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This paper aims to explore what Chinese doctors have learned in authentic medical practice, what they want to learn, and the dynamics behind their professional learning in working contexts.

The paper uses Narrative Inquiry, qualitative data which were collected by open‐ended face‐to‐face interviews and participative observation. Seven doctors from three hospitals in Shandong province were purposefully invited. Each participant was interviewed at least once, and all interview recordings were transcribed into research texts. The author narrated and re‐narrated stories of one chosen participant named Li Hengyang (pseudonym).

The paper finds that Chinese doctors divided their learning into two kinds: “professional” and “non‐professional”. The intrinsic‐motive‐driven learning of medical knowledge and techniques was attributed to “professional” and the extrinsic‐motive‐driven learning of “other things” was treated as “non‐professional”. The resultant force of intrinsic and extrinsic motives caused a performance disorder, a vague sense of professional identity, and involuntary expressive behaviours. The author finally pointed out that Chinese doctors' professional learning in working contexts is, to some extent, identity‐oriented.

Single theoretical perspective constrained the analysis; future research may use different theoretical perspectives besides Goffman's theatrical performance theory.

The paper presents identity‐oriented learning of Chinese doctors and the dynamics behind it, which have practical implications for Chinese doctors, medical professional educators and national medical policy makers.

Although Chinese doctors' training and education have been explored a lot, their professional learning in working contexts was rarely studied before.

This article analyzes the question why the Dutch patients’ health movement, specifically its branch of organizations for handicapped people, increasingly appeals to civic identity, and what consequences this has for the movement's mobilization efforts and effects. To address this question, we first analyze the meaning of ‘identity’ for patients’ organizations. In addition to an internal function (a shared identity as the basis for contact with other patients), the ‘patient identity’ also has an external function: identity movements can also produce instrumental actions. At the same time, it turns out that the specific ‘patient identity’ is being undermined through these instrumental actions, since in particular the instrumentally oriented wing of the movement insists on a broader basis for mobilization than the patient identity alone. This wing propagates citizenship as the empowering core topic, also because it seems to generate a better response in the political arena than the victim-like patient identity. This is a problematic situation. Employing a broad civic identity may appeal to some handicapped people. For other patients, however, this appeal works only in a very limited way, especially as long as citizenship does not take into consideration the differences between citizens, and as long as citizenship is defined in opposition to corporeality.

This chapter explores the symbolic connections between coming of age liminality and identity-oriented consumption practices in postmodern American culture, specifically among adolescent girls.

Forty-two female participants (ages 20–23) participants were asked to answer the general question of “Who am I?” through creating identity collages and writing accompanying narrative summaries for each of three discrete life stages: early adolescence (past-self), late adolescence (present-self), and adulthood (future-self). Data were analyzed using a hermeneutical approach.

Coming of age in postmodern American consumer culture involves negotiating paradoxical identity tensions through consumption-oriented benchmarks, termed “market-mediated milestones.” Market-mediated milestones represent achievable criteria by which adolescents solidify their uncertain liminal self-concepts.

In contrast to the traditional Van Gennepian conceptualization of rites of passage, market-mediated milestones do not necessarily mark a major transition from one social status to another, nor do they follow clearly defined stages. Market-mediated milestones help adolescents navigate liminality through an organic, nonlinear, and incremental coming of age process.

Rather than traditional cultural institutions (e.g., church, family), the marketplace is becoming the central cultural institution around which adolescent coming of age identity is constructed. As such, organizations have the power to create market-mediated milestones for young people. In doing so, organizations should be mindful of adolescent well-being.

This research marks a turning point in understanding traditional rites of passage in light of postmodern degradation of cultural institutions. The institutions upon which traditional rites of passage are based have changed; therefore, our conceptions of what rites of passage are today should change as well.

This chapter discusses why employees keep their knowledge to themselves. Despite managers’ best efforts, many employees tend to hoard knowledge or are reluctant to share their expertise with coworkers or managers. Although many firms have introduced specialized initiatives to encourage a broader dissemination of ideas and knowledge among organizational members, these initiatives often fail. This chapter provides reasons as to why this is so. Instead of focusing on why individuals might share their knowledge, however, we explain why individuals keep their knowledge to themselves. Multiple perspectives are offered, including social exchange, norms of secrecy, and territorial behaviors.

