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From Vision to Value: A Qualitative Case Study of Organizational Challenges to AI Adoption in the IT Consulting Industry
No full textThe rapid advancement of artificial intelligence (AI) presents organizational challenges, particularly in today’s dynamic business environment. Despite AI’s transformative potential, organizations struggle with AI adoption due to a lack of leadership commitment, unrealistic expectations, and ineffective change management. Addressing these challenges is necessary to maximize AI’s potential in an increasingly digital world. The purpose of this qualitative case study was to understand the organizational challenges connected to AI adoption in the information technology (IT) consulting industry in the United States. Three research questions guided this study to (a) identify what specific organizational barriers exist that contribute to the failure of AI projects in the IT consulting industry; (b) determine what IT consulting organizations measure to assess the impact of AI projects; and (c) understand how IT consultants can help organizations holistically overcome the challenges of AI adoption. This study used a qualitative case study design incorporating an organizational change management lens through a pragmatic paradigm. The target population was publicly traded IT consulting firms in the United States with 1,000 or more employees. The study included a purposive sample of 14 employees from three organizations who were purposively chosen because of their experience with AI. Data were collected from individual, semistructured interviews, documents, and archival records to ensure a thorough understanding of the case while maintaining validity. A multistage coding process was used to analyze the data, yielding
five themes related to AI adoption challenges: (a) capacity for change, (b) strategic visioning, (c) empowering action, (d) building momentum, and (e) organizational value realization. The findings show that insufficient readiness, unclear strategy, disempowered employees, lack of early successes, and weak value measurement were common challenges, highlighting the need for comprehensive change addressing all five factors. The study has implications for both research and practice, seeking to extend organizational change management theory while providing actionable insights for IT consultants and business leaders to leverage AI for competitive advantage. Recommendations for practice include developing comprehensive readiness plans and involving consultants as change agents to guide these efforts. Future research should explore AI adoption in different industry contexts and investigate ethical considerations for AI adoption
A Multi-Phase Curriculum Learning Framework for Resilient Multi-Agent Reinforcement Learning in Water Resource Management
No full textPreprint article submitted to "Engineering Applications of Artificial Intelligence (EAAI)"We propose a Multi-Phase Curriculum Learning framework for Multi-Agent Proximal Policy Optimization (MAPPO) to enhance resilience in dynamic environmental systems. The approach integrates inter-agent communication with staged curriculum progression, enabling decentralized controllers to learn cooperative water allocation policies that remain stable under drought stress. Using a simulated urban water distribution network with real inflow and demand data, our method reduced water shortages by approximately 45% and operational violations by 97% compared with heuristic and baseline MARL strategies. While water management provides the case study, the framework contributes a generalizable training methodology for resilient cooperative reinforcement learning in safety-critical environmental domains
Separated Post 9/11 Veteran Experiences Utilizing Resilience Training
No full textThis qualitative phenomenological study examined how post-9/11 veterans utilize resilience training during their transition to civilian life, using the transactional theory of stress as the guiding framework. The research question of this study is what are the individual experiences of post 9/11 veterans in utilizing resilience training after separating from the military and transitioning into civilian life? According to the transactional theory of stress, individuals appraise and respond to stressors based on dynamic interactions between themselves and their environment. Resilience training may enhance coping by strengthening these adaptive responses. Research has shown that increasing resilience can improve the ability to cope. Through an interpretive phenomenological analysis lens, the results were then analyzed to determine themes and subthemes. Participants were post-9/11 veterans who had fully separated from the military and previously completed resilience training. They volunteered for the study and participated in semi-structured interviews focused on their transition experiences. Through semi-structured interviews, the participants answered specific questions regarding their experiences with the training and the transition after separating from the military. Findings revealed that veterans who had positive experiences with resilience training were more likely to apply those skills during their transition and reported stronger coping abilities. Conversely, those with negative training experiences faced greater challenges. These results