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With the increasing agility of IT enterprises, it is crucial to identify suitable managerial strategies for controlling information system development (ISD) projects in the new agile working environments. These environments are characterized by the collaborative nature of work and the recurring nature of communication. This study aims to explore how perceived transparency in ISD processes, controlled by transparency strategies, impacts project quality.

In collaboration with a firm that implemented a customized Scaled Agile Framework, questionnaires were distributed to employees involved in ISD projects. The goal was to understand the influence of perceived transparency in ISD processes on project quality.

Our research demonstrates that perceived transparency in ISD processes enhances project quality through knowledge exchange by strengthening goodwill trust among team members. Additionally, transparency improves project quality through client feedback by strengthening competence trust of clients toward the team. Goodwill trust of clients toward the team and competence trust among team members have less impact on project quality enhancement.

This study reveals the nomological network among the perceived transparency, different types of trust among stakeholders, social interactions among stakeholders, and project outcomes in agile ISD environments. This nomological network has been overlooked by previous studies that biased toward top-down, interorganizational communication. It highlights that not all types of trust among stakeholders are involved in the processes through which perceived transparency influences ISD project quality in agile working environments. Additionally, it exposes the limitations of transparency strategies for controlling projects in agile IT enterprises.

The purpose of this study is to examine tacit knowledge sharing within information systems development (ISD) projects by exploring the combination of social interdependence theory and regulatory focus theory (RFT).

A survey was conducted on 198 ISD professionals to investigate the effect of social interdependence on tacit knowledge sharing. The survey data were analyzed using partial least squares structural equation modeling (PLS-SEM), and the results were discussed.

This study reveals that team members tend to share tacit knowledge in a way characterized by cooperative interdependence, and different patterns of social interdependence have an impact on tacit knowledge sharing. The RFT explains the disparities in attitude toward tacit knowledge sharing. Specifically, individuals with a prevention-focused orientation positively moderate the impact of competitive interdependence on tacit knowledge sharing, while those with a promotion-focused orientation have a negative moderating effect on the effect of competitive interdependence on tacit knowledge sharing. Moreover, promotion-focused individuals negatively moderate the effect of cooperative interdependence on tacit knowledge sharing.

The study identifies important aspects of social interdependence in ISD projects that affect the management of tacit knowledge. Furthermore, the study shows that the influence of cooperative and competitive interdependence on tacit knowledge sharing is moderated by the regulatory focus of an individual, providing new insights into ISD knowledge management.

The aim of this study is to investigate how team-level leader-member exchange (LMX) and the instrumental use of artificial intelligence (AI) by team members influence team psychological empowerment and information systems development (ISD) team performance.

A survey approach was employed to collect time-lagged, multi-source data for testing the proposed model of this study (N = 514 responses from 88 teams). PROCESS macro was used to analyze the data to generate empirical results.

The results suggest that instrumental AI use indirectly influences ISD team performance by enhancing team psychological empowerment. Additionally, it moderates the effects of team-level LMX on team psychological empowerment and ISD team performance. Furthermore, the results demonstrate that the interaction effect of LMX and instrumental AI use on ISD team performance is mediated by team psychological empowerment.

While research on ISD consistently demonstrates that teams, data, and technology collectively contribute to the success of these projects. What is less known, however, is how the exchange relationship between ISD teams and their leader, as well as technological factors, contribute to ISD projects. This study draws on LMX theory to propose how team-level LMX and the instrumental use of AI by team members influence team psychological empowerment and ISD team performance. The study puts forth a mediated moderation model to develop a set of hypotheses. It offers valuable contributions to AI and LMX, along with implications for ISD team management.

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.

Agile principles have been widely used in software development team practice since the creation of the Agile Manifesto. Studies have examined variables related to agile principles without systematically considering the relationships among key team, agile methodology, and process variables underlying the agile principles and how these variables jointly influence the achievement of software development agility. In this study, the authors tested a team/methodology–process–agility model that links team variables (team autonomy and team competence) and methodological variable (iterative development) to process variables (communication and collaborative decision-making), which are in turn linked to software development agility (ability to sense, respond and learn).

