Search results

Although there has been an increase in workplace studies on professional agency, few of these have examined the role of emotions in the enactment of agency at work. To date, professional agency has been mainly conceptualised as a goal-oriented, rational activity aimed at influencing a current state of affairs. Challenged by this, this study aims to elaborate the nature and quality of emotions and how they might be connected to the enactment of professional agency.

Data are collected in the context of a leadership coaching programme that aimed to promote the leaders’ professional agency over the course of a year. The participants (11 middle-management leaders working in university and hospital contexts) were interviewed before and after the programme, and the data were analysed using qualitative content analysis.

Findings showed that emotions played an important role in the leaders’ enactment of professional agency, as it pertained to their work and to their professional identity. The study suggests that enacting professional agency is by no means a matter of purely rational actions.

The study suggests that emotional agency can be learned and enhanced through group-based interventions reflecting on and processing one’s own professional roles and work.

As a theoretical conclusion, the study argues that professional agency should be reconceptualised in such a way as to acknowledge the importance of emotions (one’s own and those of one’s fellow workers) in practising agency within organisational contexts.

We explore factors that influence the circulation of client–service firm relationships between firms in the same market for professional services. Circulation refers to the dissolution of a client–service firm market tie and the formation of a new tie involving the same client but a new professional service firm. Building on research in social embeddedness and the structure of markets, we argue that the circulation of client–service firm relationships is affected by three social signals: the mobility of exchange managers between professional service firms, the size and market strategy of professional service firms, and the similarity of new service firms to clients’ previous exchange partners. Using data on advertising agency–client market ties, we find that client ties are more likely to circulate to large agencies, agencies with many market ties, and to agencies that are similar to a client's previous advertising agency. The circulation of client ties is also more likely when new agencies hire exchange managers from a client's previous agency. This effect is stronger when exchange managers circulate to agencies of equal or higher status as their previous employer. We discuss the implications of our findings for social embeddedness research and for the study of professional service firms.

Serious case reviews remind us that there is much to learn about inter-agency activity. Professional identity is a key phenomenon influencing work behaviour, especially during inter-agency activity. Yet, this link is complex and not well understood within the context of UK children’s services. With an agenda of improving outcomes for children and their families, The purpose of this research paper is to conduct a systematic literature review on this topic to develop a conceptual model aimed at informing how practitioners mobilise their professional identity during inter-agency activity.

This paper used meta-ethnography to synthesise the available research. This method is suitable for researchers who are interested in conceptual or theoretical understandings of a particular phenomenon as opposed to describing individual accounts or experiences.

The findings support postmodern accounts of identity and show the construct as fluid, contingent and constituted within interaction. Professional identities are mobilised through the sharing of professional knowledge, which is underpinned by the performative nature of language. Mobilisations can lead to both positive and negative consequences, which can act as a barrier to and facilitator of inter-agency activity.

Inter-agency working is integral to the function of children’s services but remains an undertheorised concept, and this had led to a dearth of guiding theory on inter-agency practice. By drawing on relevant psychological theory, the proposed model provides a unique psycho-social perspective that articulates the important role of identity during inter-agency activity, which would be of interest to professionals working in children’s services.

This paper examines the effects of non-professionals' involvements in real estate service provision on real estate agency practice in Ibadan Nigeria, in order to provide information that could enhance real estate agency practice in the country.

Data were gathered through questionnaire administration on a total sample of 232 respondents comprising 82 estate surveyors and valuers, 100 non-professional estate agents and 25 real estate agency service consumers each from the respective clients of the two groups. A respondent-driven sampling (RDS) technique was adopted for data collection and was particularly useful in accessing non-professionals with characteristically less identifiable organizational structure. Data were analysed using mean scores on a Likert type scale while Spearman rank correlation was used to compare and establish if significant differences exist between the perceptions of clients of professionals and non-professionals on the services provided.

This study revealed that while the involvement of non-professionals in real estate agency practice deprives professionals of opportunities for legitimate earnings and is attributed to incidences of fraudulent transactions in the market, non-professionals often also serve as facilitators of transactions for the professionals. Hence, there seems to be a symbiotic relationship between the two groups and also a tacit validation of the involvement of the former by the latter.