suggest that enhancing the quality and accessibility of resilience training may support smoother transitions and improved mental health outcomes. Implications include the need for further research with larger and more diverse samples, as well as the integration of resilience-building practices into clinical and transitional support services.The conclusion of this study was that greater emphasis on increasing resilience can improve assessment and coping with stressors. The implications of this study are that future research is needed to establish similar results in larger population pools. The implications can also impact future practice measures for the need for more resilience building in clinical settings. This study contributes to a growing body of literature emphasizing the importance of tailored resilience interventions in supporting veterans’ post-service adjustment
Junior Officer Retention in the United States Army: A Retrospective Case Study
No full textThe United States Army faces a persistent challenge retaining its Junior Officers, particularly following completion of initial service obligations. This turnover creates leadership gaps that hinder operational readiness, increase recruiting and training costs, and negatively affect both individual Officer careers and the institution’s overall effectiveness. The problem impacts military personnel management, organizational resilience, and national security. This qualitative exploratory case study investigates the experiences and decision-making processes that led former Junior Officers to voluntarily separate from the Army. Grounded in Job Embeddedness Theory and the Unfolding Model of Voluntary Turnover, the study deepens understanding of the personal and organizational factors influencing retention and attrition among this cohort. Seventeen former Junior Officers who separated within the prior three years participated in semi-structured interviews conducted virtually. Data were analyzed thematically to identify salient patterns aligned with the research questions: “How do officers describe their separation decision-making process?” and “What personal and organizational experiences are most significant to their decision to separate?” The study design obtained rich narrative accounts uncovering nuanced retention dynamics. Findings reveal that Officers describe their separation decisions as multi-staged, involving extended deliberation influenced by cumulative dissatisfaction and acute triggering events such as leadership failures, family stress, or policy changes. The most significant organizational factors to the Officer’s separation decision were toxic leadership, limited career agency, and inflexible promotion timelines. The most significant personal experiences regarding the separation decision were frequent relocations and spouse employment disruption. Additionally, Officers viewed current retention incentives as insufficient when core quality of life and leadership factors remained unaddressed. The study concludes that improving Junior Officer retention requires holistic, flexible strategies that prioritize leadership development, family support, and personalized career management alongside the current retention incentives. The study recommends reforms such as merit-based promotion pathways, incorporating subordinate feedback into evaluations, and expanded non-monetary retention tools. Implications for military personnel policy and future research include longitudinal, mixed-method investigations to validate findings and assess intervention efficacy. This study contributes an empirically grounded framework to guide more effective retention strategies critical to sustaining U.S. Army leadership capacity
Strategic Leadership in Resource-Constrained HBCUs: Uncovering the Levers Shaping STEM Success and National Talent Pipelines
No full textThis qualitative, multiple case study investigated the institutional and leadership characteristics that contribute to Science, Technology, Engineering, and Mathematics (STEM) success at small Historically Black Colleges and Universities (HBCUs). The research addressed the systemic challenges these institutions face in optimizing their strategies to support a significant, yet often untapped, talent pool in STEM. This problem affects underrepresented minorities, HBCUs striving to maintain their contributions, and the broader workforce, which benefits from greater diversity. Guided by Transformational Leadership Theory, the study employed a qualitative multiple case study approach, conducting in-depth document analysis of publicly available data from 15 systematically selected small HBCUs. Data from institutional websites, mission statements, and other public documents were analyzed through thematic coding using NVivo software to identify patterns and themes related to leadership and institutional practices. The findings revealed a strong institutional emphasis on three key areas: faculty professional development, specialized STEM majors, and external partnerships. While visionary leadership was a prominent theme, the analysis also uncovered a notable under-articulation of specific operational supports, such as detailed scholarship criteria and bridge program structures. A crucial discovery was the non-linear relationship between stated visionary leadership and tangible operational strengths like grant funding, suggesting diverse