Search results

1 – 10 of over 8000
Article
Publication date: 15 January 2019

Delphine Godefroit-Winkel, Marie Schill and Margaret K. Hogg

This paper aims to examine the interplay of emotions and consumption within intergenerational exchanges. It shows how emotions pervade the trajectories of grandmothers 

Abstract

Purpose

This paper aims to examine the interplay of emotions and consumption within intergenerational exchanges. It shows how emotions pervade the trajectories of grandmothers’ relational identities with their grandchildren through consumption practices.

Design/methodology/approach

This study analyses qualitative data gathered via 28 long interviews with French grandmothers and 27 semi-structured interviews with their grandchildren. This study draws on attachment theory to interpret the voices of both grandmothers and their grandchildren within these dyads.

Findings

This study uncovers distinct relational identities of grandmothers linked to emotions and the age of the grandchild, as embedded in consumption. It identifies the defining characteristics of the trajectory of social/relational identities and finds these to be linked to grandchildren’s ages.

Research limitations/implications

This study elicits the emotion profiles, which influence grandmothers’ patterns of consumption in their relationships with their grandchildren. It further uncovers distinct attachment styles (embedded in emotions) between grandmothers and grandchildren in the context of their consumption experiences. Finally, it provides evidence that emotions occur at the interpersonal level. This observation is an addition to existing literature in consumer research, which has often conceived of consumer emotions as being only a private matter and as an intrapersonal phenomenon.

Practical implications

The findings offer avenues for the development of strategies for intergenerational marketing, particularly promotion campaigns which link either the reinforcement or the suppression of emotion profiles in advertising messages with the consumption of products or services by different generations.

Social implications

This study suggests that public institutions might multiply opportunities for family and consumer experiences to combat specific societal issues related to elderly people’s isolation.

Originality/value

In contrast to earlier work, which has examined emotions within the ebb and flow of individual and multiple social identities, this study examines how emotions and consumption play out in social/relational identity trajectories.

Details

European Journal of Marketing, vol. 53 no. 2
Type: Research Article
ISSN: 0309-0566

Keywords

Article
Publication date: 16 March 2015

Leonard M. Holmes

With expansion of higher education in most developed and developing economies, graduates constitute a large section of the workforce. However, even prior to the economic…

1877

Abstract

Purpose

With expansion of higher education in most developed and developing economies, graduates constitute a large section of the workforce. However, even prior to the economic problems of the past few years, the transition from higher education into graduate employment has not been and is not straightforward. The purpose of this paper is to draw upon relational, social constructionist perspectives to examine such transition and early careers in terms of “emergent identity” trajectories. The “graduate identity” is considered in terms of the interaction between identity claim by the individual and the identity ascriptions by others.

Design/methodology/approach

A model is presented, providing for five “modalities” of such emergent identity, whereby any particular individual may pass in varied trajectories. This is illustrated by three case examples of graduates, based on biographical interview data. The exploration is continued in terms of discussion of the discursive warranting of identity claims and ascriptions, enabling a reconsideration of the discourse of skills and attributes. Implications for research and practice are considered.

Findings

The paper argues that the approach presented provides a cogent approach for conceptualising and for engaging in empirical investigation of the early career trajectories of individuals entering post-graduation employment. Such individuals may “formally” be graduates, but face the task of “becoming” graduates, i.e. gaining acceptance by significant others that they are “worthy” of being employed in “graduate jobs”. That task involves identity claim making, warranting their claim on the identity of a graduate.

Research limitations/implications

The model and approach presented provide a framework for analysis of early-career trajectories of graduates, in a way that the dominant skills and attributes approach cannot. It contributes to other empirical studies based on qualitative, biographical research, by providing conceptual tools for the analysis of such studies.

Practical implications

The paper provides a practical approach to help undergraduates and new graduates to enhance their prospects for gaining employment they consider desirable and appropriate. It enables staff who seek to support students to gain appropriate employment to develop practical strategies, unencumbered by flawed notion of “skills” and “attributes”.

