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The purpose of this paper is to examine the narratives of the work-life interface (WLI) of Portuguese international business travelers.

Semi-structured interviews with 14 Portuguese international business travelers were conducted to expose the narratives of the WLI in terms of demands, resources, and coping and how these work-life events shape work-identity.

The findings show that: work-life events are interconnected and are sources of conflict and enrichment; work-life boundaries are personally managed and socially enacted; and WLI shapes work-identity. The analysis shows that occupational travel can be both a source of positive self-regard and fulfillment that entails high work-identity and low boundary control or a source of conflict and identity threat. In either case, work-life coping is devised to prompt self-worth.

Following the findings from this exploratory study, several research propositions are outlined for international business travelers, highlighting the interactions between work-life centrality, work-life boundary management and work-identity. In extending the work-life research to international business travelers this study reveals the extent to which the advancement of work-life research benefits from the theoretical and empirical contributions of the literature on work-identity.

Este estudo exploratório examina as narrativas dos viajantes de negócios internacionais quanto ao interface trabalho-vida pessoal.

Foram efetuadas catorze entrevistas semiestruturadas a viajantes de negócios internacionais portugueses com o objetivo de expor as suas narrativas de interface trabalho-vida pessoal, em termos de exigências, recursos e estratégias para lidarem com estes eventos. Adicionalmente examinou-se como os eventos relacionados com o trabalho e vida pessoal moldam a identidade profissional destes viajantes frequentes.

Os resultados demonstram que: (1) os eventos relacionados com o trabalho e a vida pessoal estão interrelacionados e são fonte de conflito e enriquecimento; (2) as fronteiras entre o trabalho e a vida pessoal são geridas individualmente mas são ditadas socialmente; e (3) o interface trabalho-vida pessoal molda a identidade no trabalho destes viajantes internacionais. A análise revela que as viagens de trabalho frequentes podem ser fonte de autoestima e satisfação, associada a uma forte identidade profissional, assim como podem ser fonte de conflito e de ameaça a essa mesma identidade. Em qualquer dos casos, os indivíduos inquiridos acionaram estratégias para lidarem com os eventos de ambos os domínios que visam elevar a sua autoestima e identidade.

Os resultados deste estudo permitem avançar várias proposições para investigação futura, salientando as interações entre a centralidade do trabalho e/ou da vida pessoal, a gestão das fronteiras entre estes domínios e a construção da identidade. Ao estudar o interface entre o trabalho e a vida pessoal dos viajantes frequentes, este estudo contribui para o avanço da investigação neste domínio ao revelar os benefícios de explorar as contribuições teóricas e práticas da literatura sobre a identidade associada ao trabalho.

This chapter draws upon a wider project on the development of teacher identity in preservice education. The aim is to look at the effects of a given pedagogy which was designed and enacted in a Master degree in Teaching. The project draws upon existing international research literature on teacher identity which highlights the dynamic and multifaceted nature of the process as well as the pivotal role of preservice teacher education as a context for identity development. The main themes are explored through student teachers’ own voices (N = 20). Issues such as learning about becoming a teacher; exploring the unknown; making the implicit explicit; initial beliefs and theories about being a teacher; teachers’ role and work; from a student perspective towards a teacher perspective; expectations about teaching as a profession: skepticism and hope; and aspirations as preservice teachers are analyzed. The chapter concludes with insights and recommendations for others who might like to try this pedagogy in their respective international teacher education milieus.

The purpose of this paper is to, which involved 123 students in their last year of an administration course at a private university in the city of São Paulo, Brazil, evaluate the importance of analyzing the pressure from new technologies on the careers of young university students from a career theory perspective.

From the perspective of traditional theories, the authors used “career anchors,” and from the perspective of non-traditional theories, “intelligent careers,” in which people develop three competency groups that are transferable between organizations: knowing why; knowing how; and knowing whom. The hypotheses the authors raised were analyzed using statistical techniques and the following results were obtained: young people do not see new technologies as a threat to their current job; people who see the “Knowing How” competence as being more developed feel less pressure from new technologies; non-traditional theories show a greater potential to analyze technological pressure than traditional theories; and, finally, the nature of people’s jobs produces different impacts on the pressure of new technologies on their careers, since people who occupy positions involving more human interaction with internal or external clients feel less threatened.

It was found that the lowest mean among the constructs analyzed was the pressure from technology on career. The correlations between the competencies of intelligent careers and the perception of the pressure from technology on career were weak, but significant, whereas the “Knowing How” competency was negatively correlated with the pressure caused by technology. There was no significant influence of the anchors on the pressure from technology on career. However, incorporating the competencies of intelligent careers improved the statistical model’s fit. In associating job positions with the pressure from technology on career, administrative and operational positions showed higher averages than sales associate and management positions.

Broadly speaking, it can be noted that traditional career theories, especially the vocational counseling approach, are not sufficient to explain the impact of new technologies on careers. At the same time, one way of coping with the pressure brought about by technological advances may be in using technology itself to develop “useful professional skills,” in a manner consistent with “intelligent careers.”

