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The purpose of this paper is to understand how users behave and evaluate how systems with users are essential for interactive information retrieval (IIR) research. User study methodology serves as a primary approach to answering IIR research questions. In addition to designing user study procedures, understanding the limitations of varying study designs and discussing solutions to the limitations is also critical for improving the methods and advancing the knowledge in IIR.

Given this unresolved gap, we apply the faceted framework developed by Liu and Shah (2019) in systematically reviewing 131 IIR user studies recently published (2016–2021) on multiple IR and information science venues.

Our study achieve three goals: (1) extracting and synthesizing the reported limitations on multiple aspects of user study (e.g. recruitment, tasks, study procedures, system interfaces, data analysis methods) under associated facets; (2) summarizing the reported solutions to the limitations; (3) clarifying the connections between types of limitations and types of solutions.

The bibliography of user studies can be used by students and junior researchers who are new to user-centered IR studies as references for study design. Our results can facilitate the reflection and improvement on IR research methodology and serve as a checklist for evaluating customized IIR user studies in varying problem spaces.

To our knowledge, this work is the first study that systematically reviews the study limitations and solutions reported by IIR researchers in articles and empirically examines their connections to different study components.

This study seeks to illuminate the managerial tensions inherent in implementing scaled agile (on the organizational, top management, middle management and team levels) and to frame these challenges within the broader context of project management.

The study adopts a grounded theory approach and delves into a qualitative dataset sourced from 34 interviews with subject matter experts actively engaged in scaling agile initiatives within large organizations spanning various industries. Additionally, the data have been enriched through a comprehensive literature review of the existing body of knowledge on scaling agile.

As a result of our investigation, we propose a framework of managerial tensions in scaling agile in large corporate settings and a series of research propositions and questions that may contribute significantly to the body of knowledge surrounding the phenomenon of “deprojectification” and propose agenda for the future studies in the field of project management.

The study also carries significant managerial implications. Firstly, based on the insights from the practice of scaling agile in large corporate setting, management can build awareness of the challenges inherent of transitioning to agile practices. This may help to anticipate the possible problems and proactively develop strategies how to address them. Secondly, management can be instructed about contingencies inherent in scaling agile, along with the potential disfunctions and side effects (unintended outcomes) that may emerge during the transition process. Thirdly, project management practitioners can gain insights on how scaling agile may cause shifts in the approach to managing projects, project team management and competencies that need to be developed to cope with environments where various approaches to managing projects coexist.

These insights can aid in the agile transition process, beginning with directing managerial attention toward contextual factors and progressing through potential challenges at the organizational, top management, middle management and team levels. Furthermore, the study highlights possible dysfunctionalities and side effects of scaling agile, shedding light on the “dark side” of agile.

The study contributes to the expansion of the empirical database on the implementation of agile practices in large organizational settings. It plays a role in defining and delineating the phenomenon of scaling agile within the context of project management and outlines a research agenda for future project management studies. Additionally, our study adds to the ongoing discourse surrounding the “deprojectification” effect that can occur during the scaling of agile. Lastly, it establishes connections between project management and software development literature regarding the implementation of agile at scale.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

This study aimed to investigate how honest participants perceived an attacker to be during shoulder surfing scenarios that varied in terms of which Principle of Persuasion in Social Engineering (PPSE) was used, whether perceived honesty changed as scenarios progressed, and whether any changes were greater in some scenarios than others.

Participants read one of six shoulder surfing scenarios. Five depicted an attacker using one of the PPSEs. The other depicted an attacker using as few PPSEs as possible, which served as a control condition. Participants then rated perceived attacker honesty.

The results revealed honesty ratings in each condition were equal during the beginning of the conversation, participants in each condition perceived the attacker to be honest during the beginning of the conversation, perceived attacker honesty declined when the attacker requested the target perform an action that would afford shoulder surfing, perceived attacker honesty declined more when the Distraction and Social Proof PPSEs were used, participants perceived the attacker to be dishonest when making such requests using the Distraction and Social Proof PPSEs and perceived attacker honesty did not change when the attacker used the target’s computer.

To the best of the authors’ knowledge, this experiment is the first to investigate how persuasion tactics affect perceptions of attackers during shoulder surfing attacks. These results have important implications for shoulder surfing prevention training programs and penetration tests.

