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The purpose of this paper is to establish an adaptive assembly, to realize the adaptive changing of the models and to improve the flexibility and reliability of assembly change. For a three-dimensional (3D) computer-aided design (CAD) assembly in a changing process, there are two practical problems. One is delivering parameters’ information not smoothly. The other one is to easily destroy an assembly structure.

The paper establishes associated parameters design structure matrix of related parts, and predicts possible propagation paths of the parameters. Based on the predicted path, structured storage is made for the affected parameters, tolerance range and the calculation relations. The study combines structured path information and all constrained assemblies to build the adaptive assembly, proposes an adaptive change algorithm for assembly changing and discusses the extendibility of the adaptive assembly.

The approach would improve the flexibility and reliability of assembly change and be applied to different CAD platform.

The examples illustrate the construction and adaptive behavior of the assembly and verify the feasibility and reasonability of the adaptive assembly in practical application.

The adaptive assembly model proposed in the paper is an original method to assembly change. And compared with other methods, good results have been obtained.

Universities are making changes to fulfill their education, research and community service responsibilities. However, the effectiveness of change initiatives is always in questions because changes especially in developing nations are carried out under multidimensional pressures. Exacerbated by limited experience of systemic change management approaches, most change initiatives fail to address institutional problems. Therefore, the purpose of this paper is to propose adaptive design as a promising approach to create adaptive changes in universities. Guided by pragmatic philosophical viewpoint, this research followed a practice theory to understand actions and decisions related to changes. Staffs and students were made to reflect their perception for the principles and tactics extracted from adaptive design and their implementation in the university. In addition, the study tried to identify major challenges to create adaptive changes. In doing so, the research used mixed method–sequential explanatory approach. Survey and interviews were made to gather relevant data. The finding of this research confirm that adaptive design is an excellent alternative approach to create adaptive changes in universities. This may prove the significance of the approach if accepted and scaled up as an alternative change management theory. However, in the target university, leaders and change agents rarely used a change management approach that resembles adaptive design, which in turn may be the reason for failing to bring adaptive changes (deep and pervasive). Consequently, it was reflected that business as usual do not suffice, and hence, universities have to continually update themselves with up-to-date change management approaches like adaptive design. Besides, it was outlined that institutions should revisit why and how they are introducing changes.

The study followed mixed research–sequential explanatory approach. Multistage stratified random sampling was used to select respondents which included staffs and students. Questionnaire for 219 respondents and in-depth interviews with purposely selected six relevant interviewees were employed. One sample t-test, ANOVA and content analysis techniques were used to analyze data.

The finding of this paper reflected that tenets of adaptive design, its principles and tactics are important tools to lead and institutionalize change initiatives. This may prove the significance of the approach if accepted and scaled up as an alternative change management theory. However, in the target university, leaders and change agents rarely used a change management approach that resembles adaptive design, which, in turn, may be the reason for failing to bring adaptive changes (deep and pervasive) in the institution. Consequently, it was reflected that business as usual does not suffice, and hence, universities have to continually update themselves with up-to-date change management approaches like adaptive design. Besides, it was outlined that institutions should revisit why and how they are introducing changes.

The basic limitation of this study is the problem of supporting literature evidence from other similar research findings, since the authors hardly find similar research outputs. Besides, this research might probably have a problem of transferability to other organizations, because the samples of this study were too limited given the huge number of staffs, which may not represent the whole population besides the interview was made only with volunteers. Moreover, it was conducted only in universities. For this reason, care must be taken to deduce any of the results to other population.

The research reflected that the university has to work to build change adaptive culture. In doing so, developing deep investigation and open discussions of challenges are necessary to understand adaptive problems. Besides, the university has to try to use adaptive design as an alternative change management tool, collaborative thinking for creative solutions, using group change strategies, and creating clear communication systems on the types and impacts of changes (meaning making), as well as acquainting staffs with the necessary skills to do adaptive works are among the practical implications forwarded as recommendations.

