CSIMQ Anniversary Editor-in-Chief Thoughts and Editorial Introduction to Issue 38: Model-based and Decision Support Methods for Next-generation Information Systems

The 38th issue of CSIMQ comprises four articles selected by guest issue editors on topics related to novel decision support methods or model-based frameworks for evolving or evaluating information systems. Design-oriented research is the dominant approach in these works, balancing technical design decisions insights with empirical evaluation cases. Three of the selected articles contribute with decision-support methods or frameworks – for ESG (Environment-Social-Governance) accounting, for democratized decision services, and for information security management. The fourth article revisits UML-based model-driven software development from a new perspective

Towards a Greater Diversity of Replication Studies

The replication of existing knowledge (e.g., previous study results) stands as an essential research practice across all science disciplines. Despite the importance of replication, the scarcity of replication studies is commonly criticized in business, management, and information system (IS) research. Therefore, efforts have already been made to facilitate replication research in the IS community, such as establishing conference tracks and journals focusing on publishing replication studies and providing guidelines on how and why to conduct replication research. Nonetheless, the perception of replication research remains unchanged, describing it as mundane. Therefore, in this issues and opinions article, we will explore how replication research could be made more appealing by diversifying the categories of replication studies. In this regard, we looked at replication in neuroscience, eliciting two new replication study categories: ‘transfer’ and ‘method.’ Additionally, through extensive discussion with other IS scholars, we added one more replication category, ‘comparison.’ We hope that this diversification will attract more researchers and also show the potential replication research holds

Seeking Equity, Agility, and Sustainability in the Provision of Emergency Remote Teaching During the COVID-19 Pandemic: A Center for Teaching and Learning Takes an Expanded Role

Objectives: The purpose of the study was to illuminate and assess the experiences and feelings of the staff of a center for teaching and learning at one South African university during the early months (April–June 2020) of the COVID-19 pandemic lockdowns when it switched from face-to-face teaching to emergency remote teaching (ERT). It explores the practical, operational, ethical, cultural, and emotional questions that the staff of this center dealt with as they supported the university in ERT provision. Method: This paper draws on in-depth interviews with 23 staff members of the Centre for Innovation in Learning and Teaching (CILT) who revealed not only the logistical, technical, and administrative challenges faced during the ERT rollout period but the efforts they made to ensure that their efforts promoted equity (for students), agility (for the university), and psychological sustainability (for themselves). Findings: Using cultural historical activity theory as a lens to assess CILT staff activities, findings indicate that a number of contradictions and tensions emerged during this period—concerning exacerbated inequities, pedagogical compromises, cultural anxieties, and psychological pressures—that could not be fully resolved but only managed. Implications for Research: CILT staff are interested not only in providing logistical, technical, and practical support to a university but also in dealing effectively with the ethical, cultural, and emotional concerns that arise in times of crisis and transition, such as the current one. Understanding what happened during COVID-19 may offer insights into how other centers for teaching and learning can adjust to what will likely remain an unstable future in higher education. Conclusion: The pandemic ruptured the previously organic change and growth that characterized CILT development, transforming it as the staff responded to this South African university’s need to provide support to academics and students engaging with ERT