It has been long understood that there are expectations that leaders support the wellbeing of their followers but when it comes to followers’ support for the wellbeing of leaders, this is less appreciated. This chapter offers insight from the research into wellbeing practices focused on faculty colleagues in the higher education. Using a sample of 254 faculty members with distinguishing administrative and non-administrative roles, as proxies for leaders and followers, the authors conducted a study on how higher education administrative faculty and non-administrative faculty members supported each other in terms of wellbeing. Based on this study, the authors present a chapter that explores the relational aspects of workplace wellbeing, how people feel at work, what worries them, their perceived marginal value from relationship with colleagues, marginal wellbeing issues and their mood state conditions, the minimization of distress, and the optimization of workplace wellbeing. The premise was that colleagues in these two role sets need to support the wellbeing of each other despite their roles and the authors set out to learn from both what this looked like in the lived experiences.

Investments in faculty development have been shown to lead to robust improvements in research innovation, faculty quality of life, and discussion and dialogue across disciplines. Traditional faculty development usually takes a university-centered approach, focusing on one-size-fits-all and large-group structures such as webinars and workshops. This chapter suggests that attending to faculty wellbeing might be improved through a coaching program for individual faculty that meets the needs of faculty where they are and helps them to make progress in their work, including tailoring supports to specific university cultures as well as creating a space for encouraging cohort coaching in order to provide support across faculty. This chapter introduces processes needed for the development of one’s academic identity – agency, belonging, and competencies (ABC). This ABC framework is derived from empirical research examining the developmental processes of becoming a change agent and serves as the foundation for achieving wellbeing and fulfillment for a faculty member.

This chapter explores the critical relationship between doctoral faculty advisors and their students. It examines the varying interpretations, historical significance, roles and responsibilities, and structural and psychological factors that affect this relationship. Understanding these elements is essential for creating an environment that supports positive outcomes and wellbeing in doctoral faculty advisor–student relationships. The recommendations outlined in the chapter could serve as enablers or guidelines for purposeful advisement or mentoring in doctoral faculty advisor–student dealings.

The tertiary environment in Aotearoa New Zealand presents challenges that can affect the wellbeing of Māori students, members of the Indigenous peoples of Aotearoa New Zealand. This is because the values and practices that are normative in the tertiary environment do not always sit well with Māori, who also, in tertiary spaces, are in a numeric minority. Māori leadership and wellbeing are holistically intertwined so that changes that address issues of Māori leadership can support Māori wellbeing and consequently lead to valued outcomes. This chapter describes one change-making endeavor in which Māori leadership is normalized and developed as the “Academy Space.” The Academy Space is approached through one of its research and development arms, the video project Telling It Like It Is.

The purpose of this paper is to characterize library and information science (LIS) as fragmenting discipline both historically and by applying Whitley’s (1984) theory about the organization of sciences and Fuchs’ (1993) theory about scientific change.

The study combines historical source analysis with conceptual and theoretical analysis for characterizing LIS. An attempt is made to empirically validate the distinction between LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The origin of fragmentation in LIS due the contributions of other disciplines can be traced in the 1960s and 1970s for solving the problems produced by the growth of scientific literature. Computer science and business established academic programs and started research relevant to LIS community focusing on information retrieval and bibliometrics. This has led to differing research interests between LIS and other disciplines concerning research topics and methods. LIS has been characterized as fragmented adhocracy as a whole, but we make a distinction between research topics LIS context, L&I services and information seeking as fragmented adhocracies and information retrieval and scientific communication (scientometrics) as technologically integrated bureaucracies.

The paper provides an elaborated historical perspective on the fragmentation of LIS in the pressure of other disciplines. It also characterizes LIS as discipline in a fresh way by applying Whitley’s (1984) theory.

Emerging literature on fintech has shown that consumers have been slow to adopt fintech-based products and services. However, limited literature is available regarding the factors associated with consumers' adoption of these products and services. This study aims to investigate the factors that are associated with consumer adoption of fintech-based products and services.

Data on the usage and perception of smartphone financial apps by US residents ages 18–70 was collected in the fall of 2020. Based on the Extended Post-Acceptance Model (EPAM) framework, Structural Equation Modeling and Confirmatory Factor Analysis were applied to inspect how financial capability, perceived security and perceived usefulness affect fintech adoption.

Fintech proficiency, investment risk tolerance and perceived safety are positively associated with the frequency of fintech application use upon adoption. Consumers are more likely to feel safer if they are more financially capable and technologically proficient. Consumers with higher risk tolerance tend to believe fintech apps are safe to use. Consumers with higher fintech proficiency are more likely to recognize the usefulness of fintech services.

The study introduces a revised EPAM framework with antecedent factors, fintech proficiency and risk tolerance to investigate the factors associated with consumer adoption of fintech-based products and services. The key findings of this study validate the EPAM in the American context. Additionally, this research is among the first to have confirmed the direct relationship between perceived security and fintech adoption. The results have practical implications for existing fintech companies, banks and financial institutions, policymakers and financial advisory practices considering adopting fintech-based services for their clients.