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In this concluding article the guest editors take a reflective stand with respect to this special issue of the Journal of Organizational Change Management dedicated to exploring the ways in which Chaos is made applicable to and actionable in organizations. This summation chronicles a search for common ground as well as differences between the individual contributions. In addition, we respond to a number of issues we believe to be pertinent to the advancement of Chaos as a metapraxis of organizational change, concluding with a few suggestions for future research.

A decision to don the chaos lens, adopt dialogue as its primary mode of communication, and to recognize the power of the organizational mind has fundamentally and irreversibly changed the way a Dutch capital‐equipment manufacturer operates in its rapidly complexifying global marketplace. Beginning in September 1999, the focus of an ever widening circle of its membership has been on transforming itself from the inside out, that is by changing profoundly the organizational mind – the “orgmind”. Two factors make this change process particularly noteworthy: first of all, it was designed on the fly. In other words, virtually every action, activity, meeting, workshop and so on was made up as they moved along their path to the future. Second, profound change was undertaken before it was time to do so. That is, the company was “sitting pretty” enjoying a major share of the market, solid profitability as well as strong morale and employee loyalty.

The following represents an attempt to define and clarify the evolving patois of chaos using the language managers and practitioners find most familiar. The convention of italicizing and making bold words and phrases defined elsewhere in the glossary has been employed to facilitate the reader’s grasp of the terms.

The primary aim of this introductory article is to set forth a conceptual framework that sheds light on the evolving cosmology and meta‐praxis of organizational change known as Chaos. The author who is also co‐editor of this journal, points out how the five fundamental principles of this emerging worldview can be made both applicable to and actionable in the modern business enterprise.

The purpose of this research is to obtain an updated assessment of the use of standard methods in IS development practice in New Zealand, and to compare these practices to those reported elsewhere.

A web‐based survey of IS development practices in New Zealand organisations with 200 or more full‐time employees was conducted. The results of the survey were compared to prior studies from other national contexts.

The results suggest that levels of standard method use continue to be high in New Zealand organisations, although methods are often used in a pragmatic or ad hoc way. Further, the type of method used maps to a shift from bespoke development to system acquisition or outsourcing. Organisations that reported using standard methods perceived them to be beneficial to IS development in their recent IS projects, and generally disagreed with most of the published limitations of standard methods.

As the intent was to consider only New Zealand organisations, the results of the survey cannot be generalised further afield. More comparative research is needed to establish whether the trends identified here occur at a wider regional or international level.

A significant proportion of organisations anticipated extending their use of standard methods. Growth in packaged software acquisition and outsourced development suggests an increasing need for deployment management as well as development management, possibly reflecting the increased visibility of standard project management methods.

The relevance of traditional standard methods of IS development has been questioned in a changing and more dynamic IS development environment. This study provides an updated assessment of standard method use in New Zealand organisations that will be of interest to researchers and practitioners monitoring IS development and acquisition elsewhere.

Information systems (IS) project failure has been a recurring problem for decades. The purpose of this paper is twofold: first, to examine the key factors that influence project failure and an analysis of the major areas that can have a significant impact on success; and second, to explore some of the key aspects that have an impact on project management performance from the practitioner perspective and discusses the problems faced by organizations in the closer integration of change and project management.

This study critically reviews the IS failure literature developing a synthesized view of the key issues and common reasons for projects to fail. The approach taken in this study is one that focuses on a number of key questions that pull together the relevant themes in this genre of research whilst highlighting many of the implications for practitioners and organizations alike.

Key questions remain on the underlying causes of instances of poor project management as an IS failure factor. The literature has omitted to develop a deeper analysis of the associations between failure factors and the potential causal relationships between these factors. The realization of project benefits relies on the success of both change and project management yet the formal integration of these two disciplines is constrained by separate standards bodies and an immature body of research.

This study is limited by its theoretical nature lacking an empirical element to provide a deeper analysis of IS failure factors and their interrelationships. This specific area is a recommendation for future research, where causal relationships between failure factors could be developed via a mathematic-based method such as interpretive structural modeling.

With failure rates of IS projects still unacceptably high after decades of attempts to significantly change outcomes, a deeper analysis of this topic is required. The research gaps and recommendations for practitioners highlighted in this study have the potential to provide valuable contributions to this topic of research.

The intent of this study is to present a new perspective of this genre of IS research that develops the main arguments and gaps in the literature from the practitioner viewpoint.

With increased remote working, employers are concerned with employees’ commitment and compliance with security procedures. Through the lens of psychological capital, this study aims to investigate whether strong organizational values can improve employees’ commitment to the organization and security behaviors.

Using Qualtrics platform, the authors conducted an online survey. The survey participants are college-educated, full-time employees. The authors used structural equation modeling to analyze 289 responses.

The results indicate perceived importance of organizational values is associated with increased organizational commitment and information security behavior. The authors find that psychological capital partially mediates these relations suggesting that employees’ psychological capital effectively directs employees toward an affinity for the organization and information security behavior. The results highlight the importance of organizational values for improving security behavior and organizational commitment. Second, the results suggest that psychological capital is an effective mechanism for this influence. Finally, the authors find that individual differences (gender, organizational level and education) are boundary conditions on their findings, providing a nuanced view of their results and offering opportunities for further investigation.

To the best of the authors’ knowledge, this study is the first to explore organizational values in relation to information security behaviors. In addition, this study investigates the underlying mechanism of this relationship by showing psychological capital’s mediating role in this relationship. Therefore, the authors suggest organizations create a supportive environment that appreciates innovation, quality services, diversity and collaboration. Furthermore, organizations should communicate the importance of these values to their employees to motivate them to have a stronger affective commitment and a more careful set of security behaviors.

This chapter examines the prisoners’ strike which took place throughout Great Britain in August 1972. The strike, the first of its kind in British penal history, took place against a background of sub-standard conditions in British prisons, with an outdated prison estate, overcrowding, ‘slopping out’, and a prison department preoccupied with secrecy. The strike was not a sporadic protest, rather it occurred during a year of social and political unrest both inside and outside prisons, and was led by an organisation of prisoners and ex-prisoners – the Union for the Preservation of the Rights of Prisoners (PROP). While the government recognised the need for improvements in prison conditions, it refused to recognise the right of prisoners to organise. An analysis of the 1972 strike and the role of PROP can inform contemporary penal reform and abolitionist debates among scholars, practitioners, activists, prisoners and ex-prisoners.

This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and professional master narratives of dis/ability in order to contribute to efforts that theorize critical emotion praxis. We ask: what is the relationship between dis/ability and narrative inquiry? What are the lived experiences of those living within a variety of intersectional and emotional dis/ability narratives that resist and navigate the cultural-historical, policy, and professional master narratives of dis/ability at the intersections?

We use a Disability Studies in Education (DSE) paradigm to construct a collective autoethnography that challenges socially circulating cultural narratives of disability.

Our individual and collaborative narratives illuminate: (1) how master narratives impact self, (2) the ways that dis/abled women of color elevate human dignity and spiritual practices in ways that subvert and speak-back to master narratives, (3) the emotional impact of Learning Disability labeling, (4) forms of epistemic and personal experiences at various institutions of higher education, and (5) the liberatory practices manifest from co-created narratives with DSE students concerning disability identity within higher education.

This collaboration contributes to efforts that theorize critical emotion praxis with diverse positionalities of DSE scholars, teacher educators, and professionals within educational contexts. The chapter also suggests ways in which construction of collaborative narratives of resistance can point to paths for positive organizational change.