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The problem of fast and accurate positioning relative to the sea floor can be solved using the Doppler shift of high frequency acoustic signals.

The purpose of this paper is to use the experience of attempting to locate funding for three contiguous components of a research program to be undertaken in remote areas of Queensland to reflect upon the increasing challenges to critical qualitative research in the Australian context.

This paper utilizes forms and formats of the composite narrator, narrative inquiry and autoethnographic techniques in putting their lived experience into the context of the neoliberalized university.

As the research team developed and pursued a funding application through various university committees, the value of their work and the ways in which they were being increasingly marginalized qua researchers became starkly apparent to them.

While Appadurai’s concern was to try to understand the inexplicable and seemingly inordinate fear of small numbers that, in contemporary times, causes large majority groups to launch horrendous campaigns of erasure against miniscule minority groups, the authors wonder whether the same concern of an ascendant majority is not at play in strategies of erasure being deployed in contemporary research paradigm skirmishes. Regardless, the authors are rapidly approaching the point where perhaps the authors, as critical qualitative researchers, should fear any numbers, big or small.

This study investigated the interplay between business process management (BPM) and digitalization in organizations and developed principles for designing their interaction.

This study was explorative and used a questionnaire-based survey that involved experts in BPM and digitalization who were actively engaged in these two domains in their organizations to come up with the design principles. The survey and the design principles were based on Rosemann and vom Brocke's (2010) six core elements of BPM.

Digitalization was seen as influencing how BPM is practiced in organizations by strengthening organizations’ focus on BPM, and conversely, BPM was perceived as beneficial for digitalization and digitalization outcomes. In addition, based on Rosemann and vom Brocke’s six core elements of BPM, we proposed six principles for designing the interplay of BPM and digitalization in organizations.

Our empirical investigation was situated in a Norwegian context and included 104 respondents. While we have no reason to believe that our findings should not be valid and useful in other regions, this is a limitation in generalizing our findings, and a natural follow-up would be to investigate our research questions in other geographical areas. We are also aware of the potential response bias in our sample. Moreover, to outline the principles for designing the interactions of BPM and digitalization, we applied the six core elements of BPM by Rosemann and vom Brocke (2010) as our theoretical lens. We acknowledge that there are more issues related to the interplay of BPM and digitalization than we have dealt with in this study.

This study has several implications for organizations. First, managers may use our proposed design principles to decide how to integrate BPM and digitalization. Second, although this study showed that each discipline nurtures its own culture, building an organizational culture that combines values from each discipline can enable a process-oriented organization to innovate its operations and services with digital technology. Third, managers should align the responsibilities and tasks of process owners with the demands for the digitalization of business processes. Fourth, managers, when integrating BPM and digitalization, should take care not to impede the generative attributes of each discipline.

Processes and digital technologies play important roles in society at all levels. BPM seeks to understand how processes unfold and explores how new practices may better serve individuals, organizations and society (vom Brocke et al., 2021), while digitalization is concerned with how various kinds of modern digital technologies may trigger organizational and social changes (Markus and Rowe, 2023; Suri and Jack, 2016).

This study is one of the first studies to investigate the interplay between BPM and digitalization – how digitalization affects BPM practices in organizations and how BPM influences digitalization outcomes. In addition, this study offers novel principles for designing the interaction between BPM and digitalization.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

This paper aims to report on a study investigating how young people and teachers interpreted reading proficiency and difficulty across different tracks of English language arts in the sole high school serving a culturally diverse city.

For six months, the researchers observed in three hierarchically tracked English classes. Participants were three teachers and 15 focal youths. The researchers also conducted semi-structured and open-ended interviews and collected classroom artifacts and students’ records.

Despite adoption of the Common Core State Standards and a school-designed common English curriculum, both of which were to contribute to shared literacy objectives, students and teachers built highly contextualized understandings of reading proficiency, which diverged across tracks and mediated instruction. Across tracks, however, deficit discourses about reading struggle persisted, and students and teachers attributed difficulty to students’ attitudes and behaviors. Young people never described themselves in negative terms, which suggests they resisted the deficit labels tracking systems can generate.

Findings extend research by showing how literacy-related tracking contributed to exclusionary contexts through which students were unproductively positioned at odds. Findings suggest a need for renewed rigor in the examination of tracking practices, particularly how notions of reading difficulty/proficiency position youths and mediate literacy instruction. Despite deficit conceptions of “struggling readers” across the school, youths never described themselves negatively and accepted reading difficulty as normal; how youths achieved such resourceful stances can be further investigated. These research directions will support the creation of English contexts that invite all youths into inquisitive, critical and agentive interactions with texts and each other.