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In this chapter, we review the ways in which scholars have conceptualized and relied on the notion of identity to understand the academic career. We explore the use of identity as a theoretical construct in research about the experience of being an academic. We discuss the individual and organizational factors that scholars have focused on when seeking to understand the role of professional and personal identity in academic careers, as well as recent and emerging shifts in the use of identity within this line of scholarship. Research suggests that if we are to understand the future of the academic career, we must understand the identities of its current and prospective members and, more importantly, how those identities shape goals, behaviors, and outcomes. We close with recommendations for future research and theory development.

Healthcare policy-makers are implementing practices based on the logic of cost-opportunity to rationalize investments and resource consumption. The successful implementation of these practices depends on policy-makers’ capacity to involve professionals dispersed in the ecosystem, and who are unaccustomed to cooperating. Our case study investigates the institutional work pursued by the Lombardy Region to stimulate a Health Technology Assessment (HTA) program.

This chapter is based on a longitudinal case study of institutional change linked with a HTA program in the Lombardy Region. The HTA program initiatives were implemented during the 2009–2012 period. The case study is based on triangulating data from archival data, contents of the assessment forms and interviews with regional staff and experts.

The Lombardy Region implemented two distinct strategies, with mixed results. A strategy that was based on the formalization of the HTA program in a legislative direct through educational efforts did not obtain the commitment of the key actors in the relevant ecosystem. Subsequently, the Region implemented an ‘institutional work’ design strategy that included a combination of political, cultural, technical and structural work. This strategy stimulated local HTA experiments that might be used in the future to legitimize the full diffusion of the new practice in the ecosystem.

This study highlights a viable strategy of change that policy-makers can use to manage processes of institutional change in a professional ecosystem. The ‘institutional work’ strategy can support the establishment of new practices that incorporate the logic of cost-opportunity, which might rationalize the use of resources and improve investment decisions.

Writings about language and speech impairments (SLI) have been present for many centuries (Smith, 2004). Unfortunately, early historical accounts tended to reflect negatively upon individuals with SLI. For example, Van Riper and Erickson (1996) related that during the Roman times, an individual who stuttered was placed into a cage for entertainment purposes. According to these authors, citizens passing would throw coins into the person's cage to get him to talk. During the late 1800s, the profession of speech-language pathology began as an avocation of certain professionals, notably doctors, educators, and elocutionists (public speakers), who were interested in helping others improve their speech. American doctors studied under the auspices of European doctors who treated people with communication disorders. The two most common disorders that were treated then were dysfluency (stuttering) and speech sound errors (articulation) (Duchan, 2002). Treatment was available for the above disorders, however, the programs were not in public schools and the results of intervention were mixed (Smith, 2004).

In the US, a growing number of organizations and industries are seeking to affirm their commitment to and efforts around diversity, equity, and inclusion (DEI) as recent events have increased attention to social inequities. As health care organizations are considering new ways to incorporate DEI initiatives within their workforce, the anticipated result of these efforts is a reduction in health inequities that have plagued our country for centuries. Unfortunately, there are few frameworks to guide these efforts because few successfully link organizational DEI initiatives with health equity outcomes. The purpose of this chapter is to review existing scholarship and evidence using an organizational lens to examine how health care organizations can advance DEI initiatives in the pursuit of reducing or eliminating health inequities. First, this chapter defines important terms of DEI and health equity in health care. Next, we describe the methods for our narrative review. We propose a model for understanding health care organizational activity and its impact on health inequities based in organizational learning that includes four interrelated parts: intention, action, outcomes, and learning. We summarize the existing scholarship in each of these areas and provide recommendations for enhancing future research. Across the body of knowledge in these areas, disciplinary and other silos may be the biggest barrier to knowledge creation and knowledge transfer. Moving forward, scholars and practitioners should seek to collaborate further in their respective efforts to achieve health equity by creating formalized initiatives with linkages between practice and research communities.