pathways to success. This research identified distinct institutional archetypes that reflect varied strategic blueprints for fostering a robust STEM talent pipeline. The study concludes that fostering STEM success requires a strategic blend of clear institutional vision and robust operational execution. The findings offer practical implications for HBCU leaders, underscoring the need to align their public institutional narrative with their documented operational strengths. Recommendations for future research include incorporating in-depth interviews with key stakeholders to explore less-documented operational processes and employing mixed-methods designs to establish causal inferences between specific strategies and positive STEM outcomes. By shedding light on the dynamics of effective STEM initiatives at small HBCUs, this research offers valuable guidance for strengthening these indispensable institutions and ensuring a more diverse and equitable future for the national STEM talent pipeline
Online Professors’ Experience with Students Misusing Artificial Intelligence (AI) in Higher Education: An Exploratory Case Study
No full textThe problem addressed in this study was online professors at urban, 4-year degree-granting institutions are experiencing students using Large Language Model Artificial Intelligence tools to misuse or engage in unethical behavior. The purpose of this qualitative exploratory case study was to investigate online professors' experiences with students' use of Large Language Model Artificial Intelligence tools and their perceptions of how course assignments can be created and evaluated to prevent misuse. The research questions addressed were: (1) What are online professors’ experiences with student use of Large Language Model Artificial Intelligence tools in higher education institutions’ online courses, and their perspectives on the ethical implications of designing assignments without proper guidelines for Artificial Intelligence integration? (2) How do online professors describe their ability to create and evaluate course assignments to deter online students from misusing Large Language Model Artificial Intelligence tools? The research draws on deterrence theory as the guiding framework. Semi-structured interviews and a focus group were used to collect data. A thematic analysis approach was used. Findings revealed that integrating AI tools with clear ethical guidelines for assignment design, enhancing digital literacy, and considering the needs of neurodivergent learners are crucial for effective integration of intelligence. Implementing these practices can shift Artificial Intelligence from being perceived as a threat to academic integrity to being a tool that deepens knowledge construction, promotes equitable access, and reinforces the credibility and relevance of learning in higher education institutions transformed by the integration of ethical Artificial Intelligence. The ethical and inclusive artificial intelligence model emerged from the study as a framework for guiding the ethical integration of artificial intelligence. The study contributes to the growing body of knowledge on the ethical integration of Artificial Intelligence in higher education institutions
The Impact of Alternative Work Schedules on Job Satisfaction in the Federal Sector: A Qualitative Phenomenological Study
No full textThis study explored the impact of alternative work schedules on federal employees, aiming to understand how these arrangements affect employees' experiences and satisfaction within the federal sector. Its primary objective was to evaluate employees' perceptions of alternative work schedules in relation to job satisfaction following the COVID-19 pandemic, particularly with respect to return-to-work initiatives. Specifically, the study examined three key questions concerning alternative work schedule practices and their impact on federal employees' job satisfaction: (1) What alternative work schedule work factors enhance job satisfaction? (2) What alternative work schedule factors lead to employee dissatisfaction? and (3) What alternative work schedule factors influence job satisfaction during the return-to-work phase? Using a qualitative phenomenological approach rooted in H2FT, insights were gathered from 11 government employees in the North Atlantic region. The findings demonstrated the importance of balancing structure and flexibility: employees appreciate the autonomy provided by an alternative work schedule, yet they also expect organizations to establish well-defined objectives and a transparent framework for progress. Although this study's scope is limited due to its focus on participants from a single medium-sized government agency, this focus enabled a detailed exploration of alternative work schedules within that specific context. However, gaining a broader understanding would necessitate examining a wider variety of government departments with diverse missions and structures. Exploring how the cultures of federal agencies influence flexible work schedules provides a basis for future research aimed at developing more equitable alternative work schedule practices across sectors. The findings lay a foundation for further study of job satisfaction in the public sector
EXPLORING THE PHENOMENON OF UNDERREPRESENTATION OF WOMEN IN EXECUTIVE-LEVEL ACADEMIC LEADERSHIP POSITIONS IN HIGHER EDUCATION INSTITUTIONS
