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This to show how critical success factors (CSFs) from practitioner-oriented research can be tested and used to generate new theory.

This paper uses an extended example regarding the integration of IT departments following organizational mergers and acquisitions to illustrate in proof of concept that such practitioner-oriented research can generate new substantive theory and be used to begin a cycle of representation-testing leading to enhancing domain knowledge. The method used consists of the identification of an exemplary practitioner-oriented research article, restatement of CSFs into testable propositions, gathering data through interviews with phenomenon participants, analyzing and interpreting data relative to these CSFs, then presenting the results pertaining to these CSFs and observations from examining them holistically.

No CSFs were affirmed in all cases, neither were they rejected in all cases. The pattern of answers reveals a significant difference between factors representing general management best practices and technical practices. The higher frequency among management factors shows a relative universality to these items, whereas the technical issues are noted less frequently as they each apply to smaller subsets of all post mergers and acquisitions integrations but remain critical when they do apply. This set of responses suggests that the frequency of responses does not indicate the importance of any given factor across settings.

This study suggests (1) CSFs, while generally helpful, can also be misleading when applied such that, where of potential importance, they can be brought into a theorizing mode for refinement and extraction of additional knowledge; (2) that CSFs can be sorted into those tending toward general management principles that apply most frequently in contrast to those of critical importance but applicable across fewer situations; and (3) that as a proof of concept the case to theory transformation method can work to introduce heuristic knowledge into a process-initiating theorizing, raising prospects for subsequent continued improvement.

Assuming robust reporting of CSFs in well-conducted cases, this study knows that at least in one setting these factors were important in achieving particular results. However, this study does not know, without subsequent testing and theorizing, whether the factor applies across circumstances and whether it requires particular handling (e.g. timing may be critical but relies on varied conditions to indicate when actions need be taken). By theorizing based upon CSFs for important IS phenomena, the authors create a bridge between knowledge as used in practice and the scientific tools for increasing its value over time.

Although the authors know of case and multiple case studies surfacing best practices in post mergers and acquisitions integrations, they know of no broad studies across numerous organizations; they also know of no studies demonstrating the relationship of management and technical CSFs in an IS phenomenon. Further, although there are other techniques advocated for theory initiation and building, the authors know of none that transforms heuristic or anecdotal knowledge for subsequent theorizing and continual improvement at a more detailed level than mid-range theory.

This paper aims to investigate the effects of gender, age and education on new technology implementation in Saudi Arabia, a technologically developing country, using the Theory of Planned Behavior (TPB).

The research was an empirical investigation based on surveys completed by 1,088 Saudi knowledge workers.

The TPB model performs well in Saudi Arabia. This validation accounts for 37 percent of the variance in behavioral intention among Saudi knowledge workers. For the moderator variables, there were no statistically significant interactions, with the exception of the moderation of perceived behavioral control on behavioral intention by level of education.

Saudi Arabia is an exemplar for many developing nations characterized by distinct intellectual and cultural traditions that differ from Western cultures. Demographic variables (e.g. gender and age) that have been reported to be significant moderators of the influences of attitude, subjective norm and perceived behavioral control on behavioral intention in other cultural samples were found to be non‐significant in this Saudi Arabian sample.

System developers using user‐centered design approaches have different design criteria for the successful workforce adoption of information technology (IT) systems in a technologically developing nation, as compared to the workforce of a technologically developed nation.

This paper validates TPB as a multi‐cultural model for investigating the impact of attitudes, beliefs, and subjective norms on technology adoption, and, in contrast to previous studies, indicates the (non)effects of select demographic moderators on the model using a non‐Western sample.

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect students with opportunities, people and resources in communities within and beyond their classroom walls (Ito et al., 2013). The framework has been adopted and developed in K-12 education by teachers in professional development networks and introduced to some teacher education programs through these networks. Practitioners of connected learning frequently refer to the need for “courage” to develop and introduce connected learning-based practices in their classrooms. The paper aims to discuss these issues.

