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This study explores dual‐diagnosis patients' perspectives on a relapse prevention programme in a special hospital. Few qualitative studies have been conducted to explore the views and lived experience of dual‐diagnosis patients, and none has used qualitative methodology to investigate their subjective experience of a treatment programme. Interpretative phenomenological analysis (IPA) was employed to gain a perspective on the patients' experience of the programme. Five previous members of the relapse prevention programme were randomly selected for interview. Transcripts were analysed using IPA and revealed four master themes: ‘former self’, ‘increasing self‐knowledge/awareness’, ‘group as a mediator’ and ‘future self’. The findings show that the subjective experience of group members emphasises the importance of interpersonal relationships, developing a supportive therapeutic alliance, and the learning and development of social and coping skills. The implications for amending and updating the current programme syllabus are discussed, along with the limitations of the current study.

Social media management is an emerging profession that is growing as companies increasingly adopt social media. The purpose of this paper is to analyze social media managers’ personal branding.

In-depth qualitative data is drawn from 20 semi-structured interviews with social media managers and supported by three years of orienting fieldwork in Toronto, Canada.

Social media managers are responsible for managing and executing organizations’ brands and presence on social media and digital platforms. As lead users of social media, social media managers provide critical insight into the emerging practices of personal branding on social media. “The future audience” is introduced to describe how individuals project a curated brand for all future unknown and unanticipated audiences, which emphasizes a professional identity. Due to workplace uncertainty, social media managers embody the mentality of being “always-on-the-job-market”, which is a driver for personal branding in their attempt to gain or maintain employment.

While personal branding is largely discussed by industry professionals, there is a need for empirical research on personal branding that examines how various employee groups experience personal branding. This research fills this gap by analyzing how people working in social media brand their identity and how their personal branding is used to market themselves to gain and maintain employment. The development of “the future audience” and “always-on-the-job-market” can be used to understand other professions and experiences of personal branding.

The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues.

Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours.

Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules.

Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL.

This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education.

The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

This study seeks to explore the key themes in identity play during unemployment and the potential obstacles faced by unemployed individuals.

This qualitative study is based on 23 interviews with unemployed individuals in Germany.

The authors identify three obstacles to identity play during unemployment: a lack of psychological safety to explore possible selves, a lack of opportunity to try out possible selves and a lack of social validation for possible selves. Several interviewees highlight the impact of social context, creating an absence of institutional support and a limited identity “playspace.” As such, the authors illustrate that when faced with these obstacles, the unemployed individuals of this study predominantly focus on identity work instead of identity play. Only a few interviewees seem to engage in and sustain identity play. The authors propose that the elaborate nature of their possible selves and their focus on future opportunities may overshadow the present self and immediate obstacles.

The authors argue that identity play is not readily available to all individuals in all situations. Instead, they suggest that some psychologically and socially threatening contexts such as unemployment are characterized by obstacles that constrain individuals' identity play and prevent the adoption of new work identities. Hence, the authors call for a more balanced and localized understanding of identity play.

Entrepreneurial identity aspiration refers to the desire to occupy an entrepreneurial role in the future and is an essential impetus for initially engaging in entrepreneurial activities. Building on identity theory, the article investigates the effects of personal attitudes, experiences and inclination towards specific practices on the strength of entrepreneurial identity aspiration.

This article applies multiple linear regression analysis to test the developed hypotheses on an original sample of 127 vocational college students in Austria.

Results show that risk-taking propensity, proactiveness, entrepreneurial self-efficacy and competitiveness drive entrepreneurial identity aspiration. The effects of innovativeness and need for achievement motivation are nonsignificant. Data further suggest that entrepreneurial identity aspiration is related to gender, while entrepreneurial exposure and previous entrepreneurship education show no or adverse effects.

Based on our findings, the authors argue that education should focus on teaching and discussing the identified attitudes and inclinations to foster the formation of entrepreneurial identities. Doing so increases students' aspirations and provides them with the necessary cognitive underpinnings for subsequent entrepreneurial action. The article suggests action-based teaching to achieve this goal.

This article is the first to investigate antecedents of entrepreneurial identity aspiration by connecting it to essential concepts of entrepreneurship research. The authors extend previous work on entrepreneurial identity and add to the theoretical approaches for research in entrepreneurship education. Furthermore, the article points out central aspects that should receive additional attention in educational settings.

