Development of a Transformative Model of Change for Mental Health Education, Research, and Service.

Background: The challenges and opportunities of the 21 Objective: The study aimed to identify factors that contribute to organizational readiness to change, describe the impact of the process of change at the individual, group and organizational levels, determine appropriate indicators to measure the intended and emergent outcomes, and describe the effect of the use of reflexivity on the researcher and the research process. Methods: The study used an explanatory sequential mixed methods design. Data sources included structured observations, surveys, interviews, and document review, allowing for methodological triangulation. The study site is a clinical department in a national university with a total of ninety (90) participants. Results: Quantitative results identified supportive situational factors (β = 0.462-0.486, 95% CIs excluding zero) and task demands (β = 0.238-0.283, 95% CIs excluding zero) as the only statistically significant predictors of organizational readiness to change. Change valence and psychological safety demonstrated small, non-significant effects (|β| <0.20). Readiness was therefore strongly associated with organizational support and clarity of expectations even in the context of perceived resource constraints. The transformative learning approach was associated with enhanced leadership development, a strengthened collaborative culture, and measurable gains in education, training, research, and service. Reflexive practice contributed to methodological rigor and informed key research decisions. Conclusion: The findings have validated and refined the conceptual framework on the process of promoting change toward desired outcomes in the clinical department under study. The insights gained have also informed the next steps in facilitating the progression of the department in becoming future-proofed and may be considered for application in organizations similarly undergoing change.