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The purpose of this paper is to identify and understand challenges related to transition processes that occur between projects and the permanent organisation, as well as the outcome of such processes.

The study is based on an explorative, in‐depth case study of a multi‐project setting. The concept phase of three projects was followed by participative observations and ongoing interviews over a 15‐week period at two sites and in two countries. The empirical material was analyzed through a process‐oriented approach focusing on daily project activities.

Transition processes are characterized by containing operational complexities. These operational complexities demand project stakeholders to perform multiple translational and transformative activities. The outcomes from these activities are, for example, strategic, operational, and functional fine‐tuning, but also attitudinal turnaround.

This research is based on an interorganizational vehicle platform project setting. Therefore, the findings from this study cannot easily be generalized to other settings. However, it is likely that actors in other interorganizational project settings can benefit from the finding, since there probably are a multitude of transition processes in such projects as well.

Managers can learn that it is important to map all related transition processes, analyze the implications that these processes have on the project, and perform a dialog with project members so that the sense of operational complexity and uncertainty can be reduced. This type of action will reduce feelings of frustration and create a sense of readiness to deal with unexpected events.

The paper's value is two‐fold. First, the setting “an interorganizational vehicle platform” is largely under studied; and second, the paper pinpoints three unique transition processes and thereby contributes to the sparsely researched area of transition processes.

The study investigates the information-related challenges as well as the practices adopted by early-career researchers during transitions between roles and institutions. Its primary goal is to delve into how information behaviors serve as scaffolding during significant life shifts. Moreover, the research aims to provide actionable insights based on this scaffolding concept for individuals navigating transitions.

This preliminary and exploratory study took a phenomenological approach to examine the role of information seeking and personal information management (PIM) behaviors during life transitions. In-depth semi-structured interviews were held with 15 early-career researchers from various disciplines, who were about to finish their PhDs or had recently graduated.

By employing information seeking and PIM practices, participants were able to address three main information challenges that arose during the transition process: the timing of information behavior, the nature of information and the social components of the transition. The use of networked and independent information seeking/validation practices enabled to establish a sustainable network of transition-related information, reducing uncertainty. PIM practices helped planning the transition, maintaining information over the long-term and gaining control over personal information.

This study underscores the significance of information behaviors, encompassing both information seeking and PIM, as scaffolding mechanisms during crucial life transitions. It offers essential insights that can guide the creation of impactful interventions and resources. Additionally, the research illuminates the pressing demand for more in-depth exploration in this domain.

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Few studies in K-12 education have investigated the impact of changing schools during the academic year, or within-year transitions, on student motivation and achievement. Yet, many students face this type of transition, including children from low-income families living in urban areas, students from migrant worker and military families, and students with chronic behavioral problems. The evidence that does exist suggests that when students move between schools during the academic year, they may struggle with academic learning, behavior in school, and social interactions. This chapter approaches within-year academic transitions as a developmental context for student motivation. Drawing upon general systems theories and a specific theory of motivational development, the within-year transition is presented as an environmental demand that may lead to changes in student motivation and shifts in classroom actions, such as engagement. Continuity of subject learning and the formation of relationships are discussed as two challenges to student adjustment over the transition period. Student social and personal resources during the transition period are important factors in determining how a student adapts to a new school in the face of these challenges. Several methodological hurdles and possible approaches to conducting research in this area are discussed, as well as topics in need of additional research in this empirically overlooked area. The chapter concludes with suggestions drawn from the research literature as to how districts, schools, and classroom teachers can help support students transitioning between schools within the academic year.

This study aims to form a valid measure and hierarchical framework to achieve corporate sustainability transitions (CSTs).

The fuzzy Delphi method (FDM) is applied to validate and eliminate challenges in sustainability transition regarding qualitative information. Fuzzy interpretive structural modeling (FISM) is used to build a hierarchical framework under uncertainties.

This study finds that technology investment, data management, eco-management and sociospatial embedding challenges are the highest hierarchical framework levels and affect CST.

A lack of awareness and knowledge, a lack of commitment, a lack of strategy, tolerance of unsustainable practices, a lack of stakeholder participation and a fragmented market are perceived as the challenges that show the highest driving and dependence power. These challenges serve as a reference for government and construction firms in the transition to sustainable corporate practices.

Unsustainable corporate practices have caused large amounts of energy consumption, resource depletion and environmental impacts. There are challenges in transitioning to corporate sustainability that must be addressed. The most significant challenges that need to be solved to facilitate the transition to corporate sustainability are identified and arranged in a hierarchical model. By identifying the hierarchical relationships among the challenges, a theoretical framework that extends the existing models is developed to assist decision-makers.