Survey data from one hundred and sixty software development professionals were analyzed using structural equation modeling methods.

The results support the team/methodology–process–agility model. Process variables (communication and collaborative decision-making) mediated the effects of team (autonomy and competence) and methodological (iterative development) variables on software development agility. In addition, team, methodology and process variables had different effects on the three dimensions of software development agility.

The results contribute to the literature on organizational IT management by establishing a team/methodology–process–agility model that can serve as a basis for developing a core theoretical foundation underlying agile principles and practices. The results also have practical implications for organizations in understanding and managing holistically the different roles that agile methodological, team and process factors play in achieving software development agility.

Career preparedness is critical to successfully transitioning from college to a full-time work environment. Being prepared means students have the technical and non-technical skills to help an organization meet its strategic goals. In many instances, students lack the requisite career competencies and collaborative skills. This study proposes designing an instructor-led, career-driven quasi-virtual internship to address this issue and improve students’ preparedness and teamwork.

Our research integrates and expands the four-step processes outlined in instructional and course redesign theories, including analysis, design and development, implementation and evaluation. In the evaluation phase, a survey is used to collect data, and natural language processing is applied to identify the emerging themes. The sample included 104 undergraduate students enrolled in an information systems degree program, which resulted in a digital corpus of 40,744 words for analysis.

Results indicate that the implementation of instructor-led quasi-virtual internships offered a comprehensive career experience comparable to an onsite or virtual company-sponsored internship in five notable areas: (1) application of technical knowledge, (2) critical thinking, (3) time management, (4) application of IT project management and (5) collaborative skills.

Our study only evaluated participants in our treatment group. Future research should examine the differences between students who complete sponsored versus instructor-led quasi-virtual internships. Researchers can add a control group of students who receive a theoretically based capstone course. Future research can simulate randomized controlled trials (RCT) (Chalmers et al., 1981) to measure the effectiveness of quasi-virtual internships. A benefit of this research is that an open-ended survey allows for collecting rich, multifaceted primary data. The second limitation is that the study included only single-item questions. Future authors can create and validate a survey instrument based on the themes and concepts emanating from our investigation. For example, they can operationalize team dynamics and career preparedness using a reflective model in which the underlying construct drives the indicators, requiring multiple items to examine each construct (Coltman et al., 2008). Third, the sample size in the study was relatively small. We can increase the sample size using a time-series dataset with multiple measurement periods. The fourth limitation is context; this study was conducted at a public university; other institutions may have varied teaching approaches, student demographics and resources. By expanding our study using a multi-site approach (Ballantyne et al., 2012), we can increase cross-sectional sample sizes and improve the generalizability of the study’s results.

This study provides several practical insights for educators by examining quasi-virtual internships. Academic institutions that want to offer internships but struggle to establish industry partners can implement the quasi-internship model as an alternative approach. The study highlights that students gain critical insight into their future careers during these internships by being familiar with industry concepts and tools. We also provide insights into engaging students in “meaningful collaboration.” We suggest the instructor provide some time during the class sessions for group work to improve coordination and introduce industry-level tools that provide a more applied approach to IS education.

The National Survey of College Internships (NSCI) 2021 indicates that underrepresented and first-generation students were less likely to participate in internships. Our research may positively impact diverse communities since the quasi-virtual internship allows all students to participate once they are enrolled in a capstone class.

To our knowledge, this study is the first to utilize latent semantic analysis to analyze students’ feedback to improve course design, career preparedness and team dynamics.

The purpose of this article is to identify how the organisations are able to improve their business value through acquisition of business analytics capabilities and by improving their performance.

With the help of literature survey, along with standard resource-based view framework, a conceptual model has been developed. These have been statistically tested by collecting the data using the survey questionnaire from 306 selected respondents from various service sector- and product-based organisations in India. To analyse the data we have used partial least square–based structural equation modelling.