In this study, the authors investigate “courage” through a sociocultural lens in the case studies of six educators in a teacher education course on connected learning. The study examines the social contexts and activities that fostered acts of courage during their 14-week course.

The authors found that personal reflection on freedom and equity, two ethical concepts raised by the connected learning framework, seeded acts of courage. The acts of courage appeared as small acts that built upon themselves toward a larger goal that related to the participants’ ethical ideals. Three types of social activity contexts helped to nurture these acts: seeking models of possibility, mediated reinvention and “wobbling.”

This study helps to uncover some of the questions that connected learning scholars and practitioners have about why courage is so central, and how to cultivate courageous acts of pedagogical change.

The theoretical framework used in this study, courage from a sociocultural perspective, may serve to help scholars and teacher educators to shape their research and program designs.

This study offers insights into patterns of networked teacher-led educational change and the social contexts that support school-level impacts of out-of-school professional networking.

Using a sociocultural conception of courage to investigate connected learning in teacher education, this study demonstrates how equity and freedom, central values in the connected learning framework, serve as key concepts driving teachers’ risk-taking, innovation and change.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations.

Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership.

A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows.

The aim is to teach students to adopt a more inclusive and complex view of the world.

This piece argues that television families’ shift away from the traditional nuclear family form is crucial to understand the relatively rapid acceptance of same-sex marriage in mainstream politics. Released in the early 2010s, The Americans focusses on a KGB-created family composed of two Soviet spies, total strangers who ultimately have two children to further their cover as an innocent American family running a DuPont Circle travel agency and living in a Virginia suburb of Washington D.C. Rather than being idealised or sought after, The Americans reveals that the nuclear family is legally, socially, and politically constructed, and, in the end, doomed to failure. Sex and love and even children are instrumentally manipulated on a regular basis to further political goals, transforming basic assumptions about how marriage and family life really work beyond the façade of suburban America. This opens space for consideration and acceptance of alternative family forms, including same-sex marriage.

Are White and Asian job applicants advantaged in access to professional jobs relative to Black and Latinx job applicants at the initial screening stage of the hiring process? And, are the mechanisms of advantage for White applicants different than the mechanisms for Asian applicants? In this chapter, the author proposes a theoretical framework of “parallel mechanisms” of White and Asian advantage during hiring screening – that White and Asian applicants are advantaged compared to Black and Latinx applicants, but that the mechanisms of advantage subtly differ. The author focuses specifically on mechanisms related to two important factors at the hiring interface: referrals and educational attainment. The author applies the concept of parallel mechanisms to a case study of software engineering hiring at a midsized high technology firm in Silicon Valley. The author finds that at this firm, White applicants are advantaged at initial screening relative to Black and Latinx applicants due to average racial differences in applicant characteristics – namely having a referral – as well as differences in treatment by recruiters. For Asian applicants, average racial differences in possession of elite educational credentials, as well as racial differences in recruiter treatment, explain the racial disparity in callbacks. The author discusses the implications of parallel mechanisms of advantage for racial inequality in a multiracial context, and for organizational policy meant to address racial disparities during organizational hiring processes.

To explain the Supreme Court’s ruling in its recent Kokesh v. SEC decision and its impact on the SEC’s ability to recover disgorgement of ill-gotten gains beyond the five-year statute of limitations.

This article discusses the Supreme Court’s recent decision and the immediate effects it will have on the SEC’s approach to a variety of cases in which a significant portion of the recovery may now be outside the statute of limitations.

The article concludes that the recent Supreme Court decision will have an immediate effect of preventing the SEC from reaching back beyond five years for disgorgement; however, the SEC may be able to comply with Kokesh and modify its procedures so that its financial recoveries from those that violate securities laws may be categorized as an equitable remedy (like restitution) rather than as a penalty (like forfeiture) which is subject to a five-year statute of limitations.

The article provides practical guidance from experienced securities litigation and white collar crime lawyers. It explains and analyzes the Supreme Court decision that severely limits the ability of the SEC to seek disgorgement by limiting the SEC’s use of disgorgement to a five-year statute of limitations.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.