The purpose of this paper is to empirically investigate the role of resistance to change and self-efficacy (SE) on the relationship between learning culture and motivation to transfer training (MTT).
The study collected data from 412 faculty members of higher education institutions on the basis of multi-stage sampling technique. First, the population was divided into two strata. Second, universities were selected on a random basis and finally, respondents were selected on simple random basis.
The study used structural equation modeling and hierarchical regression techniques to test the hypotheses. The study found that in the presence of high SE and low resistance to change learning culture more likely to influence on MTT.
The study contributed to cognitive theory, signaling theory and experimental learning theory and has implications for managers and academic policymakers.
The study is a novel attempt to examine the side by side role of learning culture, SE and learning transfer climate toward MTT.
