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This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.

This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.

The purpose is to investigate the professional identity of public library, archive and museum (LAM) professionals in Denmark, Germany, Hungary, Norway and Sweden.

The data have been gathered through the administration of three questionnaires. A comprehensive analysis is conducted to explore the variations in the professionals’ perceptions of their professional proximities to the other LAM professions and other related professions, considering demographic factors such as age, education, gender and immigrant background of participants.

Through a lens of micro- and macro-professional identities, the findings underscore both clearly perceived role separation between the LAM professions and notable points of convergence, suggesting opportunities for collaborative efforts. The implications of these discoveries are discussed, offering a foundation for future research endeavors.

The study highlights the professions perceived to have the most and least similarity to LAMs based on questionnaire responses, providing valuable insights into the interplay between various professional domains.

The purpose of this study is to test a model of healthcare professionals’ well-being seen as a consequence of a process of motivated professional identity construction, a variable that mediates the influence of the organizational identity (utilitarian or normative) and the perceived reputation of the profession on well-being.

Cross-sectional design, based on a survey of 384 healthcare professionals. Structural equation modeling with latent variables was used to test the model.

The data provide empirical evidence supporting the proposed model. We find that organizational identity (utilitarian and normative) and perceived professional reputation positively relate to professional identity, a variable that positively relates to well-being. Professional identity mediates the relationship between organizational identity (normative and utilitarian) and perceived professional reputation and well-being. Utilitarian organizational identity and perceived professional reputation are also directly related to well-being.

This research significantly departs from the current focus of explaining the well-being of healthcare professionals by resorting mainly to individual factors and introduces organizational and institutional determinants.

The library and information science profession finds itself grappling with substantial difficulties and hurdles when addressing the trustworthiness and accuracy of information disseminated through social media platforms. This study aims to highlight the educational authority of librarians and propose a framework for librarians to establish their identity, understand the meaning behind their practice and integrate their expertise through knowledge practices, ensuring their relevance and effectiveness in the social media environment.

This study delves into a conceptual framework rooted in philosophical inquiry, seeking to establish a harmonious connection between interrelated concepts of civic roles, professional identity and knowledge practices. It draws upon both original research findings and a review of existing literature in the field.

Civic responsibilities reflect the professional identities of librarians. Evidence of knowledge practices collected from scientific literature emerged to be the important characterization of how librarians uphold their image as educational authorities. It describes the meaning of civic roles and professional practice.

The study sheds light on how librarians maintain their reputation as educators and the knowledge practices that underpin their civic responsibilities amidst the pervasiveness of information disorders.

The framework presented in the study offers a timely and relevant contribution to the complex realm of social media information disorders, a challenge that librarians grapple with regularly. It highlights the emerging role of librarians in society to assert their identity and recognize their civic responsibility in addressing this pressing issue that society faces.

Professional Identity Formation is the dynamic evolution to “think, act and feel” to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students.

MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented.

The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use.

Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity.

MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.

While spontaneous and voluntary knowledge contribution in online communities promotes value co-creation, dysfunctional knowledge behaviors hamper the effectiveness and development of such communities. The study conceptualizes physicians' proactive knowledge sharing and knowledge withholding behaviors in physician-driven online health communities (OHCs) and integrates the theories of role identity as well as communal and exchange relationships to understand the root causes and motivations behind these two types of knowledge behaviors.

The authors collected survey data from 166 users from one of the largest physician-driven OHCs in China and applied the covariance-based structural equation modeling approach to test the hypotheses.

The findings suggest that (1) physicians' professional role identity had a positive indirect effect on proactive knowledge sharing behaviors through communal motivation, and work pressure weakened this indirect effect; and (2) professional role identity had a negative indirect impact on knowledge withholding behaviors through exchange motivation.

This study extends proactive knowledge sharing and knowledge withholding behaviors from the organizational management domain to the online environment, exploring the underlying causes and motivations behind both behaviors in the unique context of physician-driven OHCs. The findings offer practical suggestions for the effective management of OHC platforms, as well as policy implications that respond to the workforce shortage of healthcare providers, a crisis that is unfolding globally.

This article focuses on understanding the evolution of the academic identity of a university academic within the contemporary university context, highlighting the significant influence of professional performance evaluations.

In order to achieve the objectives, a narrative-biographical approach was used, through an in-depth analysis of the life and professional career of a Spanish academic.

The results reveal a progression in identity from a state of naivety to that of a survivor, characterized by a strong adherence to the demands of scientific production, with research assuming a central role. This shift is motivated by an enduring pursuit of stable employment conducive to full professional and personal development. Several factors influence this change, including the context of evaluation, lack of funding, relationship with the thesis supervisor, and job instability, among others. The article concludes by outlining policy implications aimed at enhancing the work and professional standards of university faculty. These recommendations include awareness-raising initiatives, re-evaluating existing evaluation systems, and promoting institutional support, among other measures. Implementing these strategies is expected to optimize the professional growth of academics and, therefore, enhance the quality of services provided by universities.

Although previous research has acknowledged the impact of these evaluations, this study stands out by exploring how academic identity is shaped and reconfigured over the course of a career.

The ever-changing landscape of healthcare policy has impacted significantly on the development of nursing roles (Lloyd–Rees, 2016), and consequently seen the growth and transformation of existing professions and introduction of new healthcare roles. While the Emergency Nurse Practitioner (ENP) role is now well established within urgent care settings, it has evolved in an adhoc manner, responding to service demand. This has resulted in varying levels of job satisfaction and inconsistency in titles, uniform and scope of practice.

Using photographs or images to describe their perceptions of the role, experience and perceived professional identity, participants reported moving away from their traditional nursing practice into something different that bought new challenges and often conflict. Applying Bhabha's (1994) concept of the ‘third space’ to our findings suggests that ENPs have adopted a hybrid role that is operating within a ‘third (or hybrid) space’, where new identity is formed. Our participants' uncertainty around this (and that of others) could negatively impact the development of professional identity during transition into this new role.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

This research aims to present the results of a study that operationalizes the construct of perceived work identity deprivation (PWID) and examines its validity.

The authors adopted a mixed method design in this study where a Likert-type scale to measure PWID was developed based on the interviews of 40 workers and the questionnaires of 625 participants successively. Later, the generalizability of the scale was tested through quantitative data from 412 workers. Finally, validity analysis was conducted based on 380 usable questionnaires. Data were analyzed using IBM SPSS 24 and Mplus 7.0.

The findings of the study indicate that the reliability measures, exploratory factor analyses, confirmatory factor analysis and subsequent convergent and discriminant validity tests support the PWID scale. The nomological validity of PWID is also presented, which demonstrates its predictive validity.

Despite highlighting the importance of work identity, prior research lacked to provide empirical foundations to understand this perception. This study fills this gap in the literature by providing a measure of PWID, distinguishing it from similar constructs and establishing convergent, discriminant and nomological validity. Moreover, by extending the range of theoretical and measurable deprivation of work identity, the authors hope to allow research to take into account a more complete picture of it. PWID scale can be used to develop more relevant suppression plans.