An examination of strategies employed for the integration of management systems
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose This paper is an empirical study of the organisational approaches used for integration of management systems (MSs) and the comparative effectiveness of such approaches. Design/methodology/approach Research employed four case studies. Results are derived from the analysis of triangulated evidence obtained from in‐depth interviews, observations, internal documents analysis, archives, and short questionnaires. Findings Results identified two archetypes of integration strategies termed “systems approach” and “techno‐centric approach”. Maximum benefits are achieved by using a systems approach to integration of MSs, while using the techno‐centric approach leads to benefits mainly at the operational level. Research limitations/implications This research is qualitative and, as such, does not investigate the integration of MSs across a large number of organisations. The research does not investigate the causality between strategies employed for integration and their outcomes. Originality/value There is little empirical research to date on the strategies employed for integration of MSs and their effectiveness. This research contributes to both literature and practice by demonstrating that a systems approach gives rise to greater integration throughout various organisational levels and greater benefits as compared to other approaches.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it