Search results

This paper aims to explore the key elements and dynamic formation mechanisms involved in the company identity construction during multicompany identification.

This study adopted a longitudinal single case study method, selected a representative company as the study case and analyzed the interactive practice of identity construction between the company and its external stakeholders based on the theory of organizational identity and sensemaking.

This study finds that the process of company identity construction for external stakeholders involves six elements. Companies mainly use a highly controlled, equality and interaction model to develop identity for a single stakeholder. Company identity is based on the company’s core identity claims and is formed by gradually integrating and cooperating with the identity claims of different stakeholders. Meeting the self-defining needs of stakeholders is a key driving force behind the evolution of company identity.

This study offers practical implications for companies to pursue and construct multicompany identity. For different types of external stakeholders, companies can adopt different identity sensemaking models. To build a new company identity, a company needs to do more on the basis of identity insights to break cognitive constraints and build new identity claim. Companies need to integrate new identity claims with the original identity claims. If different identity claims conflict or are difficult to reconcile, it may damage their original identity claims and companies need to evaluate the trade-offs.

This study expands the concept of company identity construction from the individual perspective to organizational identity and contributes to research in relationship marketing. This study identifies the key elements of company identity construction with multistakeholder participation and contributes to theory building in company identity research. The results of this study reveal the company identity construction mechanism for different external stakeholders and the dynamic formation process of multicompany identity.

Organizations are sites where identities are constructed and maintained and a substantial literature points at identity work as being of central importance for managerial practice. Identities are often fragile and contingent constructs, shifting over time and as the actor moves between assignments, being bound up with professional and occupational ideologies, norm and beliefs. The purpose of this paper is to report a study of how construction workers build their occupational identities on the basis of a combination of identification with their work and the quality they deliver benefitting the end‐user and what Elsbach and Bhattacharya call disidentification, i.e. a critique of the construction industry.

A study of identity work in the construction industry suggests that identities are based on three interrelated processes, the enactment of normative beliefs of ideal selves, the recognition of the accomplishments in the present construction project work, and the disidentification with the construction industry articulated in storytelling practices.

Construction workers’ identities are thus a patchwork, stitching together a variety of heterogeneous resources. This makes identity work an ongoing social process influenced by both the material conditions of the actual work and norms, beliefs, and aspirations.

The paper contributes to the identity literature by emphasizing that identities are irreducible to either material conditions, norm and beliefs, or narrative accounts but are simultaneously drawing on all these resources.

The purpose of this paper is to build and enrich theory around professional identity construction by investigating the development of professional identity under conditions of marginalized gender identity. Professional identity is defined by Ibarra and by Schein as one ' s professional self-concept based on attributes, beliefs, values, motives, and experiences. Professional identity construction under conditions of marginalization presents an interesting puzzle. Professional roles are defined as prestigious and provide the role holder with autonomy and, often, a degree of privilege. However, minority professionals are often accorded little prestige and/or privilege because their identities are perceived as inferior.

The research studies narratives by 33 prominent women engineers with careers in management who discuss what it means to be both women and engineers holding high management positions in their organizations.

The research demonstrates that the process of identity construction for women engineers differs in significant ways from that of their male counterparts. The process is centered in redefinition that allows women professionals to construct possible selves and establish positive professional identities: redefinition of occupational rhetorics, disadvantage, and the self.

This study of professional identity construction under conditions of disadvantaged gender identity contributes a new perspective for theorists researching professional identity construction. The results reveal that the development of professional identity for minority women may involve the processes and tasks of redefinition. The tasks in redefinition include redefining disadvantage, redefining the profession, and redefining the self. Moreover, the use of narrative calls for organizational researchers to consider theories in sociology, history, policy, and psychology in the attempts to answer careers questions.

The implications of this research are significant for human resource management practices in the construction and engineering field.

While there is growing interest in professional identity construction (e.g. Clarke et al.), little is known about how marginalization may influence the development of professional identity of minority professionals, such as women managers in engineering.

The purpose of this paper is to explore how an “innovation champion” identity is formulated in the context of UK construction sector. A conceptual model of “innovation champion” themes is derived from the literature on social identity and then validated through empirical research.

In total, 30 semi-structured interviews have been conducted with UK construction sector practitioners. The sample was composed active participants within the Constructing Excellence – the UK construction sector’s network-type organisation for driving innovation.

Practitioners socially constructed “innovation champion” identities through narratives about “self” or others. While some practitioners saw themselves as “innovation champions”, many others recognised CEOs as such. “Innovation champions” are commonly recognised as key individuals who promote innovations across businesses.

Socially constructed identities are seen important to strategic decisions and future actions. The potential contribution to practice is to help current and new generations of practitioners to learn about how to be or become “innovation champions”.

The concept of social identity presents opportunities to enrich our understanding of the “innovation champion” label can stimulate people’s reflections on who they are and what they do.

The present paper has extended upon prior research and theory by exploring the ways practitioners perceive themselves or others as “innovation champions”. While this research has focused on the UK construction sector, the findings are potentially useful for other sectors where “innovation champion” labels are commonly used.

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

Expenditures on beauty, fitness and body shaping by females have increased significantly in recent years. Most previous studies examined this from the psychological perspective of self-acceptance and self-liking. However, this phenomenon may also have social implications. This study aims to provide a profound understanding of the social environment for female professionals as well as actionable insights for the government and social institutions.

A research model was developed based on impression management and social identity theories incorporating impression management motives, impression construction consumption and social identity. A survey study of 419 Chinese female professionals was conducted to test the research model.

This study surveyed 419 Chinese female professionals and found that impression management motives significantly drove female professionals to spend on their faces and bodies for impression construction, which in turn contributed to the enhancement of their social identities in three dimensions: relational identity, public identity and collective identity.

