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The purpose of this paper is to identify the major variables that should be studied when exploring the relationship of innovations in career management tactics and successful or unsuccessful interorganizational transitions.

This study takes a conceptual stance, using the careers and diffusion of innovation literature to identify the major variables.

Two innovations and two major refinements in career management tactics suggested by contemporary career concepts are identified, personal criteria for transition success are described, and likely barriers to accepting these tactical innovations are hypothesized. Other factors likely to affect transition success are also revealed by analyzing a conceptual model of interorganizational transition success.

The paper introduces the idea that the use of new career management tactics might be related to interorganizational transition success or the lack of it. It proposes one method of developing quantitative data about how personal career management may be changing, as well as providing normative data about perceptions of successful and unsuccessful interorganizational transitions. In addition, a survey based on these concepts would uncover the primary perceptual barriers to the adoption of the new career tactics by employees.

This paper aims to outline foundational research on adult transition theory and transfer shock in higher education to provide the reader with a theoretical and practical framework for the library-focused articles in this special issue.

This paper is a review of relevant higher education literature related to transfer shock and core research related to adult transitional theory.

Transition is a period in-between moments of stability. The state of confusion and disorientation caused by the transition of transfer students from one academic culture to another is a form of culture shock known as transfer shock. “Transfer shock” refers to the decline in academic performance by transfer students immediately following transition to an institution of higher education and the corresponding recovery prevalent for most students in succeeding semesters. Recent studies have expanded the definition of transfer shock to include the academic and social factors that contribute to attrition and lack of degree persistence. Key factors that correlate to transfer students’ success or failure include gender, race, time of transfer, GPA, prior academic success, faculty collaboration, level of engagement with degree program and campus support.

Although most literature on transfer students published by librarians includes literature reviews citing relevant articles, it lacks an extensive literature review collecting research from social science and education literature.

The purpose of this paper is to provide a description of how our internal HR team overcame a number of hurdles and achieved 100 percent success in the transition of 85 targeted employees into Innovapost on a timeline that left barely five weeks from start to finish.

In July 2006 Innovapost found that it needed to plan for the transition of 85 new employees from epost and Borderfree, two members of the Canada Post Group of companies that would be dissolving on 1 November. Despite a timeline that left barely five weeks for the transition activities, the HR team was able to develop the transition approach, present it to the new employees, answer their specific questions and get 100 percent positive response to the offers of employment with Innovapost.

Although organizational and prioritization skills are critical for the success of this type of activity, having a clearly defined transition philosophy to guide you is critical. Decisions have to be made quickly and consistently to ensure that employees have faith in the success of the transition. It is also vital that the HR transition team establishes a visible presence among the transitioning employees and reiterates the message that they are seen as valued new additions to the parent company. There is no such thing as too much communication when dealing with employees, especially when the timeline is short and they are required to make decisions affecting their careers with very little notice.

The paper presents a methodology of how to successfully integrate employees from outside the company.

The transition from military service to civilian employment is one of the most important factors related to post-service well-being and success. It is also one of the biggest challenges. The majority of veterans describe finding a job as the greatest challenge in transitioning to civilian life. While research has demonstrated a number of contributory factors related to difficulty in finding employment, a conceptual framework for understanding such challenges has yet to be proposed. Military transition theory describes the progression through which service members’ transition out of the military and illustrates how certain factors may create susceptibility to negative transition outcomes. The purpose of this chapter is to utilize the military transition theory to provide a foundation for understanding the factors related to successful transition to the civilian workplace after military separation.

This article explains the challenges faced when management‐practitioners decide to enter the academic environment and teach. The authors speak from the perspective of their own experiences with respect to transitions into the academic field and also highlight prominent literature on the subject. The framework for the paper begins with the explanation of a basic model associated with cultural transition. They identify three success factors for transition: task success; social interaction; and cultural understanding and awareness and develop strategies for each. The dual themes of the article are to reinforce the usefulness of practitioners into academia and to help smooth the environmental transition for practitioner‐academicians (PAs) by developing strategies for success.