This research has reflected on the change management approaches of higher education institutions. The social value of universities are determined by their contribution as a result of efforts made to upgrade themselves via various reform initiatives. To enhance the reform/change process, universities are investing huge resources to adopt and implement innovative approaches. However, the change efforts need to be guided by a systemic approach and by introducing adaptive design might contribute a lot for universities to enhance their social contribution. Lessons from adaptive design have implications to overcome challenges associated with human elements like resistance, collaboration, owning and implementing changes, etc.

This research is originally conducted extracting valuable lessons from adaptive design introduced by Bernstein and Linsky (2016). This investigation has tried to study adaptive design in one of the universities in a developing nation with a major purpose of supporting or refuting the approach. This study tried to capture staffs’ perception for adaptive design approach. Besides, an attempt was made to find out systems that resemble adaptive design in the university’s change management process. Moreover, the common challenges to create adaptive changes were traced. Studying the case in the university and common challenges helped to recommend the need of adaptive design confidently.

The purpose of this paper is to outline the core ideas of adaptive leadership and relates them to challenges confronting academic libraries.

The paper provides an overview of the adaptive leadership model and highlights the key concepts. Recent initiatives at the Hong Kong University of Science and Technology Library are used as cases to illustrate how the model may guide the authors’ focus to finding leverage points.

Using the model, the key role of positional leaders shifts from the traditional sense of giving direction and protection to followers, to one that orchestrates the change process with the team through difficulties and uncertainties, and to build culture and structure that facilitate adaptive changes.

Academic librarians can use the concepts and framework of adaptive leadership to design change strategies and manage change processes.

This is the first paper introducing the adaptive leadership model to academic libraries.

The study aims to examine the association between learning culture and adaptive performance of delivery employees during crises situation. The study develops and tests a model that explains how learning culture, through change-efficacy and meaningful work, influences employees' adaptive performance (including how they handle crisis situations and deal with uncertainty).

Data was collected from 298 delivery employees working in e-commerce companies throughout India in a time-lagged manner. Regression analysis and structural equation modeling were performed to assess the influence of learning culture, change-efficacy and meaningful work on adaptive performance using SPSS 24. Further, PROCESS macro was used to test the parallel mediation effects through bootstrapping approach.

The study establishes a significant direct and indirect relationship between learning culture and adaptive performance for employees. Further, underpinning the transformative learning theory (Mezirow, 1997), and job characteristics theory (1976), this study came across two pathways for organizations to transform their learning efforts into improved adaptive performance for employees.

Organizations, particularly in crisis situations, can leverage employees' change-efficacy and meaningful work to connect learning efforts with employees' adaptive performance.

The study contributes significantly to existing theory on transformative learning and job characteristics theory while strengthening the literature on antecedents of employees' adaptive performance, particularly in crises situation.

This chapter examines key drivers of variation in adaptive capacity of project network organizations (PNOs). PNOs are defined as strategically coordinated sets of longer-term, yet project-based relationships, which provide for both stability and change in volatile project businesses. While prior research has emphasized the adaptive role of flexible structures and agency, the author focuses on the role of project variety and contextual embedding and disembedding in building adaptive capacity. Comparing two PNOs in TV movie production, the author argues that differences in adaptive capacity are a function of inter-context connectivity, that is, the level of task and team linkages among diverse project contexts, and the degree to which network ties and relational practices have “dual quality” in being valuable both within and beyond specific project contexts. Findings have important implications for project, network, and organization research.

To propose Heifetz's adaptive leadership model as the primary process for initiating change in today's more business‐oriented academic environment in which colleges and universities are required to compete to attract students and are facing greater scrutiny and accountability from outside constituencies.

Two case studies are presented that underscore some of the challenges facing today's academic institutions. Heiftez's adaptive leadership model is applied to each case.

Leadership is more than an individual acting in a position. It is a process in which change initiatives must emanate from key stakeholders, all of whom are engaged in that process. The two cases presented in the paper serve to illustrate the greater potential for successful change initiatives offered by the adaptive leadership model.

The research examines two specific case studies in which adaptive leadership dimensions are used to examine the success or failure of a change initiative. The study needs to be expanded to other situations to more fully explore the merits of this model. Other case studies are being examined.

The leadership model applied in this study can be used in any organization, academic or non‐academic, which is confronting change initiatives that require both immediate action and commitment from myriad stakeholders.

