TPC-Journal-V4-Issue4

The Professional Counselor \Volume 4, Issue 4 388 Because change in an organization may cause strain and uncertainty (Nelson et al., 1995), Marshall (2010) proposed that early assessment and intervention be implemented accordingly. Assessment of students’ perceptions of the transformation initiatives, particularly on teaching, learning and research activities, would help to evaluate the impact of institutional transformation on the psychological well-being of the students (Loretto, Platt, & Popham, 2010). Preparing and guiding students through the transformation process helps them to adapt and thrive (Marshall, 2010; Tosevski, Milovancevic, & Gajic, 2010). Loretto et al. (2010) found that preparation for change and timely training with open communication may build trust and minimize uncertainty by increasing control. Gradual and orderly structural policy changes may facilitate adjustment and minimize needless stressors. Secrecy and poor communication may result in poor morale and low self-satisfaction (Becker et al., 2004; Nelson et al., 1995; Smollan & Sayers, 2009). In contrast, promoting transparency and coordination in the learning environment may encourage attitudes of independence, objectivity, industriousness, respectfulness, confidence, assertiveness, initiative and enthusiasm. These interventions may help ensure the mental well-being of students, which in turn affects their academic achievement positively and contributes toward the success of the university transformation process. Tosevski et al. (2010) have suggested building trust in instructor-student relationships to promote autonomy and clarify role expectations. Practicing a student-driven learning approach may inspire creativity and leadership, bringing forth greater self-satisfaction among students. As the university moves toward becoming a world-class institution, students fit themselves into the vision and mission of the university. In this study, the differences between the real-self and the preferred-self traits were most exaggerated in the third phase. When the preferred-self traits are much higher than the real-self traits, students may feel frustrated. According to Rogers (2007), incongruence between real and preferred value in personality traits may increase one’s vulnerability to stress or anxiety. Mild anxiety brings forth self-awareness in response to the incongruence in personality and may result in therapeutic change and the learning of new coping skills (Rogers, 2007). The university can provide counseling services to assist those students who need help. Conclusion The APEX initiative is transforming the selected research university to embrace excellence, innovation and dynamism in moving toward the goal of becoming a world-class institution. The results of this study suggest that university students are coping well with the institutional transformation. In fact, many desired personality traits became more strongly expressed and developed during the transformation phases. It is crucial to continually monitor the personality profile and psychological well-being of students. The institution also can implement proactive interventions to support the mental health and development of human capital in all students. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Becker, L. R., Beukes, L. D., Botha, A., Botha, A. C., Botha, J. J., Botha, M., . . .Vorster, A. (2004). The impact of university incorporation on college lecturers. Higher Education ,  48 , 153–172.