When a crisis strikes, responders need to make sense of it to gain an understanding of its origins, nature and implications. In this way, crisis sensemaking guides the implementation of the response. The purpose of this paper is to focus on the sensemaking questions that responders need to address for achieving effective and efficient crisis management.

Data are drawn from six exercises, in which teams of professionals from different crisis organizations were confronted with two terrorist attacks. Just like in real incidents, these professionals convened in tactical response teams and formulated their response collectively.

The exercises demonstrate that crisis responders do not just have to make sense of the crisis, but also of their own roles and actions. They raise and address three sensemaking questions: What is happening in this crisis? (i.e. situational sensemaking), Who am I in this crisis? (i.e. identity-oriented sensemaking) and How does it matter what I do? (i.e. action-oriented sensemaking).

Crisis preparation tends to focus on plans and systems that accelerate or improve the construction of a situational understanding, while this study suggests the need of more preparatory attention for crisis responders’ roles and actions.

The research extends crisis sensemaking literature beyond the restricted focus on the incident itself by showing that responders are also trying to grasp their own role and how their actions matter when they are engaged in crisis response.

The purpose of this paper is to present an environmental psychological case study regarding an office design change. The employees of the researched company had the chance to decide whether to stay in the classic open office set-up or to switch to a shared desk supplemented by a one-day-a-week home office possibility. The authors examined the development of participants’ territorial behaviour and place attachment.

The given organizational situation is a quasi-experimental design; the variables were examined via questionnaire in a longitudinal model. Quantitative measurement was supplemented with focus group discussions.

The degree of personalization (a type of territorial behaviour) decreased significantly not only among those who lost their permanent workstations – as we expected – but also in the entire population. Workplace attachment stagnated for the entire population, but workstation attachment showed a significant decrease among those who switched to the shared desk.

The limitations and the advantages are also followed by the nature of a case study: high ecological validity with relatively low sample size.

Redesigning an office is never just an economic or interior design issue, but a psychological one. This paper provides practical environmental psychological insights into implementing office designs without permanent individual workstations.

This paper presents the environmental psychological background of shared desk design implementation. The authors point out the significance of repressing personalization behaviour and as per the authors’ knowledge, they are the first to introduce the concept of workstation attachment.

This article aims to shows how changing information routines might influence service quality perceptions. A secondary aim was to test an instrument's everyday feasibility for healthcare quality assessment.

Patients often show high‐grade satisfaction with general care although they display dissatisfaction with some information they receive. A questionnaire survey was used to establish patient satisfaction after introducing standardised guidelines for nursing performance and information provision. Patient satisfaction was assessed using “quality from the patient's perspective” (QPP) questionnaire. Patients from gynaecological and haematological wards (n=71) (the study group) and a comparison group (n=67) were surveyed. Patients were given the questionnaire when their diagnosis was confirmed, after six months and 12 months. Data were collected over 36 months.

The study group showed an increased satisfaction with information from nurses (p=0.001) but not physicians. However, patients tended to put greater emphasis on socio‐cultural issues than information and cooperation seemed to represent high quality from the patient's perspective.

Successively lower response rate, mainly owing to cancer patients' deteriorating medical conditions. The study verifies the concordance model's relative merits.

The study verifies that care's softer side appears to be more important to patients than information improvements.

Results confirm that patients' satisfaction with information had implications for overall quality; but social issues seemed more important and enhancing quality is best achieved through participation and cooperation.

Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions.

We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics.

In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students.

This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

Buying behaviour can be interpreted as a signal of social identity. For example, individuals may purchase specific cars to indicate their social status and income, or they may dress in particular ways to show their taste in fashion or their membership in a social group. This paper aims to focus on the identification of market place influencers in a social identity context, in order to better market products and services to social groups.

A structural model linking consumers ' individual capital (motivation to influence), social capital (opportunistic use of social influence), and social leadership ability (persuasive “power”) is introduced. Hypotheses on the interrelations of these factors are proposed and the model is empirically tested using causal analysis. The survey data were collected in Germany in the context of socially influenced automotive buying behavior (428 valid questionnaires).

The proposed model supports significant relations between individual capital and social capital and social leadership ability. The results suggest which factors (individual and social capital) describe social influencers, helping to identify powerful social influencers in a social identity context. Different types of social influence leaders and followers are presented and characterized.

This paper offers marketing researchers and practitioners a new integrative approach to target consumers with specific social identities via social influencers.