This work contributes to and extends the body of knowledge on non-professionals' involvement in real estate professional practice by providing insights into the effects of activities of individuals who are not members of the real estate profession on real estate agency professional practice, particularly in the context of an emergent and less transparent market.

The practice of public relations (PR) is shaped by the ‘life world’ of the professionals; moreover, both the experiences of the professionals and societal changes shape the profession in a particular area (Hodges, 2006). Women have always played an important part in the development of PR as a profession and academic field in Turkey. Since PR Association of Turkey was established in 1972, five out of eight presidents have been women, and most of the members are also female. Female PR practitioners represent 70% of the total workforce of PR sector in Turkey, and most of the communication agencies are led by female entrepreneurs.

However, research on women' positions and their multiple roles in PR in Turkey are limited.

This chapter uses a qualitative study with 27 in-depth one-on-one interviews conducted in order to analyse female PR practitioners' experiences related to (1) the start of their careers, (2) their career experiences, (3) their evaluation of the profession, and lastly (4) their career goals. The interviewees included agency owners, managers, deputy general managers and group directors.

The research aimed to discover the female PR professional experience in respect of the difficulties they face in their practice and everyday life, advantages and/or disadvantages of being a female PR professional in Turkey and the ways women balanced their career and family duties.

Posits that collaboration in the UK is either recommended as good practice or enshrined within legislation as a necessity. Chronicles that there has been a sustained growth in the number of formal and informal collaborative relationships between state agencies and market, voluntary and community sectors, as well as within and between state agencies themselves. Uses illustrative case study materials drawn from the authors’ research and consultancy experiences, particularly in the areas of inner city community based mental health, urban regeneration, policing, and child and adolescent mental health. Concludes that research has extensively been drawn on to illustrate the dilemmas that regularly arise when attempting to implement this policy objective.

Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.

This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.

Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.

This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.

This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success.

The empirical findings are from a CL focusing on school professionals’ agency and a follow-up study one year after the CL.

The study shows how the staff gained insight that professional agency is a collective and relational practice. Furthermore, the staff explored how to make a difference with viable means to create new workplace models for students’ success despite experiencing a conundrum.

This study examined participants’ perspectives in workplace change and provided support for further research examining how professionally and collectively designed models gain sustainability in schools.

This study provides empirical data of how professional agency for change driven by collective visions can be accelerated with the interventionist method CL among school professionals.

This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

The purpose of this paper is to illustrate the argument that scholars' imputations of agency serve modern professional/institutional purposes other than the refinement of testable theories.

Data include articles from twenty‐first century issues of four gerontological journals. Content analysis involved coding articles for imputations of agency, constructivist analysis thereof, and the parties to whom authors directed their imputations.

Most authors rehearse theories of “structuration” and call for more imputations of agency to old people. They do this without imputing agency to privileged groups or to policy makers; and without settling theoretical question of how much agency people have or how scientists could demonstrate that. One article in ten provides constructivist critique.

Patterns in imputations of agency in other scholarly realms (such as books) may support another interpretation.

Scholars should treat their imputations of agency as political activities and not refinements of testable theories. They position professional scholars as advocates for an oppressed group.

This paper provides a sociological context for interpreting routine imputations of agency in social scientific and humanist scholarship.

Much rhetoric around the construct of a work-ready graduate has focused on the technical abilities of students to fulfill the expectations of the future workplace. Efforts have been made to extend from the technical skills (e.g., skills in calculation for engineers) to include soft or behavioral skills (e.g., communication). However, within previous models of understanding of the work-ready graduate there has been little done to explore them as critical moral agents within the workplace. That is, whilst the focus has been on being work-ready, it is argued here that in current and future workplaces it is more important for university graduates to be profession-ready. Our understanding of the profession-ready graduate is characterized by the ability to demonstrate capacities in critical thinking and reflection, and to have an ability to navigate the ethical challenges and shape the organizational culture of the future workplace.

This chapter aims to explore a movement of thinking away from simply aspiring to develop work-ready graduates, expanding this understanding to argue for the development of profession-ready graduates. The chapter begins with an exploration of the debates around the characteristics of being work-ready, and through a consideration of two professional elements: professional identity and critical moral agency, argues for a reframing of work-readiness towards professional-readiness. The chapter then considers the role of work-integrated learning (WIL) in being able to support the development of the profession-ready graduate.