Purpose – In this chapter, we outline early sociological thinking on time rooted in various philosophies of time and review the relatively current research in the area of temporal perspective. Next, we define the scope of the social psychology of time and illustrate how and why social psychology has failed to properly and effectively include time as a central component of study. Finally, we link current thinking about time to group processes research, most directly to identity and social identity processes (though not exclusively), making clear the ways current and future approaches could benefit from including temporal perspectives.

Methodology – We review relevant research engaged with concepts related to time in psychology, sociology, and social psychology. On the foundation of our review and the identification of gaps in the literature, we provide insights and recommendations regarding how temporal perspectives may be adopted by existing knowledge bases in sociological social psychology.

Findings – As a conceptual chapter, this work presents no empirical findings. A review of the literature reveals a scarcity of research effectively embedding temporal perspectives in major areas of social psychological research.

Practical Implications – The recommendations we make for connecting temporal perspectives to existing research areas provide a practical foundation from which to develop new ideas.

Social Implications – This work contributes to the social psychology of time by detailing how time is an important, yet mostly overlooked, component to our understandings of many social psychological processes. In the effort to extend identity and social identity theory in specific, we add to the general knowledge of the self and self-processes via the incorporation of temporal perspectives.

Originality – This work is the first to explore how temporal perspectives in sociological social psychology are employed, but mostly, how they are underutilized. We make recommendations for how novel theoretical predictions may emerge by including perspectives about time in existing research programs.

The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession.

In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview.

Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands.

English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners.

Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.

Creative processes halt when those who generate creative ideas self‐censor them. Self‐censorship may become a greater concern in performance management as organizations of the future are likely to face growing pressures to be creative, innovative, and adaptive. Self‐censorship was addressed in early research on managing the performance of brainstorming groups, and may have broad implications for creative performance in many facets of today’s organizations. This paper re‐examines the research on self‐censorship in view of recent management and social psychology research in an effort to better understand how the self‐esteem motive and a lack of self‐concept clarity cause self‐censorship. Person‐focused and feedback‐focused strategies to reduce self‐censorship are described, and directions for future research are suggested.

The purpose of this paper is to understand the behaviours described by expatriates (“what expatriates say they do”) when they are pressed for adjustment and, at the same time, they feel ethically challenged.

The authors interviewed 52 expatriates from the European Union working in Sub-Saharan Africa who were immersed in what was considered by them to be an ethically challenging context or situation while they were in the process of adjusting to their international assignment. The authors conducted a reflexive qualitative analysis between the data and existing literature.

The authors found that the feeling of moral discomfort that causes the perception of an ethical challenge is triggered by an event that contrasts with the expatriates’ notion of morals. After feeling ethically challenged, expatriates engage in a sensemaking process that is hinged in an “intended future identity”.

The authors contribute to the literature by stressing the ethical dimension of adjustment. The authors complement the normative approaches to ethical decision making in international contexts. The research identifies a set of events that are considered as ethical challenges by business expatriates.

The research opens the possibility to anticipate and manage potential conflicts, thus minimizing the probability of expatriation failure. Early knowledge about an expatriate's intended future identity can provide relevant information concerning the probable type of adjustment problems s/he will face.

The research combines two hitherto separate streams of literature – expatriate adjustment and ethical decision making in international contexts – to open the possibility of ethical adjustment. This is supported by a sensemaking process that is also grounded in future intentions, and not only in past experiences and present signals.

Time as a dependent (temporal patterning or allocation) or independent (temporal context) variable in the study of marketing problems has attracted a range of researchers who use a variety of paradigms. Common to the majority of approaches is the notion of an abstract, absolute, linear, irreversible, monotonic, homogeneous and divisible structure of time, into which consumer behaviour is set. In particular, current consumer models pay little attention to the phenomenological experience of both time and temporality. The perceived and experienced duration over which events can occur draws attention to notions of time beyond normal temporal horizons. This is illustrated through the example of certain financial service products where the expansion of everyday time horizons is required to understand the total consumption act. It is proposed that an understanding of the consumption act requires an insight into the consumer′s own temporality and that embedded in the product or service being consumed. Further, there needs to be harmony between these temporalities to optimise the utility to be gained from the transaction.