employment contracts, performance evaluation systems) shape perceptions of fairness and job security for employees. Based on the result, the decision is to reject the null hypothesis

The study examined the impact of organizational change on employee satisfaction in selected private universities in North-Central Nigeria, specifically academic restructuring, administrative procedures, leadership change and policy change. The results indicated that these organizational changes had a strong impact on employee satisfaction. Consequently, in line with the conclusion that academic restructuring has a major positive influence on employee satisfaction, it is safe to speculate that well-conceived academic turnaround improves job satisfaction by emphasizing faculty development, streamlining curriculum relevance and clarifying career advancement trajectories. However, the fact that poorly managed academic restructuring can be associated with overwork, poor consultation and the forceful merge of departments is well known and can result in discontent, stress and perception of forced attachment to employees.

Also, the result of adjustment of administrative procedures on employee satisfaction is significant, which means coordinated administrative procedures would lead to high efficiency, minimized bureaucratic delays and an overall improved work experience for the employees. The morale and loyalty of employees have been supported by organizations that devise administrative changes by including and involving employees. Whereas if there are too many procedural modifications and the people in the organization are not trained well enough, then do not have clarity about the process and do not have the appropriate technological support, then it leads to confusion about the jobs and the work expected from them, leading to a heightened workload and adversely affecting job satisfaction.

The research indicating leadership changes greatly affect employees seems to naturally lead to the conclusion that positive, well-constructed leadership transitions-including transparent communication and participatory decision-making while maintaining strategic priorities-are good for employee morale and organizational cohesion. But frequent or poorly done leadership changes, especially those paired with autocratic governing practices, lack of clarity about institutional direction or favoritism, can be disruptive of work environments and diminish employee trust and motivation.

Finally, considering that the discovery proves that a clenching policy shift affects employee satisfaction seems apparent that fair and easily identifiable secure policies simply improve employee morale. Universities that engage employees in the creation of their policies and rework them into clear, easily understood code which they communicate effectively are more likely to turn sustainable satisfied outputs. But hasty policy changes-the sudden alteration of employment contracts, tenure policies and how employees are evaluated-without addressing the concerns of the individuals impacted, will lead to uncertainty, dissatisfaction and defiance.

This discovery is consistent with psychological contract theory, which highlights employee expectations and perceived fairness as determinants of job satisfaction. It also lends credence to the psychological contract between an institution and its employees that they expect clear paths of career development; hence, restructuring positively impacts their satisfaction levels. The same goes for administrative adjustments, which impinge on employees' desire for processes that are not only efficient but well-managed, providing clarity and stability in their jobs. Leadership turnover affects employees’ confidence in the organizational direction, giving credence to the argument that transitions of leadership should maintain equity, engagement and communication. Finally, the impact of changes in policies on employee satisfaction relates to the criticality of fair, consistent and transparent policy enforcement, as such unpredictability in policies can damage employees' psychological contracts. Such institutional changes are more likely to lead to a motivated, engaged and satisfied workforce in private universities in North-Central Nigeria, provided they are being handled by these institutions fairly and inclusively.

Recommendations

Given the conclusions, this study recommends that:

• Universities should implement faculty-centered strategies that promote career growth and workload balance. This is consistent with the psychological contract theory, which states that to form trust and engagement, employees' expectations about stability and professional growth need to be fulfilled

• Administrative process changes should focus on efficiency while ensuring clarity, employee participation and sufficient training. When employees are informed about procedural changes and the changes are perceived to be fair, employees attribute fairness to decisions causing their expectations based on perceptions of justice, to be reinforced within the workplace

• Work in transitions much be overseen as a group using participatory governance, institutional visioning and employee engagement. Fairness at the top of communication and leadership succession by organizations reinforce employees’ sense of organizational justice, allowing for less resistance and dissatisfaction

   

Policy changes need to be phased, should be communicated clearly and should not disproportionately affect certain employees. When staff perceive policies as fair and just, it strengthens the psychological contract between them and their employers. This helps to guarantee commitment and ensure satisfaction regardless of operational organizational changes

1. Agubosim, Benjamin Bunye, et al. “Job satisfaction and job performance among university staff in Nigeria.” International Journal of Academic Research in Progressive Education and Development, vol. 12, no. 2, June 2023, pp. 2445-2455. http://dx.doi.org/10.6007/ijarped/v12-i2/17669.