This article aims to explain the transfer of training model used in the training of human resources within organizations and its possibilities for the mandatory internship (MI) in sport science (SS) higher education.

A review that argues the concept of transfer of learning, the model of factors that affect the transfer of training and its evolution was undertaken.

The possibilities and implications of thinking about the MI in the SS undergraduate courses are listed based on the transfer of learning and of training model. It is concluded that different factors such as the students' characteristics, the characteristics of the different spaces of SS professional's intervention, the evaluation, the academic and technical supervisors, the host organization and peers, as well as other elements of the transfer of training model, are important to develop the MI at the SS undergraduate courses.

The consideration of this model of factors could be relevant to improve the teaching and learning processes within the MI at the SS undergraduate courses.

Going further on a broad understanding of nonwork besides family, this study aims to analyze differences between women and men considering work-nonwork conflict (WNWC) in the Brazilian context, investigating time spent in eight nonwork dimensions and the dimensions more affected.

The study was quantitative and descriptive. A survey was conducted, based on a validated WNWC scale. The sample consisted of 338 professionals working in Brazil. Data analysis was conducted through descriptive statistics and analysis of variance.

Compared to men, women declare higher levels of WNWC considering the eight nonwork dimensions, present greater differences in stress-based conflicts and in more collective dimensions and have marriage or no children associated with more WNWC.

The study highlights the need to include more nonwork aspects into career and management studies to influence organizational practices and individual choices. The main limitation is the non-probabilistic sample (results not generalizable).

Know more about WNWC will help organizations to improve lives by creating practices and a cultural environment to preserve women’s and men’s nonwork times. It may also help people to choose places to work for, matching their nonwork needs.

The study reinforces demands from new family arrangements, more couples in dual-career and an aging society: organizations must prepare to have workers that want or need to dedicate time to other interests besides family or children.

It goes further on a broad understanding of nonwork besides family to understand WNWC and how it may affect differently men and women.

The purpose of this paper is to identify the relationship of career anchors with three aspects: the millennials’ professional skills, the millennials’ awareness of the replacement of jobs with new technologies and the technological stress in the millennials’ working environment.

The responses of 200 questionnaires were analyzed using descriptive and variance analysis techniques.

Among the three hypotheses raised, two were confirmed, showing that these young people recognize the development of professional skills through new technologies, but are not highly sensitive to the stress associated with technological innovations.

The paper contributes to a recent debate, which emphasizes the impact of the application of new technologies on the nature of study and employment levels.

The core of this study is women in mining. The aim of this study was to analyze the perception of women, about their work environment, their career, the human resources policies and practices and the work–family balance in the context of a multinational organization in the sector.

The case study was carried through semi-structured interviews with 27 women who work in this organization.

Although women report that they are capable of exercising any position/function in the company, they perceive wage gap in the investigated organization; that maternity leave and the fact of having children impact their career and their rise to higher positions in the organizational hierarchy negatively; situations of prejudice and discrimination experienced at work. Sometimes subtly, sometimes not so subtly, but they still constitute barriers faced by women in mining.

Although the debate around the issue of gender inequality in organizations is not recent, little has been produced about the working condition of women in occupational fields where male domination is strong, such as mining.

This paper aims to analyze the relationship between professional identity and the training of nurses in the context of change. Specifically, this study aims to focus on two research questions: first, how do nurses experience their professional identity? Second, will professional training have an effect on nurses' developing identity?

Data were obtained from 173 nurses in a Portuguese hospital. Respondents had to evaluate the degree of importance they gave to several variables about professional identity and training. For data analysis and reliability, the variables were classified using factor analysis. Subsequently, the retained factors and variables underwent multiple regression analysis.

Results indicate that nurses consider they have their own identity, which differentiates them from other health professionals, although they feel their work still lacks socio‐professional recognition, which hinders their autonomous intervention within the multi‐disciplinary team.

The sample for the study was self‐selected from one hospital, which may limit the generalization of some of the findings and points to the need to resort to larger samples. This study allowed the formation of some measures that can contribute to the value and benefits of nurses' professional training in the Portuguese health system.

Research on professional identity has been relatively scarce. Taking into account the relevance of the research topic for the nursing profession, the study's findings show that identity is of some consequence in nurses' professional training.

The objective of this chapter is to outline an integrating picture of the situation, representativeness, contradictions, and challenges that the treatment of diversity assumes in Brazilian society and in its organizations. The aim is to reply to the research question: “How are public policies and organizational practices constructing ways of inserting and valuing the diversity of Brazilians?” We provide a brief background of the changes in the global and Brazilian contexts over the last few decades and analyze the demographic data presented in the 2010 Census and in studies on diversity that were published in the main periodicals in the Administration area in Brazil, between 2000 and 2014 with regard to the segments most widely studied in the academic literature: Afro-descendants, homosexuals, the elderly, Indians, women, and people with a disability. The conclusion reached is that, in a short period of time, Brazil has made great strides in constructing the mechanisms and legal devices for recognizing the rights of its diverse population and that private companies are in the initial stages of introducing diversity programs.