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The purpose of this paper is to focus on an information technology (IT) deployment project in the specific field of agricultural cooperatives. It also aims to underline the importance of the IT implementation phase, but also the pre-implementation phase.

A four-year canonical action research project was conducted within a network of more than 300 agricultural cooperatives. Research was carried out both during the IT implementation and after deployment. Key information was gathered through unstructured and unofficial interviews, observations, field notes, meetings, focus groups, and documentary analysis.

Despite user resistance behavior, the findings show that information systems (IS) implementation may lead to unexpected results that extend beyond the tool’s initial objectives. Indeed, four hidden facets of the tool were revealed: inductor, symbol, pretext, and reference.

Although the research is limited to one single-case study, it puts the emphasis on in-depth research, vs cross-sectional data collection, to analyze the relationship between IT implementation initiatives and organizational intelligence. Furthermore, the authors argue that while IS literature has separately developed related theories (actor-network theory, competitive intelligence), the authors conceptualize a whole theoretic system interrelating the two above-stated theories.

The implication for IS practitioners is that, by focusing only on experiences that have occurred during IT implementation, one may disregard critical information, behaviors and knowledge from unforeseen effects that have occurred after implementation. In future IT projects, IS managers therefore need to capitalize on post-implementation knowledge, through sociology of translation and competitive intelligence, in order to anticipate potential diversions from the initial objectives. Finally, while most IT implementation methods tend naturally to manage resistance maximize users’ satisfaction and to reduce potential resistance, the authors support an alternative approach. It consists into enhancing resistance in order to anticipate and resolve latent resistance behaviors directly or indirectly related to the project.

Despite widespread literature on resistance, appropriation or acceptance during IT projects, there is little research that addresses the impact of IT projects on organizational intelligence, and the kind of behaviors that lead to its failure or success. In the case, the implemented IT tool revealed hidden structural and organizational roles, which were unanticipated by IT designers and managers.

Many countries aim to improve public services by use of information and communication technology (ICT) in public service supply chains. However, the literature does not address how inter-organizational ICT is used in redesigning these particular supply chains. The purpose of this paper is to explore this important and under-investigated area.

An explorative multiple-case study was performed based on 36 interviews, 39 documents, extensive field visits and observations providing data on digital transformation in four European criminal justice supply chains.

Two different design approaches to digital transformation were found, which are labelled digitization and digitalization. These approaches are characterized by differences in public service strategies, performance aims, and how specific public characteristics and procedures are dealt with. Despite featuring different roles for ICT, both types show the viable digital transformation of public service supply chains. Additionally, the application of inter-organizational ICT is found not to automatically result in changes in the coordination and management of the chain, in contrast to common assumptions.

This paper is one of the first to adopt an inter-organizational perspective on the use of ICT in public service supply chains. The findings have scientific and managerial value because fine-grained insights are provided into how public service supply chains can use ICT in an inter-organizational setting. The study shows the dilemmas faced by and possible options for public organizations when designing digital service delivery.

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.