The actions taken during the first three months of a new job will largely determine whether you succeed or fail in the long term. The goal should be transition acceleration, not just failure prevention. This article offers a blueprint for addressing the linked challenges of personal transition and organizational transformation that confront all leaders in their first few months in a new job. Five propositions are: (1) The root causes of transition failure always lie in a pernicious interaction between the situation (with its opportunities and pitfalls), and the individual (with his/her strengths and vulnerabilities); (2) There are systematic methods that leaders can employ to both lessen the likelihood of failure and reach the breakeven point faster; (3) The overriding goal in a transition is to build momentum by creating virtuous cycles that build credibility and by avoiding getting caught in vicious cycles that damage credibility; (4) Transitions are a crucible for leadership development and should be managed accordingly. They strengthen diagnostic skills, demand growth and adaptation, and test personal stamina. Transitioning is a teachable skill; (5) Adoption of a standard framework for accelerating transitions can yield big returns for organizations. Everyone (bosses, direct reports, and peers) needs to speak the same “transition language”. Match leadership strategy to situation – methodically diagnose the situation and match your strategy to it: Step one – Diagnose the business situation. The four broad types of business situations: start‐up, turnaround, realignment, and sustaining success. Each presents a distinct set of challenges. This article defines actions for each. Step two – create a 90‐day transition acceleration plan. A framework of the ten key transition challenges is included in the article.

Within an IT outsourcing relationship, transition represents a critical and complex phase that starts immediately after contract signing. Transition involves handing over outsourced activities from client firm to service provider firm and accompanies a new way of operating. The purpose of this paper is to determine and detail factors influencing the performance of transition phase within global IT outsourcing relationships.

In this paper, the authors present a framework for transition performance that includes four factors: transition planning, knowledge transfer, transition governance and retained organization. This framework is tested and enriched by utilizing a single, in‐depth case study involving over 25 interviews with a global offshore IT outsourcing engagement.

It was found that knowledge transfer and transition governance are more critical factors than transition planning and retained organization for transition performance. This was due mainly to two reasons: the critical challenges faced, within the scope of these factors, had higher potential to disrupt transition; and both these factors and their related issues required a significant joint and coordinated effort from client and service provider firms, thereby, making implementation challenging for transition.

Practitioners have suggested that over two‐thirds of failed outsourcing relationships are due to transition‐related challenges. This paper represents one of the first in‐depth studies that provides insights from a real‐life global outsourcing engagement, which contributes to and complements existing literature on IT outsourcing by providing a greater understanding of transition. Furthermore, it provides practitioners with insights and best practices that can be used to guide transitions in real‐life engagements.

Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions. The purpose of this chapter is to assist providers, educators, and administrators from the mental health, education, child welfare, justice/corrections, and adult service system sectors understand (a) a practice for improving the progress and outcomes for young people in transition, and (b) how this practice model is implemented in communities to impact the lives of youth in transition to adulthood. This is accomplished in two major parts in this chapter. The first part provides an overview of the Transition to Independence Process (TIP) model, a description of its status as an evidence-supported practice, and tools and strategies that support its implementation in communities and regions across North America. The TIP model is further illustrated through a description of how it is applied with a young person. The second part of the chapter provides an overview of implementation science, a description of how its strategies and tools can guide the implementation of an intervention or model; and an illustration of a large-scale TIP implementation initiative with collaboratives of agencies and schools. This chapter concludes with implications regarding the importance of having effective transition-to-adulthood models; and ensuring the implementation and sustainability of these to improve the progress and outcomes of youth and young adults with EBD.

The case aims around transition and threats to survival in a brick kiln family business. Second, it stimulates an understanding on the need toward collective decision making by the family during the maturity stage of the family business. The purpose of this paper besides addressing entrepreneurship is to examine the “family-ness” in a family business and its benefits, the transition management issues and to understand the difficulties in handling conflicts during succession and transition cycle in a closely held family business.

The case is based on primary research, which is exploratory and secondary information followed by testing the case several times. To authenticate information, multiple sources of information with individual interviews both structured and unstructured at different levels have been used in a time frame of over one year.

The competency of the business purely lies in the quality of the product, utilization of market opportunity, harnessing capability, honesty and complete involvement in business. Undoubtedly, the family business has reflected growth but its existence in near future is doubtful due to certain exogenous uncontrollable factors, such as restriction by government regulation. The subsequent generation desires to actively participate in the family business. However, it is constrained by the new government regulations and the business life cycle. Thus, the family is reluctantly compelled to start focusing on newer alternatives or business ideas. Transitions, both in business and in family, have posed a challenge to the founder. Should the family continue in the same business with added constraints or the next generation starts building on a new idea as an option and spin-off from existing family business? These are scenarios for trade-offs.

The case is restricted to transition in business and in family, within a traditional family business of brick kilns. It is about a strategic choice impending with the founder and his siblings. Interpretations may be connected with related family businesses; however, riders exist, as different firms falling under different industry verticals undergo unique scenarios.

The outcome of the research-based case study shall assist entrepreneurs in the brick kiln industry to understand transition issues and challenges imposed upon due to changing government regulations.

Implications exist for practitioners who may like to anticipate conflict arising due to transition and have mitigation techniques in place.

The case is original, while the new generation is looking to switch or diversify the business.