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In recent years, the robotic process automation (RPA) technology, a software-based method to automate routine tasks in business processes, has gained significant interest and adoption. However, many implementation projects fail and current literature lacks a synthesis and comprehensive overview of factors that challenge the implementation of RPA, have an impact on success or failure of projects, or, play an enabling role in an RPA project. Hence, the purpose of this research is to identify key factors that should be considered by organizations when conducting an RPA project.

The paper adopts a qualitative methodology based on data collected in a systematic literature review (SLR) and interviews with 10 RPA experts. Using inductive coding, an integrated framework of key factors is developed.

The results suggest that the key factors for a successful RPA introduction can be divided into human, organizational and technical factors. Important aspects include for example project management techniques, capabilities and skills of employees, as well as data security considerations.

The paper contributes to knowledge by synthesizing previously dispersed knowledge into an integrated framework, as well as by complementing previous results with new qualitative, empirical data. Additionally, the RPA-specific factors are put into the perspective of persistent problems in information systems development.

Digital transformation is a key factor in the competitiveness of modern businesses. However, the shortage of IT specialists poses a significant challenge. The significant underrepresentation of women in IT-related programmes in higher education further increases the skills shortage and reduces diversity and creativity. Against this background, this study aims to investigate the gender-specific factors influencing the decision to pursue IT-related degrees in the context of business informatics (B-Inf) in Germany to understand why few young women choose this field of study.

A quantitative survey was conducted with 186 undergraduate students in Germany. The survey examined the perceptions and priorities of both male and female students when choosing their field of study.

The results reveal that women place greater emphasis on job security and societal impact when selecting their field of study, whereas men tend to prioritise interest in technology, personal development and enjoyment of IT-related work.

Although previous research has focused on computer science programmes, little attention has been paid specifically to B-Inf programmes, which are a distinct discipline combining computer science and business administration. This study contributes new insights into the gender-specific preferences influencing the choice of B-Inf degrees, offering practical implications for increasing female participation and addressing the IT skills gap.

Due to the disruptive nature of digital transformation, firms can hardly ignore the further digitalisation of processes and business models. Implementing such initiatives triggers enormous investments in infrastructure and software, making the evaluation of digital investments crucial for a firm’s competitive situation.

Given the dynamics and uncertainties inherent in digital transformation, a qualitative, inductive research approach based on semi-structured interviews with high-level finance executives has been employed.

Our findings indicate widespread dissatisfaction with traditional investment appraisal methods for evaluating digital investments. Data also suggest that non-financial considerations are frequently taken into account, albeit implicitly, as participants struggled to clearly conceptualize these criteria.

The literature indicates important research gaps regarding the applicability and usage of traditional, predominantly financial, investment appraisal methods in digital contexts. This research enhances our understanding of digital investment evaluation, by (i) developing an exploratory conceptual framework of potential qualitative evaluation criteria and (ii) providing an in-depth and detailed understanding of the barriers to implementing investment appraisal methods.

In recent years, the robotic process automation (RPA) technology has increasingly been used to automate business processes. While a lot of research has been published on the potential and benefits of the technology, only a few studies have conducted research on challenges related to RPA adoption. Hence, this study aims to identify and discuss challenges related to RPA implementation projects.

Following an inductive methodology, interviews have been conducted with consultants who were involved in multiple RPA implementation projects. Hence, their extensive experience and views contribute to a detailed and in-depth understanding of the phenomena under research.

The results suggest that there are various process-related, technical, resource-related, psychological and coordinative challenges that must be considered when conducting an RPA implementation project.

This paper contributes to knowledge by presenting a new typology of challenges, as well as providing an in-depth discussion of the individual challenges that organizations face.

Digital transformation of organizations has major implications for required skills and competencies of the workforce, both as a prerequisite for implementation, and, as a consequence of the transformation. The purpose of this study is to analyze required skills and competencies for digital transformation using the context of robotic process automation (RPA) as an example.

This study is based on an explorative, thematic coding analysis of 119 job advertisements related to RPA. The data was collected from major online job platforms, qualitatively coded and subsequently analyzed quantitatively.

The research highlights the general importance of specific skills and competencies for digital transformation and shows a gap between available skills and required skills. Moreover, it is concluded that reskilling the existing workforce might be difficult. Many emerging positions can be found in the consulting sector, which raises questions about the permanent vs temporary nature of the requirements, as well as the difficulty of acquiring the required knowledge.

This paper contributes to knowledge by providing new empirical findings and a novel perspective to the ongoing discussion of digital skills, employment effects and reskilling demands of the existing workforce owing to recent technological developments and automation in the overall context of digital transformation.

To determine where, when, how, and wherefore European social theory hit upon the formula of “the True, the Good, and the Beautiful,” and how its structural position as a skeleton for the theory of action has changed.

Genealogy, library research, and unusually good fortune were used to trace back the origin of what was to become a ubiquitous phrase, and to reconstruct the debates that made deploying the term seem important to writers.