2. Akintunde-Adeyi, Julianah Funmilayo, et al. “Employees’ Resilience, Organizational Culture and Sustainable Performance of Tertiary Hospitals in Oyo State, Nigeria.” International Journal of Professional Business Review, vol. 8, no. 11, November 2023, pp. 1-22. http://dx.doi.org/10.26668/businessreview/2023.v8i11.3350

3. Akunne, Chuka Stephen and Umar Abbas Ibrahim. “An evaluation of the impact of change management on employee performance in the Nigerian electricity regulatory commission.” Open Journal of Business and Management, vol. 09, no. 05, January 2021, pp. 2591-2604. http://dx.doi.org/10.4236/ojbm.2021.95142.

4. Bah, Monhéséa Obrey Patrick, et al. “Effectiveness of organizational change through employee involvement: Evidence from telecommunications and refinery companies.” Sustainability, vol. 16, no. 6, March 2024. http://dx.doi.org/10.3390/su16062524.

5. Baber, Muhammad Masood. “The relationship between psychological contract breach and psychological contract violation: The interactive effects of tenure.” Pakistan Languages and Humanities Review, vol. 6, no. 3, September 2022, pp. 272-288. http://dx.doi.org/10.47205/plhr.2022(6-iii)23.

6. Bass, B. “Transformational leadership theory.” Organizational Behavior, Routledge, 1985, pp. 361-385.

7. Botha, Larysa and Renier Steyn. “Conceptualisation of psychological contract: Definitions, typologies and measurement.” Journal of Social Science Studies, vol. 8, no. 2, July 2021. http://dx.doi.org/10.5296/jsss.v8i2.18703.

8. Burke, W. Warner and George H. Litwin. “A causal model of organizational performance and change.” Journal of Management, vol. 18, no. 3, September 1992, pp. 523-545. http://dx.doi.org/10.1177/014920639201800306.

9. Çitil, E. “The concept of “psychological contract” in organizational communication process and a literature review on psychological contract.” Hatay Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 19, no. 50: 2022, pp. 119-140. https://dergipark.org.tr/en/pub/hmkusbed/issue/74491/1161307

10. Eaton, Lauren, et al. “Advancing the democratization of work: A new intellectual history of transformational leadership theory.” Leadership, vol. 20, no. 3, March 2024, pp. 125-143. http://dx.doi.org/10.1177/17427150241232705.

11. Eyanuku, J.P. “Organizational change and employees’ performance in the Nigerian banking industry.” Christopher University Journal of Management and Social Sciences, vol. 1, no. 1: 2021, pp. 187-195.

12. French, Raechel, et al. “Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change.” Springer Science and Business Media LLC, Journal of Educational Change, vol. 23, no. 1, July 2021, pp. 115-130. http://dx.doi.org/10.1007/s10833-021-09431-5.

13. Hayajneh, Najda, et al. “The relationship between organizational changes and job satisfaction through the mediating role of job stress in the Jordanian telecommunication sector.” Management Science Letters, vol. 11, no. 1, August 2020, pp. 315-326. http://dx.doi.org/10.5267/j.msl.2020.8.001.

14. Ichsan, Reza Nurul, et al. “The influence of leadership styles and organizational changes on employee performance with work environment as an intervening variable at PT. Bank Sumut Binjai branch.” Journal of Contemporary Issues in Business and Government, vol. 27. no. 2: 2021, pp. 258-264.

15. Kanitz, Rouven, et al. “Augmenting organizational change and strategy activities: Leveraging generative artificial intelligence.” The Journal of Applied Behavioral Science, vol. 59, no. 3, April 2023. http://dx.doi.org/10.1177/00218863231168974.

16. Khaw, Khai Wah, et al. “Reactions towards organizational change: A systematic literature review.” Current Psychology, vol. 42, no. 22, April 2022. http://dx.doi.org/10.1007/s12144-022-03070-6.