Social implications

Post-graduation employment continues to be a major policy issue for government, and a matter of considerable concern for students themselves and for their families. The approach presented promises considerable opportunity for addressing the critical issues faced.

Originality/value

The paper elaborates the graduate identity approach, and provides empirical support for the claims made.

Details

Education + Training, vol. 57 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 5 January 2015

Kasey Windels and Karen L. Mallia

In the male-dominant creative industries, do men and women have access to the same resources for career learning and development? The purpose of this paper is to examine…

1568

Abstract

Purpose

In the male-dominant creative industries, do men and women have access to the same resources for career learning and development? The purpose of this paper is to examine women’s perspectives of their career trajectories in advertising creative departments.

Design/methodology/approach

Situated learning theory views learning as produced through interaction with and increasing participation in a community of practice. Interviews were conducted with 19 female creatives to examine two research questions: first, how do women develop identities as creative practitioners within the male dominated advertising creative department? and second, how are women’s learning trajectories influenced by their gender?

Findings

Gendered expectations affected the type of work women were supposed to produce, their ability to sell work, and the types of assignments they received. Women lacked legitimacy and experienced difficulties developing an identity as a master practitioner. They instead emphasized parts of their identity unrelated to the profession.

Research limitations/implications

Women were unable to develop identities as full members of the community of practice. The identity formed in conjunction with work was that of a person with lesser talents, fewer opportunities, and less valued contributions, causing them to exit the field or seek positive identity from places other than work.

Originality/value

This study was the first study that the authors are aware of to examine empirically the relationship between situated learning theory and gender. It provided evidence from women’s perspectives that gender restricted access to material for forming a positive work-identity, which impeded learning as women realized and accepted they were on a different trajectory than similarly-situated males.

Article
Publication date: 9 March 2021

Ingo Winkler and Mette Lund Kristensen

This paper aims to investigate the experiences of permanent liminality of academics and the associated multidimensional processes of identity negotiation.

Abstract

Purpose

This paper aims to investigate the experiences of permanent liminality of academics and the associated multidimensional processes of identity negotiation.

Design/methodology/approach

The article draws upon a three-and-a-half-year at-home ethnography. The first author – as insider, participant and researcher – investigated the consequences of an organizational redesign that pushed members of a local university department into a situation of permanent liminality.

Findings

The paper describes how academics simultaneously followed multiple trajectories in their identity negotiation as a response to ongoing experiences of ambiguity, disorientation, powerlessness and loss of status.

Practical implications

Management decisions in higher education institutions based on administrative concerns can have adverse effects for academics, particularly when such decisions disturb, complicate or even render impossible identification processes. University managers need to realize and to respond to the struggle of academics getting lost in an endless quest for defining who they are.

Originality/value

The paper highlights the dual character of identity negotiation in conditions of permanent liminality as unresolved identity work through simultaneous identification and dis-identification. It further shows the multidimensionality of this identity work and argues that identity negotiation as a response to perpetual liminality is informed by notions of struggle and notions of opportunity.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 16 no. 2
Type: Research Article
ISSN: 1746-5648

Keywords

Article
Publication date: 8 July 2021

Adamina Ivcovici, Ian McLoughlin, Alka Nand and Ananya Bhattacharya

Communities of Practice (CoPs) are increasingly being created to facilitate knowledge mobilization in organizations. This paper aims to elucidate an underexplored aspect…

Abstract

Purpose

Communities of Practice (CoPs) are increasingly being created to facilitate knowledge mobilization in organizations. This paper aims to elucidate an underexplored aspect of participation in mandated CoPs – identity reconciliation. Specifically, the authors explore how actors reconcile their existing identities with becoming members of new knowledge mobilization CoPs.

Design/methodology/approach

The authors conducted a longitudinal qualitative case study over a 12-month period to explore identity reconciliation practices during the formation of the “ED CoP” – mandated by policymakers to mobilize knowledge between process improvement advisors and clinicians from various hospitals. Observation and interviews allowed us to uncover “front stage” and “backstage” practices of identity reconciliation.