No full textThe gender gap in executive-level administrative roles in higher education institutions is a persistent issue. While women have constituted the majority of the student body for decades, they continue to be underrepresented in academic administration, including at the leadership ranks. This study focused on exploring the phenomenon of underrepresentation of women in executive-level academic leadership positions in higher education institutions in the Western United States. The purpose of this phenomenological qualitative inquiry was to explore the lived experiences of women on their path to and holding executive-level academic leadership positions above the dean across private, public, and community colleges in the Western United States and shed light on the challenges and barriers they faced and the tools and techniques they used to overcome them. This research study used the interpretive phenomenological paradigm with a feminist perspective. A qualitative research methodology with a phenomenological design was employed as the most suitable approach for the study's purpose and research questions. The target population was women in executive-level academic positions in HEIs. The sample population consisted of women who held executive-level academic leadership positions (president, vice provost, vice president, associate vice president, and assistant vice president) for at least 1 year. Fifteen participants were recruited via email using the purposeful sampling method. The contact information was identified by searching public records. One semi-structured interview was conducted with each participant in a one-on-one setting via Zoom. The recorded interviews served as the primary data collection instrument. The data were sorted into recurring codes and subcodes using NVivo. Findings revealed six recurring themes: (a) gender-related challenges still exist, (b) lack of organizational support presents a systemic challenge, (c) hiring and promotion are still gendered processes, (d) the role of mentors is critical, (e) support networks are an effective tool, and (f) qualities important for success. The implications for practice informed by the findings should be concentrated on creating an inclusive organizational culture and providing conscious support and development to women aspiring to and holding executive leadership positions. Higher education institutions should establish women's support groups and implement women-friendly mentorship and succession programs, as well as adopt inclusive policies that prioritize fair hiring practices, equal opportunities, and work-life balance. Aspiring women executive-level administrative leaders should focus on finding mentors, drawing strength from the community, building networks, and actively engaging in self-development as key components to success on this career track
Changes in Marital Conflict and Marital Attachment Needs Among Iranian Couple Therapists After EFT Training and Supervision
No full textThis quantitative quasi-experimental study examined changes in marital conflict and marital attachment needs among Iranian couple therapists following participation in an introductory emotionally focused therapy (EFT) training and group supervision. The problem addressed in this study was that many clinicians begin practice without adequate preparation in evidence-based couple therapy models, yet little is known about whether learning EFT influences therapists’ own relational functioning, particularly within the Iranian cultural context. The purpose of the study was to examine whether participation in EFT training and supervision was associated with changes in marital conflict and fulfillment of marital attachment needs among married, licensed Iranian clinicians actively practicing couple therapy. Forty participants were randomly assigned to an intervention group, which completed the EFT training and group supervision, or a control group, which did not receive the training during the study period. Data were collected using the Marital Conflict Questionnaire–Revised (MCQ-R) and the Marital Attachment Needs Scale (MANS). Gain-score analysis and one-way ANOVA were used to compare pre- to posttest changes between groups. Results indicated statistically significant improvements in both marital conflict and marital attachment needs for clinicians who completed the EFT training and supervision compared to those who did not. These findings extend the EFT literature by demonstrating that structured training and supervision may foster personal as well as professional growth among therapists, contributing to the broader understanding of EFT’s impact across cultural and clinical contexts
"Always there, never attuned": A proposed grounded theory study of technology as an attachment substitution
No full textThere is a growing penetration of technology and subsequent internet use among the global population. With such trends, there is a substantial rise in technology and device use as a form of coping, potentially influencing emotional regulation and attachment patterns. As this human and technology integration (HTI) continues to rise, the aim of this proposal is to examine this phenomenon in greater detail, identifying and creating a process model of how these impacts take place. A conceptual model of understanding how HTI impacts attachment patterns will be created using a grounded theory analysis