The study highlights that by the help of data acquisition and tool acquisition as two vital components the acquisition of business analytics capabilities could improve the business value of the organisation by strengthening its organisational performance. The findings of this research also indicated that acquisition of business analytics capabilities has a significant influence on an organisation's business process performance and business decision, which in turn significantly influences organisational performance. And organisational performance eventually positively influences its business value. The model was found to provide an explanative power of 71%.

The proposed research model can provide effective recommendations to the management of the organisations to realise the importance of acquisition of effective business analytics capabilities to eventually improve the business value of the organisation.

No specific studies, as yet, have analysed the effects of acquisition of business analytics capabilities for improving organisational performance mediated through business process performance and business decision. Therefore, this research has explored the distinctive effort to empirically validate this understanding.

Through the development of an empirical model and using community sport organizations (CSOs) as the basis for intervening variables, this study aims to ascertain the impact of Muslim household consumption, sport development officers (SDOs) and CSOs on Islamic sport development (ISD) during the COVID-19 pandemic.

All of the sports branch managers in Banten Province make up the study’s sample. Non-probability sampling with a purposive sampling strategy was the sampling method used. Making use of a questionnaire to gather data, 275 different sets of data are available for analysis.

Partial least squares is a tool for technical data analysis. With a t-statistic value of 71.358, the Moslem household consumption construct had a favorable and significant impact on the SDO construct. With a t-statistic value of 1.111, the Moslem household consumption construct had a positive but not statistically significant impact on ISD.

With a t-statistic value of 3.926, the Moslem household consumption construct had a positive and statistically significant impact on CSOs. With a t-statistic value of 1.111, the SDO construct had a positive and statistically significant impact on ISD. This study makes a new contribution by providing practical recommendations for the relationship between ISD authorities, community sports organizations and the positive and substantial impact on the development of the community and ISD.

The study aims to understand the influence of supplier development (SD) activities on supplier satisfaction through the lens of social capital theory (SCT) and to understand the mediating role of the buyer–supplier relationship (BSR) in improving supplier satisfaction (SS).

The research is based on survey of 110 key informants belonging to 50 medium to small supplier companies in the Indian automotive sector. We employed the PLS variance-based modelling technique for the data analysis.

The investigation resulted in a comprehensive framework for SD activities influencing SS. Further findings recognize a positive influence of SD activities such as payment terms and BSR, which are components of structural social capital on the SS. SD activities such as quality management and delivery, which are indicators of relational capital, affect SS through the mediation of BSR.

The study confirms the role of BSR in SS. The deliberations can help the managers of buyer and supplier firms and researchers to classify and strategize SD activities to improve performance and BSR to become preferred customers through SS.

As school districts evolve in their ability to actively support schools and educators, they must simultaneously contend with external policies that create additional demands on time and resources. This includes accountability policies aimed at increasing district and school capacity. This study uses Malen and Rice’s (2004) dual dimensions of capacity building to look at how district and charter leaders responded to the demands of Michigan’s Partnership Model, a district-based approach to school turnaround, focusing on how they tried to build capacity in response to the policy and whether and why these capacity building approaches were perceived as productive.

Semi-structured interviews were conducted with 22 out of 29 Partnership leaders between October 2019 to March 2020 in the second year of policy implementation. Data were analyzed using a combination of index-coding and thematic analysis.

Most leaders perceived the resources associated with the reform as useful, but the productivity of capacity building efforts was limited because some resources were not adequately matched to what they perceived as a core problem: the recruitment and retention of teachers. Engagement with the reform resulted in building informational and social capital because it fostered collaboration and continuous improvement processes, but leaders perceived technical partnerships as more productive than community partnerships.

Turnaround reforms like the Partnership Model that increase resources for districts and schools likely offer a better chance at success than those that simply focus on accountability threats without accompanying support because they give leaders new opportunities to coordinate and align resources, processes and ideas.