The MISQ Scholarly Development Academy

Background and Application Details

The purpose of this page is to outline the background to the MISQ Scholarly Development Academy and to provide details on how to apply. If you are interested in applying, read on!

The MISQ Scholarly Development Academy initiative follows in the footsteps of other MISQ initiatives that demonstrate our journal’s role as a platform for engagement in our field (Rai 2017). As a platform for engagement, we have long moved beyond just processing manuscripts. We run workshops for authors and reviewers, give seminars around the world, engage in social media, publish research curations, and so on. The common thread through all of our activities is our missions of supporting IS scholars and scholarship. The motivation for the new initiative proposed here is that we need to do our part to help IS scholars who are systematically disadvantaged from producing the finest scholarship because they are suffering disproportionately in the emotional toll of an academic life, especially in the time of COVID.

For further background on the Academy, please see the September 2021 Editor’s Comments

Purpose and Scope of the Scholarly Development Academy

Our goal is to identify segments of our scholarly field who are disadvantaged (both in general and also due to COVID-19) and offer a program to help them. Over time, we hope to address many deserving segments of the field, e.g., those who suffer from gender biases, racial or ethnic biases, physical disability biases, and so forth.

In the first year, as a test case, we will focus on untenured female scholars. We are also welcoming of trans and non-binary scholars who partially or sometimes identify with the female gender and feel they would benefit from participating in a women-centred initiative. Gender bias is a well-known scourge in society (Reskin 2000) and in science (Huang et al. 2020; Winslow and Davis 2016). Even when revealed, gender biases are often ignored, discounted, or unsupported (Cislak et al. 2018; Garcia-Gonzalez et al. 2019; Handley et al. 2015). We know that COVID- 19 has exacerbated negative outcomes for women in society (Dang and Nguyen 2021) and in science (Deryugina et al. 2021; Myers et al. 2020; Pinho-Gomes et al. 2020). We also know that there are gender biases in the IS field and we have seen calls to address them (Beath et al. 2021; Gupta et al. 2019; Windeler et al. 2020). In short, the evidence shows that we must do something.

In the second year, we plan to focus on scholars from the Global South (Dados and Connell 2012). Global South refers to both economically disadvantaged nation states as well as “peoples negatively impacted by contemporary capitalist globalization” (Mahler 2017). The term Global South “references an entire history of colonialism, neo-imperialism, and differential economic and social change through which large inequalities in living standards, life expectancy, and access to resources are maintained” (Dados and Connell 2012, p. 13). Thus, it may include scholars in disadvantaged regions of the world, but also indigenous or BAME scholars in high-income countries. In academia, the dominance of voices from the global north is a well-known issue and, even in collaborations aiming to reduce the inequalities, it is often the scholars of the north that set the agenda (Green 2019).

In all of these cases, we will also take an intersectional approach, that is, to recognize that inequalities coexist, such as gender, racial, economic and social inequality. For instance, while gender is our focus in the first test case, we will still account for other factors too (Britton and Logan 2008; Payton et al. 2021; Ryan and El Ayadi 2020).

For each segment of the community we support, we will coordinate our activities with other relevant activities in the field. For instance, in the case of female IS academics, we will coordinate this initiative with the AIS Women’s Network (Loiacono et al. 2016) and other efforts to advance women in IT, such as the ImPACT IT project (Loiacono et al. 2020). In the case of IS academics of the global south, we will coordinate the initiative with the IFIP 9.4 working group. We are also leveraging our experience with related, successful initiatives. In particular, the IS field is very familiar with mentoring young academics through consortia (Gable et al. 2016). MISQ is also very familiar with running author-development workshops (Rai 2017). The initiative we have planned can be viewed as a combination of a junior faculty consortium and an author development workshop.

Structure and Focus

The MISQ Scholarly Development Academy will be an annual consortium with two foci: paper development, to help us overcome biases in publishing (Lundine et al. 2018), and career development, to help address biases in access to mentors and career support (Mummery et al. 2021). The two foci are aimed at supporting generativity (i.e., broadened thought-action repertoires and creativity in scholarship) and growth (gains in enduring personal and social resources in one’s academic career) (Frederickson and Losada 2005) needed for scholarly flourishing.