The triad, although sometimes used accidentally in the renaissance, assumed a key structural place with a rise of Neo-Platonism in the eighteenth century associated with a new interest in providing a serious analysis of taste. It was a focus on taste that allowed the Beautiful to assume a position that was structurally homologous to those of the True and the Good, long understood as potential parallels. Although the first efforts were ones that attempted to emphasize the unification of the human spirit, the triad, once formulated, was attractive to faculties theorists more interested in decomposing the soul. They seized upon the triad as corresponding to an emerging sense of a tripartition of the soul. Finally, the members of the triad became re-understood as values, now as orthogonal dimensions.

This seems to be the first time the story of the development of the triad – one of the most ubiquitous architectonics in social thought – has been told.

TECHNICAL Education, after looming before the British public for half a century, is now with us a recognised factor in our national life. The passing of the Technical Instruction Acts of and 1891, and the Local Taxation (Customs and Excise) Act of gave an impetus to the movement, and has produced results of a most gratifying character. Technical schools, or institutions bearing other names in which technical instruction is given, are now considerably more numerous than Public Libraries. According to a return of the National Society for promotion of Technical Education in England (excluding London), 319 technical schools, under municipal and public bodies, have been erected at a cost of £3,186,102—an average of £10,000 per school in round numbers—and of this sum, one quarter of a million has been involved since 1901. In order to obtain an adequate idea of the extent to which technical instruction is given, it is necessary to take into account the higher grade schools and other institutions which are used for this purpose. But if technical schools be numerically stronger than Public Libraries, the former institution is incomplete without the latter. In such isolation, its relative position to the student, is like a conservatory without a garden to the botanist. A Public Library, with carefully selected books of reference, bearing on the subjects taught in the technical school as well as on all the industries carried on in the neighbourhood, is an indispensable condition to the success of the technical school, and I hope County Councils will, in the near future, use their influence to promote the establishment of Public Libraries in every locality where a technical school is considered essential.

Based on appraisal theory and social response theory, this study aims to explore the mechanism of AI failure types on consumer recovery expectation from the perspective of service failure assessment and validate the moderate role of anthropomorphism level.

Three scenario-based experiments were conducted to validate the research model. First, to test the effect of robot service failure types on customer recovery expectation; second, to further test the mediating role of perceived controllability, perceived stability and perceived severity; finally, to verify the moderating effect of anthropomorphic level.

Non-functional failures reduce consumer recovery expectation compared to functional failures; perceived controllability and perceived severity play a mediating role in the impact of service failure types on recovery expectation; the influence of service failure types on perceived controllability and perceived severity is moderated by the anthropomorphism level.

The findings enrich the influence mechanism and boundary conditions of service failure types, and have implications for online enterprise follow-up service recovery and improvement of anthropomorphic design.

The ideal self has had a place in management literature in recent years with reference to identity and role change. However, except for a JMD article in 2006, there has been little theorizing on the ideal self, which is often treated as a static construct. The purpose of this article is to update and refine the concept and explain the dynamic nature of the construct.

This conceptual paper is based on a review of the recent management and psychology literature related to the ideal self and its components.

The authors propose a dynamic theory of the emerging ideal self and delineate how its components evolve over time.

The ideal self, or one's personal vision, is a major motivator of learning and change and the sustainability of such efforts. The time dynamic theory would encourage and guide longitudinal research using better variables and measures as well as help in conceptualizing the role of socialization, social identity and life/career stages.

With a better theory of the ideal self, trainers, consultants, coaches and teachers can help people update their deep sense of purpose and the sustaining driver of learning and change the ideal self. It could help people and organizations address a major determinant of engagement.

This theory offers a temporal understanding of how the ideal self can motivate learning and change at different life and career eras, which can help in designing future research on identity-related transitions.

At what age should children and teenagers have access to certain subject materials and/or the adult collection in libraries? Parents, school teachers and administrators, organized and unorganized religious, politicians, and the judiciary are among those willing to expound on their firm conviction that certain materials and subjects are harmful to the young. There are also those who, although uncertain about the effect of certain materials and subjects, are willing to opt for restricting access for the young and to demand that librarians be responsible for policing such action. Librarians generally share these ambivalent feelings about library materials and access for children and young adults. Aware of the possible adverse reaction of adults if alleged controversial materials are placed either in the children's or the young adult collection, librarians often choose not to select such materials. A recent letter to American Libraries suggested that librarians place controversial children's or young adult material into adult collections only, thus avoiding confrontations with those adults concerned about “harmful” matter reaching minors. The writer stated that everyone would win; the material would be available, but objections based on access to the material by the young would be thwarted. The writer did not seem to anticipate problems in determining at what age the young person would be allowed access to the adult collection containing this material, nor was a method proposed for defining either controversial or noncontroversial material. However, the “way out” proposed is actually used by some public libraries in the U.S., although a cursory look at library problems over objections to library materials for the young reveals titles and subjects that would be classified as noncontroversial by many.