In a male-dominated society, it has become a norm that females should be cautious about their facial appearance and body shape. Females are often forced to consume to attain physical attractiveness and to construct a favorable social image. This study shows that consumption for impression construction has become a frequently used strategy for impression management and identifies key areas of societal concern.

The purpose of this paper is to explore how a group of dirty workers, that is, exotic dancers employed in a gentlemen's club, engage in identity construction amidst various macro, meso and micro considerations.

This study adopts a social constructivist approach in exploring the stories of a group of 21 dancers employed at a chain of exotic dancing clubs in the UK, For Your Eyes Only.

Identity construction is a complex process whereby dancers struggle to secure a positive sense of self among the various resources they encounter. The findings focus upon the processes of distancing through projecting disgust upon clients, other dancers and other clubs. Dancers do this to minimize the stigma associated with their own identities and position themselves in a more favourable light to others. In doing this, dancers construct a variety of identity roles for themselves and “others.” This process of distancing also results in the construction of a hierarchy of stigmatization whereby dancers categorize motivations for dancing, type of dancing and type of clubs to rationalize the work they perform and manage their spoiled identities.

The stories of these dancers illustrate the messy nature of identity construction for dirty workers. In turn, it also illuminates how a better understanding of the complexity of identity construction for exotic dancers can offer insights transferable to other dirty work occupations and organizations in general.

The paper provides an indepth look at an occupational site that is relatively unexplored in organization studies and thus makes a unique empirical contribution. It also offers a more comprehensive theoretical lens for understanding identity construction and dirty workers.

The purpose of this paper is to explore the process in which the software engineering students construct their professional identities.

The study followed the qualitative method using grounded theory methodology to examine the process of identity construction. Data were collected from final year software engineering students in an iterative manner.

Based on the present study, the study argues that entry-level identities of students are modified and adjusted in response to their experience of identity violations over the course of their academic program. These violations were caused by their unmet expectations from the academic program. The magnitude of these violations is influenced by their perceived value derived from the training they were receiving.

This paper explains the process of “identity morphing” as a mechanism by which students resolve the conflict/violation of their identities. The emergence and adaptation of different types of identities were examined. This study can be extended to the employees of IT organizations to draw a holistic picture.

The understanding of identity morphing process might enable organizations to enrich their interaction with their employees and thus provide avenues to improve their work-related outcomes.

Previous studies have explored professional identity construction among individuals. However, how software professionals construct their professional identity, during their education years, is relatively unexplored. The present study asserts that professional identities are formed among the students even before they join the organization.

Since a teacher's identity is the result of ongoing discussion, explanation, negotiation and justification, famous education quotes were integrated into a language teacher practicum in a teacher education program in the northwest university in Taiwan. This study aims to explore the influence of discussing education quotes on 10 English as a foreign language student teachers' professional identities. This study also aims to discuss the following research questions.

This case study focused on 10 student teachers' identity construction in a practicum class under one advisor. According to Merriam (1998), a case is a “thing, a single entity, a unit around which there are boundaries” (p. 27). The case was a practicum and the unit of analysis was participants' identity construction.

First, reading and discussing famous quotes was a useful “discourse” and “language” for student teachers to construct and negotiate their identities. Second, through the integration of reading and discussing quotes, participants revealed more professional identity in knowledge and expertise, particularly in English instruction in the post-test.

This study examined the influence of discussing educational quotes of 10 students’ professional identity. However, given the nature of the study, there were some limitations. First, although the small sample size offered rich data through observation, artifacts and pre-and post-tests, it restricts our ability to generalize the results.

This study is highly practical (i.e. learning by discussion) and strongly interactive among the participant in a professional and social context. The conceptual framework in Figure 1 presents a theoretical framework supporting reading and discussing quotes as the discourse for the student teachers for their professional identity construction. Social context and relationship shape their professional identity (Izadinia, 2013). Student teachers spent much of their time with their cooperating teachers and administrators in their cooperating schools. In order to foster student teachers’ professional identity construction, it is recommended that student teachers should be encouraged to read and discuss educational quotes with teachers and administrators in their cooperating schools as a mean of professional dialogue and learning.

In this study, it was argued that educational or English teaching quotes could be used as viable, effective and appropriate materials in documenting student teachers' professional identity construction out of their classroom practice in their practicum. The findings of this study derived from the nature of 10 student teachers' professional learning via discussing famous education sayings, and professional learning took place during the practicum.

Most of the studies reviewed above were small-scale and qualitative case studies. Some involved only one or two single cases (e.g. Antonek et al., 1997; Calandra et al., 2006; Camp, 2013). Only a few studies were analyzed and explored based on theoretical frameworks (e.g. Chasteen, 2015). No explicit references were made to any theoretical frameworks in most of the studies. This study included both qualitative (observation and artifacts) and quantitative data (pretest and posttest) to explore the influence of discussing education quotes on 10 student teachers' professional identities and reflective practices.

This study aims to elucidate the process and internal mechanism of place identity construction in traditional villages under the impact of tourism by taking Cuandixia village as a case. The research methods comprise participatory observation and in-depth interviews with the residents. The main results are as follows: the impact of tourism on traditional villages is mainly reflected in space reconstruction, livelihood change, social relations restructuring and culture change; under the impact of tourism, the representation of residents’ identity construction shows complexity, with positive and negative effects; and the place identity construction of residents affects their perception of and attitudes toward tourism. Moreover, self-esteem and self-efficacy principles play a key role in their perception of tourism. This study provides some reference for further investigation of the tourism development model and the mental mechanism of residents in traditional villages.