17. Kumolu-Johnson, B.O. and Okewale, R.A. “Change management and employees’ performance of selected Nigerian banks.” International Journal of Social Sciences and Humanities Reviews, vol. 11, no. 3: 2021, pp. 155-164.

18. Li, Jo Yun, et al. “Employee coping with organizational change in the face of a pandemic: The role of transparent internal communication.” Public Relations Review, vol. 47, no. 1, March 2021. http://dx.doi.org/10.1016/j.pubrev.2020.10198            

19. Gabriel Mgbemena, et al. “Organizational change and employee performance in selected hospitals in Awka, Anambra State, Nigeria.” International Journal of Innovative Human Ecology and Nature Studies, vol. 10, no. 4: 2022, pp. 17-31.

20. Nurudeen, Bello Ahmed, et al. “The effect of work ethics on job satisfaction and employee performance in Nigeria.” European Journal of Management and Marketing Studies, vol. 6, no. 3, August 2021. http://dx.doi.org/10.46827/ejmms.v6i3.1138.

21. Oladimeji, Sanjo Moruff, et al. “Change management and employees' satisfaction in the Nigerian banking sector.” AGOGO: Journal of Humanities, vol. 9, no. 1, July 2022, pp. 1-9. http://dx.doi.org/10.46881/ajh.v9i0.243.

22. Onyeneke, Gechinti Bede and Tomokazu Abe. “The effect of change leadership on employee attitudinal support for planned organizational change.” Journal of Organizational Change Management, vol. 34, no. 2, 22 February 2021, pp. 403-415. https://www.emerald.com/insight/content/doi/10.1108/jocm-08-2020-0244/full/html

23. Potosky, Denise and Wilfrid Azan. “Leadership behaviors and human agency in the valley of despair: A meta-framework for organizational change implementation.” Human Resource Management Review, vol. 33, no. 1, March 2023. http://dx.doi.org/10.1016/j.hrmr.2022.100927.

24. Rabiu, Musa Mohammed, et al. “Employee job satisfaction and employee productivity in Nigeria's federal civil service: An empirical examination of communication as metric for job satisfaction.” International Journal of Professional Business Review, vol. 9, no. 3, March 2024. http://dx.doi.org/10.26668/businessreview/2024.v9i3.4328

25. Rahi, Samar, et al. “Does employee readiness to change impact organization change implementation? Empirical evidence from an emerging economy.” International Journal of Ethics and Systems, vol. 38, no. 2. 26 November 2021, pp. 235-253.

26. Rousseau, Denise M. “Psychological contracts in organizations: Understanding written and unwritten agreements.” SAGE Publications, Inc., 1995. https://doi.org/10.4135/9781452231594

27. Shuaibu, Ahmed and Cross Ogalie Daniel “Impact of change management in employee’s performance of private universities in federal capital Territory and Nasarawa State of Nigeria.” Migration Letters vol. 21, no. S1, March 2024.

28. Valentine, Sean R., et al. “The impact of ethical forms of organizational leadership and ethical employment contexts on employee job satisfaction in Nigerian hospitality and recreation firms.” Employee Responsibilities and Rights Journal, vol. 36, no. 1, February 2024, pp. 41-62. http://dx.doi.org/10.1007/s10672-022-09434-1.

29. Vlachopoulos, Dimitrios. “Organizational change management in higher education through the lens of executive coaches.” Education Sciences, vol. 11, no. 6, May 2021. http://dx.doi.org/10.3390/educsci11060269.

30. Watermeyer, Richard, et al. “‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout.” British Journal of Sociology of Education, vol. 42, no. 5-6, July 2021, pp. 651-666. http://dx.doi.org/10.1080/01425692.2021.1937058.

31. Yue, Cen April, et al. “How empathetic leadership communication mitigates employees' turnover intention during COVID-19-related organizational change.” Management Decision, vol. 61, no. 5, August 2022, pp. 1413-1433. http://dx.doi.org/10.1108/md-01-2022-001