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The purpose of this paper is to synthesize a body of research addressing changes in academic identity brought on by neo-liberal university management while proposing a new interpretation based on the institutional work theory and a relational approach to agency.

The authors analyzed 19 qualitative empirical studies regarding the impact of new public management policies on academic identity within universities from different countries to support a qualitative meta-synthesis.

The meta-synthesis established a classification of work identity and self-identity that reflects variable but globally difficult experiences with the universities’ neo-liberal management. The results also indicate that, paradoxically, academics contribute to the perpetuation of managerialism through protection strategies and institutional maintenance work while acknowledging their painful effects on their identity. Despite the control and monitoring measures put in place by university administrations, academics have assumed a pragmatic approach to identity by using the prevailing spaces of autonomy and engaging in constant self-questioning. Those involved could make better use of these free spaces by adopting projective agency, that is by expanding the areas of support, collaboration and creativity that, by their own admission, make up the academic profession.

This meta-synthesis sheds light on the limits of current academic identity research while advancing studies conducted on institutional work, primarily by highlighting the type of agency used by actors during institutional change; at a practical level, this research promotes discussion on the manner in which academics could use their agency and reflexive skills by pushing their institutional work surrounding identity recreation further.

This study aims to establish a comprehensive understanding of the intricacies of how individuals engage with deepfakes, focusing on limiting adverse effects and capitalizing on their benefits.

This study conducted a meta-synthesis of qualitative studies on deepfakes, incorporating study-specific analysis followed by a cross-study synthesis.

Based on the meta-synthesis, the study developed an integrated conceptual framework based on the perspectives from the social shaping of technology theory embedding deepfake-related assertions, motivations, the subtleties of digital platforms, and deepfake-related repercussions.

The study offers crucial insights into the evolving nature of deepfakes as a socio-technical phenomenon and the significance of platform dynamics in deepfake production. It enables researchers to comprehend the cascading effects of deepfakes and positions them to evaluate deepfake-related risks and associated mitigation mechanisms.

The framework that emerges from the study illustrates the influence of platforms on the evolution of deepfakes and assists platform stakeholders in introducing effective platform governance structures to combat the relentless proliferation of deepfakes and their consequences, as well as providing guidance for governments and policymakers to collaborate with platform leaders to set guardrails for deepfake engagement.

Deepfakes have been extensively contested for both their beneficial and negative applications and have been accused of heralding an imminent epistemic threat that has been downplayed by some quarters. This diversity of viewpoints necessitates a comprehensive understanding of the phenomenon. In responding to this call, this is one of the first to establish a comprehensive, theoretically informed perspective on how individuals produce, process, and engage with deepfakes through a meta-synthesis of qualitative literature on deepfakes.

The purpose of this study is to develop an in-depth understanding of the overall process of facilitating co-creation of e-government services, focusing on the government's role in fostering citizen engagement.

This study conducted a meta-synthesis of qualitative case studies encompassing analyses on a case-specific level followed by syntheses on a cross-study level.

Through meta-synthesis, the study developed an integrated framework, the process theory view of enabling co-creation of e-government services, illustrating how co-creation could be initiated and facilitated by the government.

By providing critical insights into co-creation steps, the process theory view offers a holistic theoretical understanding of enabling co-creation by identifying factors driving and motivating governments to initiate co-creation activities, interpreting the prerequisites for co-creation and the importance of impact assessment.

This study offers important implications for public authorities, administrators and policymakers by helping them enhance their knowledge base on the co-creation process to facilitate a higher level of collaboration between citizens and government for effective and efficient public service delivery through e-government.

While it is widely acknowledged that citizen engagement is crucial for improving and transforming the development and delivery of e-government services, it is equally recognized as a challenging and complex task. Through a meta-synthesis of qualitative case studies, this study is one of the first to develop a process theory view for offering a holistic understanding and crucial insights for addressing the concerns over the co-creation of e-government services.

The growing interest in e‐government raises the question of stages in e‐government development. A few stage models for e‐government have been proposed. Without a common e‐government stage model, different research in e‐government may be based on different stage models. This presents a difficulty in comparing and understanding different research results. In this research, we synthesize the existing e‐government stage models so that there is a common frame of reference for researchers and practitioners in the area.

This research utilizes a qualitative meta‐synthesis methodology to synthesize different e‐government stage models. The meta‐synthesis follows the steps used in meta‐ethnography.

Five different e‐government stage models were used in this research. We translated the stages within different models into one another and developed a new e‐government stage model. The new e‐government stage model has the following five stages: web presence, interaction, transaction, transformation, and e‐democracy.

The paper contributes to e‐government theory development. The new five‐stage model provides a synthesized conceptual framework for researchers to evaluate and understand e‐government development.

The synthesized e‐government stage model presents a road map for practitioners to follow in their e‐government projects.

The research uses an innovative and new research methodology to synthesize the existing research. It is one of the first research in the information systems area to make use of meta‐synthesis approach to consolidate the existing qualitative research. This paper is also one of the one papers to systematically come up with an e‐government stage model.

The importance of innovation has drastically increased across diverse academic and industrial fields. Innovation has been considered an outcome of intellectual capital management. The role of innovative literacy in intellectual capital management needs to be understood. Employees at all levels of the organisation carry out managerial and/or technical innovation activities by integrating their knowledge (with other members, including researchers and developers) and innovative attitude in line with the organisational goals. This study focuses on the methodological approaches to intellectual capital components at a conceptual level, based on the framework of innovative literacy, which is not prominent in the literature.