Taking a strength-based approach, mentors in the academy will help participants to learn how to build on the strengths of their existing work to enhance its publishability, and build on their personal strengths as a scholar to enhance their research career. Overall, the goal is to support the flourishing of the next generation of IS scholars, help release some of their burden, and renew their passion for scholarship. Given the scholarly focus of MISQ, compared to the broader focus of other institutions (e.g., the Association for Information Systems, which also supports the teaching components of an academic career), this initiative will focus on scholarship and the (re)kindling of joy in scholarship.

Much like other junior faculty consortia, applicants will be admitted to one and only one cohort of the MISQ Scholarly Development Academy (e.g., the 2022 cohort, the 2023 cohort, etc.). Potentially, events may later be held for cohorts from a given year, as occur for ICIS Doctoral Consortium reunions.


Academy Sessions

Plenary Introduction Session

  • February 24, 2022 from 8:00am - 10:30am UTC - for Europe, Asia, Africa, India, and Australia
  • February 24, 2022 from 8:00pm - 10:30pm UTC - for North and South America

 

Paper Development Session

  • March 7, 2022 from 8:00am - 11:00am UTC - for Europe, Asia, Africa, India, and Australia
  • March 7, 2022 from 8:00pm - 11:00pm UTC - for North and South America

 

Career Development Session

  • October 7, 2022 from 8:00am - 11:00am UTC - for Europe, Asia, Africa, India, and Australia
  • October 7, 2022 from 8:00pm - 11:00pm UTC - for North and South America

 


Practicalities

The MISQ Scholarly Development Academy will take place entirely online and begin with an introductory plenary session in mid-to-late February. The two foci of the Academy will be addressed through a paper development session in March, and a career development session in October. The specific days/times in those months are still being determined. Information will be updated and posted to this website as more details are identified.

To facilitate time-zone differences, each session will be run at two times of the day – one at a time that suits Region 1 attendees and one at a time of day that suits Region 2-3 attendees.


Mentors

We are proud to have a remarkable group of mentors for the inaugural Academy, listed below alphabetically. They represent a cross-section of current MISQ Editorial Board members, past members, and other leaders in the IS scholarly community. They also reflect substantial diversity across topics, methods, world regions, gender, and career experience.

We will accept 90-100 mentees in the first cohort, with a ratio of ~ 3 mentees to 1 mentor. We will seek to allocate mentors to mentees based on potential fit (e.g., topic, method, region). We will make the best matches we can, but we cannot entertain specific requests.

Ritu Agarwal, University of Maryland College Park
Indranil Bardhan, The University of Texas at Austin
Kathy Chudoba, Utah State University
Debbie Compeau, Washington State University
Jens Dibbern, University of Bern
Amany Elbanna, Royal Holloway, University of London
Xiao Fang, University of Delaware
Peter Gray, The University of Virginia
Bin Gu, Boston University
Traci Hess, University of Massachusetts, Amherst
Weiyin Hong, HKUST
Dirk Hovorka, The University of Sydney

Carol Hsu, University of Sydney
Marta Indulska, University of Queensland
Tina Blegind Jensen, Copenhagen Business School
Mark Keil, Georgia State University
Thomas Kude, ESSEC Business School
Ting Li, Erasmus University
Kai Lim, City University of Hong Kong
Magnus Mähring, Stockholm School of Economics
Ann Majchrzak, University of Southern California
Mary Beth Watson Manheim, University of Illinois Chicago
Eric Monteiro, Norwegian University of Science and Technology
Ning Nan, University of British Columbia
Shan Pan, University of New South Wales
Niki Panteli, Royal Holloway University of London
Raghav Rao, University of Texas San Antonio
Jan Recker, University of Hamburg
Michael Rosemann, Queensland University of Technology
Sundeep Sahay, University of Oslo
Nilesh Saraf, Simon Fraser University
Saonee Sarker, Lund University
Susan Scott, London School of Economics
Priya Seetharaman, Indian Institue of Management, Calcutta
Maha Shaikh, King’s College London
Choon Ling Sia, City University of Hong Kong
Heshan Sun, University of Oklahoma
Chuan Hoo Tan, National University of Singapore
Monideepa Tarafdar, University of Massachusetts Amherst
Hock Hai Teo, National University of Singapore
Yu Tong, Zheijiang University
Lynn Wu, University of Pennsylvania
Xiaoquan (Michael) Zhang, Tsinghua University


Moderators/Co-Leaders of the Academy
Saonee Sarker, Lund University
Mari-Klara Stein, Copenhagen Business School
Andrew Burton-Jones, The University of Queensland

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