To date, no other studies have employed adaptive leadership as a process to address the demands of the more business‐oriented, academic environment.

The purpose of this paper is to develop a conceptual framework for extending an understanding of resilience in complex adaptive system (CAS) such as supply chains using the adaptive cycle framework. The adaptive cycle framework may help explain change and the long term dynamics and resilience in supply chain networks. Adaptive cycles assume that dynamic systems such as supply chain networks go through stages of growth, development, collapse and reorientation. Adaptive cycles suggest that the resilience of a complex adaptive system such as supply chains are not fixed but expand and contract over time and resilience requires such systems to navigate each of the cycles’ four stages successfully.

This research uses the adaptive cycle framework to explain supply chain resilience (SCRES). It explores the phases of the adaptive cycle, its pathologies and key properties and links these to competences and behaviors that are important for system and SCRES. The study develops a conceptual framework linking adaptive cycles to SCRES. The goal is to extend dynamic theories of SCRES by borrowing from the adaptive cycle framework. We review the literature on the adaptive cycle framework, its properties and link these to SCRES.

The key insight is that the adaptive cycle concept can broaden our understanding of SCRES beyond focal scales, including cross-scale resilience. As a framework, the adaptive cycle can explain the mechanisms that support or prevent resilience in supply chains. Adaptive cycles may also give us new insights into the sort of competences required to avoid stagnation, promote system renewal as resilience expands and contracts over time.

The adaptive cycle may move our discussion of resilience beyond engineering and ecological resilience to include evolutionary resilience. While the first two presently dominates our theorizing on SCRES, evolutionary resilience may be more insightful than both are. Adaptive cycles capture the idea of change, adaptation and transformation and allow us to explore cross-scale resilience.

Knowing how to prepare for and overcoming key pathologies associated with each stage of the adaptive cycle can broaden our repertoire of strategies for managing SCRES across time. Human agency is important for preventing systems from crossing critical thresholds into imminent collapse. More importantly, disruptions may present an opportunity for innovation and renewal for building more resilience supply chains.

This research is one of the few studies that have applied the adaptive cycle concept to SCRES and extends our understanding of the dynamic structure of SCRES

The purpose of this study was to test the effects of climate change, as manifested in both temperature and rainfall changes, on adaptive practices in a sample of wine firms operating in South Australia. Given that firms’ adaptation to the external environment can be advanced through effective internal learning systems, a further purpose was to explore the moderating effect of absorptive capacity.

The authors used a survey as well as secondary sources to collect data. Regression analysis was used to test the hypotheses. To test the robustness of the results, alternative measures of temperature and rainfall changes were used.

By studying 207 wine firms, the analysis suggests that climate change is significantly and positively associated with adaptive practices. Further, as hypothesized, absorptive capacity positively moderates both relationships.

The use of a single industry in a specific location limits the generalizability of the results. Implications suggest that when the effects of climate change are considered the natural environment might be accorded salient stakeholder status. Further, when absorptive capacity is high, firms appear to adapt to climate change at a greater rate, suggesting that internal learning systems are important.

This is one the few studies in the business literature that considers the effects of actual physical changes in the natural environment on firm behaviour. Further, the paper is one of the few to incorporate natural stakeholder-based theory as a means of exploring climate change. The research paves the way for future studies of responses to such changes.

This qualitative study used a phenomenological approach to investigate the perspectives of 11 leaders in higher education. Specifically, we addressed the following research question: How do millennial leaders approach leadership in higher education? The study framework included adaptive leadership as a guide to understand the perspectives of newer leaders within higher education institutions. Our results support a relationship between adaptive leadership and millennial leaders in higher education. They also highlight the importance of leadership mentoring in developing a person’s capacity to adapt to constantly changing environments.

This paper aims to determine what leader‐leading competencies enable management of turbulent, uncertain change and what principles from a complex adaptive systems perspective constitute it.

The paper is a qualitative research case study.

It is found that there are three leading‐ship competencies: administrative, adaptive and enabling.

The paper illustrates that complex adaptive organizations oblige leaders to view differently organizational networks and their role within such networks.