Findings

The findings reveal two key unexpected modes of identity reconciliation – “distancing” and “peripheral lurking”. These modes resulted in different trajectories of participation of two of the key participant groups – “veteran” improvement advisors and “veteran” clinicians.

Practical implications

Different modes of identity reconciliation of different participants impact the formation of CoPs and how knowledge mobilization occurs within them. This paper offers a sensitizing lens for practitioners creating CoPs which enhances awareness of hidden identity practices, and recommendations to enable practitioners to effectively facilitate CoP formation.

Originality/value

This study suggests that identity reconciliation is an integral aspect of CoP formation, and essential for knowledge mobilization within CoPs. Whereas studies on CoPs in the knowledge management literature have mostly assumed that collaboration produces beneficial knowledge mobilization outcomes, the findings build a more nuanced picture of the processes involved in producing these outcomes.

Details

Journal of Knowledge Management, vol. 26 no. 3
Type: Research Article
ISSN: 1367-3270

Keywords

Book part
Publication date: 20 April 2022

Gunn Elisabeth Søreide

Narratives about educational phenomena and identities that circulate in society have the power to frame and make sense of specific educational experiences as well as…

Abstract

Narratives about educational phenomena and identities that circulate in society have the power to frame and make sense of specific educational experiences as well as general educational ideas. Some of these narratives also underwrite assumptions for policymaking and thus produce meaning, structure and alignment in an otherwise uncertain and complex field of governing. Narrative control refers to the way a specific selection of narratives and narrative plots legitimise, necessitate and normalise a specific way to understand educational purposes, processes and identities. The analyses in this chapter illuminate processes of narrative control in core documents of the latest Norwegian educational reform. Through the narrative construction of a specific educational trajectory, pupil identity and categories of deviance representing positions at risk, the documents' narrative control generates a specific standard regulating what a ‘normal pupil’ is.

Details

Educational Standardisation in a Complex World
Type: Book
ISBN: 978-1-80071-590-5

Keywords

Article
Publication date: 14 October 2019

Aroutis Foster, Mamta Shah, Amanda Barany and Hamideh Talafian

This paper aims to report findings for the following question, “What is the nature of high school students’ identity exploration as a result of exploring the role-possible…

Abstract

Purpose

This paper aims to report findings for the following question, “What is the nature of high school students’ identity exploration as a result of exploring the role-possible selves of an environmental scientist and urban planner in a play-based course?” Projective reflection (PR) is served as a theoretical and methodological framework for facilitating learning as identity exploration in play-based environments.

Design/methodology/approach

From 2016-2017, 54 high school freshmen students engaged in virtual city planning, an iteratively refined course that provided systematic and personally relevant opportunities for play, curricular, reflection and discussion activities in Philadelphia Land Science, a virtual learning environment (VLE) and in an associated curriculum enacted in a science museum classroom. Participants’ identity exploration was anchored in targeted role-possible selves in science, technology, engineering and mathematics: environmental science and urban planning through in-game and in-class activities. This role-playing was made intentional by scaffolding students’ reflection on what they wanted to be in the future while thinking of their current selves and exploring novel role-possible selves.

Findings

In-game logged data and in-class student data were examined using quantitative ethnography (QE) techniques such as epistemic network analysis. Whole-group statistical significance and an illustrative case study revealed visual and interpretive patterns of change in students’ identity exploration. The change was reflected in their knowledge, interest and valuing, self-organization and self-control and self-perception and self-definition (KIVSSSS) in relation to the roles explored from the start of the intervention (starting self), during (exploring role-possible selves) and the end (new self). The paper concludes with directions to advance research on leveraging role-playing as a mechanism for fostering identity exploration in play-based digital and non-digital environments.