A meta-synthesis analysis was conducted, examining published articles from 1990 to 2016 based on selected keywords. The meta-synthesis analysis explored the concept of innovation literacy by revealing some of the relationships involved in intellectual capital performance.

The findings point to gaps and methodological weaknesses in innovative literacy research and provide insights for future research.

While the findings of this study are useful, there are some limitations and recommendations for future research: One limitation of this study arises from the selection of the articles used in meta-synthesis analyses; these were published during the period 1990–2016. An expansion of the article selection to include articles published before 1990 can be useful to better understand the vision on innovation and intellectual capital. This research fills a conceptual gap in the literature. However, since this concept is evaluated using the human, customer and structural components of intellectual capital, researchers in the future can evaluate this concept with other components of intellectual capital. Finally, this research does not present a hypothesis on the relationship between innovative literacy and intellectual capital.

This study provides a novel conceptual view of integrating theories for ensuring sustainability of intellectual management and innovative literacy by synthesising findings from academic studies.

Given that a relatively large percentage of college students entering historically black colleges and universities (HBCUs) are first-generation students and considering the low completion rate among this group in the science, technology, engineering and mathematics (STEM) discipline, the purpose of this preliminary meta-synthesis study is intended to facilitate a greater understanding of the academic and social adjustment among college students, particularly first-generation college students enrolled in STEM disciplines at HBCUs. Therefore, this meta-synthesis will shed light and offer important recommendations for university administrators and faculty members in supporting the academic and social adjustment of these students in STEM fields at HBCUs.

This review of literature was conducted using a meta-synthesis approach (also referred to as integrative review). A meta-synthesis is based on a process by which findings across multiple studies are organized and presented (Turner, Gonzalez and Wood, 2008; Wood, 2010). This approach is used to provide insight to academicians and practitioners alike on the status of research on a given phenomenon (Bland, Meurer and Maldonado, 1995; Patterson, Thorne, Canam and Jillings, 2001; Wood, 2010). We engaged in a cyclical process of collecting, annotating, and synthesizing research over a 45-year time-frame (1970 to 2015). This produced over 50 cited resources with more than 100 scholars including peer-reviewed articles, reports, books, book chapters, and conference papers.

Factors present in the literature that affected students enrolled in a STEM program at a HBCU are grouped into three contexts: (a) first-generation academic and social characteristics, (b) first-generation college dropout and transition, and (c) first-generation STEM retention. Tables 2 to 4 provide these contexts by author and year of publication. Within these general groupings, four interrelated themes emerged from the literature: (a) prior academic performance and STEM discipline, (b) college adjustment and STEM discipline, (c) social integration and STEM discipline, and (d) academic integration and STEM discipline.

This information may help professors and university professionals in the STEM fields to be more aware of the challenges faced by incoming college students. More empirical work is needed in this area in a way that is useful for understanding and enhancing professors’ and university professionals’ knowledge. To this end, research that carefully describes what HBCU professors and university professionals know or their ideas about teaching college students, especially first-generation students enrolled in the STEM discipline, is needed.

To gain an in-depth understanding and provide direction to governments on their quality measurement practices related to open government data (OGD), this paper aims to develop a common frame of reference for quality assessment of OGD.

Qualitative meta-synthesis was used to synthesize previous studies on the quality measurement of OGD. This paper applies a meta-synthesis approach to integrate 10 qualitative studies into a common frame of reference for quality assessment of OGD.

Based on a seven-step meta-synthesis, the paper proposes a common frame of reference for quality assessment of OGD, which includes six indicators, namely, accuracy, accessibility, completeness, timeliness, consistency and understandability.

A common frame of reference for quality assessment of OGD will help researchers better understand the quality assessment of OGD and government agencies to improve the quality of OGD that they publish.

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

The main objective of the current study is to provide a framework for business sustainability performance (BSP) in Iran.

To determine the dimensions, components and indicators of BSP, the use of the meta-synthesis method allows for the achievement of research goals. For measuring the quality of selected literature, Critical Appraisals Skills Program (CASP) is used. The total of selected texts is 181, of which 139 were excluded.

This research presented a comprehensive conceptual model for BSP, which includes 23 components and 125 reporting indicators in economic category, social, ethical, environmental and corporate governance.

Although there is an extensive body of literature exploring the nature and extent of sustainability practices in developed countries, empirical studies examining the framework for BSP using meta-synthesis in emerging markets do not exist.

The purpose of this paper is to focus on academics' point of view towards integration of information literacy into the curriculum.

This meta‐synthesis analyzed 48 journal articles that examined issues related to integration information literacy into the curriculum. Using the Stevick‐Colaizzi‐Keen method, a meta‐synthesis of seven studies was conducted.

This process revealed four themes that outline issues related to the academics perspective: collaboration; information literacy pedagogy; information literacy skills; and knowledge.

As this is a literature review, one limitation is lack of literature on perceptions towards information literacy. The issue will be examined further with a wider population.

These results suggest that more knowledge is needed to integrate information literacy into the curriculum to prepare information literate students who can effectively learn information literacy skills and research strategies to be lifelong learners.

The paper explores academics' perceptions towards information literacy and shows the importance of their perceptions as a key step towards embedding its successful adoption.