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PurposeThis paper aims to report the results of a comprehensive literature review concerned with exploring the distinctive roles of the underlying multidimensional psychological mechanisms through which organizational culture (OC) affects TQM.Design/methodology/approachA thorough review of the relevant existing studies focusing on the direct and indirect links between OC, employee readiness for change (ERFC), employee commitment to change (ECC) and TQM implementation was conducted. To identify studies to include in the review, electronic searches of prominent databases and journals were carried out for the period 1980 to 2020.FindingsThe thorough analysis of relevant studies indicates that various types of OC influence TQM through certain psychological mechanisms namely ERFC dimensions and employee affective commitment to change. As a consequence, the paper develops a set of propositions and a novel integrative conceptual framework to explain the mediating roles of ERFCs and EACC in the OC–TQM relationship and then concludes by suggesting future lines of research and highlighting practical managerial implications.Originality/valueDrawing on academic perspectives from multiple literature streams, this study offers a more advanced understanding of the relationship between OC and TQM implementation via exploring multiple mediating paths.

A comprehensive review of the literature indicates that there is a lack of research on the influence of all the organizational culture (OC) types on academics’ readiness and behavioral intention to implement eLearning changes in higher education institutions (HEIs). To address this gap, this study empirically investigates the impact of OC on academics’ readiness and behavioral intention to implement eLearning changes within HEIs in Kuwait during the COVID-19 pandemic. A 218 self-administered survey was distributed to public and private HEIs. The analysis of collected data reveal that the most prominent OCs are hierarchy and market types which support readiness for change. The contribution of this study lies in further understanding the impact of OC on academics’ readiness for eLearning changes and behavioral intention to support eLearning implementation. The findings further offer an original contribution by confirming the mediating role of academics’ readiness for eLearning changes in the relationship between OC and behavioral intention. This paper adds to the change management literature by collecting data during the COVID-19 pandemic within the interesting context of HEIs in the Gulf Cooperation Council (GCC), which is currently scarce. The implications of this study contribute to the sustainability of Kuwaiti HEIs.