The transition from comprehensive school to either an academic or a vocational track and from academic track to tertiary education are the key educational transitions during adolescence and young adulthood in many European educational systems. The present chapter approaches engagement and disengagement during these key educational transitions in the context of the 4-C (channelling, choice, co-regulation, compensation) life-span model of motivation and phase-adequate engagement model. In accordance with the life-span model of motivation and the phase-adequate engagement model, school transitions are triggers that channel the engagement and disengagement processes. The former process reflects school-related engagement, whereas disengagement is a key element of the school-burnout process. Engagement in the school context is defined as a positive, fulfilling work-related state of mind characterized by vigor and energy, dedication, and absorption. School burnout comprises three dimensions in terms of exhaustion due to school demands: a cynical and detached attitude toward the school, feelings of inadequacy as a student, and disengagement. Cynicism is manifest in an indifferent or distal attitude toward school work in general, a loss of interest in it, and not seeing it as meaningful. Inadequacy refers to a diminished sense of competence, achievement, and accomplishment as a student.

This paper outlines some strategic considerations in the transition of an organization from essentially a research and development or design environment to an operational or production environment. We propose a transition life cycle model that is in agreement with the existing life cycle models. The building blocks of the research are the results of an extensive literature search and a series of industrial interviews. The desired expectation of this effort was to find methods for moving NASA’s space shuttle program into an era of routine, timely operations. Proposes utilizing some existing concepts of change for achieving a smooth transformation under various levels of technical, political, cultural, managerial and economic uncertainties. Recommends an initial planning stage followed by various possible courses of actions and considerations for the transition. We hope that the framework presented in this paper will serve the individuals and organizations considering a major transition, especially those from a research and development to an operational one.

This chapter examines immigrant adolescents’ personal vulnerabilities and strengths that combine in complex ways with environmental adversities and affordances to determine their post-immigration developmental pathways. The challenges associated with immigrant adolescents’ transition to a U.S. school are examined within the framework of risk-protective additive, challenge and susceptibility, and the risk-protective interactive models. This transition is much more than a change of schools. It involves several transitions: (a) the cultural, relational, and physical context the adolescent leaves behind; (b) the circumstances of exit from the home country and of entry into the host country including voluntary and involuntary immigration; (c) the reception accorded to the immigrant adolescent’s family upon immigration; (d) the first place of settlement after immigration; and (e) entry into a new school with a new set of peers, teachers, behavioral norms, and school rules and expectations. The chapter addresses the various forms of immigrant adolescents’ acculturation upon relocation to the United States. These include the role of immigrant group’s social distance from mainstream society, downward assimilation, and selective acculturation. Special emphasis is placed on the relationship between immigrant adolescents’ identity negotiations, their need to belong in the new context, and the acculturation patterns they manifest. While acknowledging the importance of family resources pre- and post-immigration and the role of community resources in the United States that may ease this transition, the crucial role of schools in creating respectful, culturally responsive spaces that foster inclusion, engagement, and learning for immigrant adolescents’ successful adjustment in the new context is highlighted.

This chapter provides evidence-based supports for special education transition services for students with autism. Visual supports, video modeling, and other related strategies used in the transition from school to adult living are included. Discussion includes using evidence-based transition strategies with students who have autism, fostering self-determination in students with autism during the transition process, and clear examples of how technology can support the transition process. Practitioners may combine the transition supports presented in this chapter because each support addresses more than one characteristic or need.

Synthesizes 12 factors from the literature which are likely to influence organizational transition from ISO 9000 registration to TQM. All 12 factors relate to the roles and responsibilities of senior executives. Applies some of these factors to a sub‐group of 37 selected companies further to test four hypotheses formulated in an earlier paper. These factors define many of the conditions necessary for the continuance of TQM and are subsequently used to identify those companies which were likely to encounter problems sustaining their TQM initiatives. Presents further empirical data from the second phase of a longitudinal study of these companies over the period 1992‐1996. These data show which companies were continuing with TQM and which (ten) had declared it a failure. Highlights a further 13 which are at risk of having terminal problems with TQM. Rather than use these data for “headline” purposes, recommends deeper exploration to identify possible causes of difficulty.