If there’s one constant in higher education, it’s change. The irony, of course, is that change itself is rarely welcomed—especially when it arrives in the form of new teaching models, platforms, or technologies. Across the sector, the same dynamics play out: a natural risk-aversion, a desire for evidence and proven results, and the very human challenge of helping people feel comfortable with new ways of doing things.
In my experience, the key to building buy-in is not to push harder or faster, but to make the first steps approachable: celebrate the early wins, lower the barriers, and allow momentum to build gradually without unnecessary risk.
1. Start With Easy Wins
Resistance is rarely about disliking innovation; it’s usually about fear of failure. That’s why I focus first on opportunities where faculty and staff can experience success quickly—piloting a single course redesign, adopting a straightforward tool, or sharing a student story that highlights the real benefits of online learning. When success feels tangible, confidence follows.
2. Reduce the Perceived Risk
Compliance is not the same as commitment. Mandates may secure participation, but they rarely secure trust. Leaders can reduce the perceived risk by providing clear support: embedded instructional designers, accessible training, responsive helpdesks, and recognition of effort. When colleagues know they will not be left on an island, they are far more willing to step forward.
3. Build Momentum Through Storytelling
One of the most effective strategies I’ve seen is to share accomplishments widely. Publish student success stories. Celebrate faculty who tried something new. Host lunch-and-learns where colleagues hear directly from peers rather than administrators. Former skeptics often become the most persuasive advocates, and their voices carry more weight with colleagues than any directive from above.
4. Looking Ahead: From Online to AI
A few years ago, the great unknown was online learning. Today, it’s artificial intelligence. The pattern, however, is the same. Faculty and staff want to know that experimentation won’t compromise academic quality or leave them without support. The same principles still apply: start small, share wins, and provide guardrails that make exploration feel safe rather than risky.
5. The Rule of Three
I often say that I like to present an idea three times. Not because I want to wear people down, but because I’ve found that hesitation is part of the process. The first time you introduce something new, the reaction is usually, “What’s this?” The second time, people begin to warm up: “Oh, I see where this might fit.” By the third time, the response is often, “Wait, aren’t we already doing this?”
It isn’t about persistence for its own sake; it’s about giving colleagues the space to move from unfamiliarity to comfort. Change in higher ed doesn’t happen in a single announcement—it happens through steady, consistent conversation that makes new ideas feel less like disruption and more like a natural evolution.
Progress, Not Perfection
Change in higher ed will always be incremental, and that’s okay. What matters is consistent movement in the right direction. When faculty and staff see that small steps lead to meaningful outcomes—improved retention, greater flexibility, stronger enrollment—they begin to trust that the effort is worthwhile.
Risk-aversion and skepticism are not unique to any one campus; they are woven into the fabric of higher education. Yet by focusing on small wins, lowering barriers, and building a culture of support, leaders can turn resistance into momentum. Change will always bring uncertainty, but it can also bring purpose—and even empowerment.