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This chapter documents monthly meetings of Bank Street College Reading and Literacy alumnae between October 2002 and December 2004. It describe the ways in which case study and self-study methodologies enabled participants to support their own professional development and that of colleagues. Findings suggest that the process enabled participants to revisit, reconsider, and reframe understandings and perspectives both in the minute and later as they shared experiences with a broader audience. Outcomes include a more extensive professional knowledge base, increased ability to meet the needs of children and parents, and a stronger sense of self as professional identity.

Purpose – This chapter assesses the role of self-help groups within the emerging civil society in two transitional economies, Croatia and Slovenia, focusing on the impact of relationships with health or social care professionals and the state.

Methodology – Methods include participant observation, interviews, and document analysis of 31 groups studied intermittently from 2001 to 2007.

Findings – Self-help groups range from those three decades old to those dealing with “new social problems.” Groups, and the third sector generally, remain essentially dependent on the state. Few exist separately from formal service organizations. Those closely linked with medical institutions are challenged by state retrenchment and privatization. Others contend with funding instability, and Western models of non-profit development are expanding. Relationships with professionals are neither subservient nor independent; instead, groups act as corollaries and educators to the professional realm.

Implications, limitations, and value – Findings suggest more nuances in self-help groups' relations with the state and professionals than found in Western settings. This may illustrate both the potential and the limits of citizen involvement in new non-governmental sectors. It also demonstrates how relations between professionals and self-help groups depend on social and material relations well beyond the domain of systems of care. While specific findings cannot be generalized beyond the research settings, the study shows the importance of understanding such groups within social and political contexts. Contributions to civil society here included re-making public meanings, identities, and relations with professionalized systems. Further comparative assessment of self-help associations is essential to theory on the third sector in civil society.

This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.

This chapter develops a theoretical model of a collaborative inquiry-based group development process with a grounded theory approach. The purpose of this research study is to examine how educators engage in collaborative inquiry-based group development processes that transform their professional identity and pedagogical practices. Qualitative research data comes from the Livingstone Inquiry Group (LIG) in Vancouver, Canada. It is a longitudinal case study of inquiry-based pedagogies (IBPs) in a community of learners. They started in 2007 with members representing K-12 teachers, resource staff, administrators, higher education, and union organizations. The model outlines generative dynamics between social capital and relational learning which support pedagogical paradigm shifts in the group’s collaboration. Implications of this study provide direction for research regarding inquiry-based learning in higher educational institutions as an important forum for sustainable professional development of teachers as life-long learners.

Performance management can play an important role in the implementation of strategic change, by aligning employees’ mindsets and behavior with organizational goals. However, the ways in which employees react to change efforts aided by performance management practices are far from straight-forward. In this chapter, we develop a conceptual framework for understanding employees’ reactions to strategic change as a consequence of their occupational identities and their performance management outcome. We further apply the framework to an empirical study of a strategic change initiative in a school organization that was supported by a new performance management practice. We show how variations in perceived identity threat translate into four distinct patterns of emotional and behavioral reactions, where only one represents whole-hearted change acceptance. The study contributes to our understanding of individual- and group-level heterogeneity in reactions to strategic change, and also to a more nuanced conception of identity threat.

This chapter provides first insights into identities and communities of educational staff in one of the largest, multi-campus universities in Italy. This group of managers refers to those supporting teaching and learning in the light of emerging demands from the European strategy for universities which is positioning education at the frontline in today’s higher education institutions (HEIs).

These insights are compared with common issues surveyed among research managers and administrators (RMAs) working in the same as well as in other international HEIs using Evans’ ‘restricted’ and ‘extended’ models of professionalism.

Among findings, educational managers (EM) show awareness of their identity only as ‘professionals’ while RMAs may feel like ‘hybrid’ profiles. Unlike RMAs, EM report not having a strong sense of belonging to one community but feeling like they belong to a plethora of groups. In conclusion, there are no dominant ‘extended’ or ‘restricted’ traits for any of the two groups and they have both these attitudes to a certain extent as the results of this chapter will further explain.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

In this paper, we explore the effects of emerging digital technologies on professionalization within organizations. Specifically, we examine how the emergence of data analytics as a new cross-functional profession rooted in new digital technologies is challenging human resources (HR) as an established organizational profession. Our qualitative study reveals how rhetorical work and material work have established a symbiosis between data science and HR. Rather than leading to de-professionalization, new technologies are enabling HR practices to be augmented and new actors to be integrated into the professionalization project, thereby elevating the status of HR. These findings contribute to the literature on the role of technology in institutional theory and its influences on the professionalization.

This paper seeks to advance the understanding of the relevance of management accounting (MA) as a profession by examining societal role expectations of MA professionals in Australia.

The study presented in this paper is based on a questionnaire survey.

Findings of the study show that Australian MA professionals are expected to have skills in cost management, corporate social responsibility, carbon accounting, risk management, business analysis, corporate governance, and asset valuations. The demand of MA professionals exceeded the pool of MA talents in Australia. The role expectations of MA professionals from different stakeholder groups are fairly consistent.

The study adds to the immigration institution discussion by demonstrating that there are inadequate professionals in Australia with the skills and experience in MA to meet the projected demand. Australia has very little option but to fill the supply-side shortfall in the short-term with overseas MA professionals.

The study adds to the literature of the societal relevance of MA by providing evidence of an increasing demand for MA skills in Australia.

The monographs and reviews on audit judgment and decision-making research published over the years have strengthened this strand of research in auditing by providing insights and suggesting avenues for future research. However, no such comprehensive reviews have been published so far for the research undertaken in the domain of accounting judgment. This chapter reviews the accounting judgment and decision-making research published during 1972–2010 in the five top-tier accounting journals. It evaluates the characteristics and significance of these studies, their theoretical and methodological strengths and weaknesses, and suggests avenues for future research. The insights into accounting judgment and decision-making research provided in this chapter may be useful for improving the research method, theory development, and hypotheses' formulation stages of future studies. The analysis presented in this chapter may also provide the necessary impetus to strengthen this strand of research in accounting in the future.