Originality/value

This paper leveraged VLEs such as games as forms of play-based environments that can present players with opportunities for self-transformation (Foster, 2014) and enculturation (Gee 2003; Shaffer, 2006) to support learner agency and participation in a constantly changing society (Thomas and Brown 2011). The authors introduce and apply novel theoretical and methodological approaches to the design and assessment of play-based environments and address pertinent gaps in the emergent area of learning and identity in VLEs

Details

Information and Learning Sciences, vol. 120 no. 9/10
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 20 March 2019

Hilary Lindsay and Alan Floyd

The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching…

Abstract

Purpose

The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.

Design/methodology/approach

Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.

Findings

The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.

Originality/value

While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

Details

Studies in Graduate and Postdoctoral Education, vol. 10 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 7 November 2016

Mandy Powell and Magda Pieczka

Over the last 50 years the social legitimacy of public relations has improved by standardising and monitoring the education and training of its practitioners. While…

Abstract

Purpose

Over the last 50 years the social legitimacy of public relations has improved by standardising and monitoring the education and training of its practitioners. While successful in developing a professional development trajectory from novice to competent practitioner, the profession has struggled to fully understand the development trajectory of its senior public relations practitioners. The diversity of occupational contexts in which public relations is practised, the condition of professional seniority and the knowledge and tools required for working at occupational boundaries is challenging for senior public relations practitioners. It is also a challenge therefore, for the profession to develop and support the learning required for senior practice beyond competency frameworks. The paper aims to discuss these issues.

Design/methodology/approach

This paper employs socio-cultural learning theory and supporting empirical evidence gained in semi-structured interviews with senior practitioners in the field to explore what senior practice entails and how senior professionals learn.

Findings

Communities of practice is useful for understanding novice practitioner learning but has insufficient explanatory power for understanding senior practitioner learning. There is an urgent need for support for senior public relations learning that moves beyond reified competency frameworks and enables senior practitioners to function autonomously outside the core community of practice. Seniority requires its learners to embrace uncertainty and confront the challenge of creating new knowledges and in the everyday practices of their professional lives.

Originality/value

“Communities of practice” has been influential in the fields of management and organisations (Bolisani and Scarso, 2014). This paper employs the idea of a learning process that takes place in “constellations of practices” (Wenger, 1998) to offer a view of senior practice as boundary dwelling (Engestrom, 2009) rather than boundary spanning and learning as situated (Lave and Wenger, 1991) in the liminal spaces those boundaries provide.

Details

Journal of Communication Management, vol. 20 no. 4
Type: Research Article
ISSN: 1363-254X

Keywords

Article
Publication date: 1 May 2007

Andrew Cox

The purpose of this research is to explore the character of an emergent occupational role, that of university web manager.

Abstract

Purpose

The purpose of this research is to explore the character of an emergent occupational role, that of university web manager.

Design/methodology/approach

The primary data used were 15 semi‐structured interviews conducted in 2004. These were analysed partly for factual and attitudinal data, but also for the discursive interpretative repertoires in use.

Findings

The paper examines the diverse backgrounds, occupational trajectories, organisational positions, job roles and status of practitioners working in “web management” in UK higher education. The discursive divide between the marketing and IT approaches to the web is investigated. Two case studies explore further the complexity and creativity involved in individuals' construction of coherent and successful occupational identities.

Research limitations/implications

The paper examines the position of web managers within the framework of the notions of the marginal but powerful “new professional” or “broker” technician. It gives a vivid insight into how the web as a dynamic and open technology opens up opportunities for new forms of expertise; but also explores the potential vulnerabilities of such new roles. In order to examine personal experiences in depth, data were gathered for only a relatively small number of individuals. The research was also limited to the UK university sector and to those with a broad responsibility for the web site of the whole institution, i.e. not library web managers and other web authors who work primarily to produce a departmental web presence. These limits imply obvious ways in which the research could be extended.

Practical implications

There are implications for how institutions support people in such roles, and for how they can support one another.

Originality/value

There is a vast literature about the web, little about the new work roles that have grown up around it.

Details

Program, vol. 41 no. 2
Type: Research Article
ISSN: 0033-0337

Keywords

1 – 10 of over 8000