Search results

This chapter delves into the evolving identity of professionals within the field of research management and administration (RMA), examining the shifts in their roles and expectations in the changing landscape in higher education. After the introductory section, Section 2 offers a conceptual framework that emphasises identity as a dynamic process rather than a static concept. This framework sheds light on the changing roles and expectations that define the RMA profession. In Section 3, we explore the contextual backdrop of shifting expectations surrounding RMA roles while stressing the importance of recognizing the multiplicity of identities to comprehend the nuances of the RMA profession. Section 4 analyzes empirical data and explore the diverse pathways that lead individuals into the RMA profession. We uncover that a notable proportion of RMAs possess scientific training and research experience and highlight the complexities surrounding the identity of RMAs with doctoral training (DRMAs). Lastly, Section 5 discusses key observations that yield valuable insights for future research on the evolving professional identity of RMAs. We emphasise that, through self-exploration and introspection, practitioners in the field can contribute to a deeper understanding of their roles and actively shape their professional identity.

The purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper – that presents a historical reflection borne from a significant moment in time – aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning.

Through the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases.

Against the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship.

The study was limited to seven intern psychologists in South Africa.

The findings suggest that support – during and after the COVID-19 pandemic – is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public.

With this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa.

Academic interest in role changes of management accountants (MAs) has increased during the past two decades. Role changes imply identity reconstructions as they do not only require an external legitimacy, but professionals have to internalize a new role script. Thus, this paper aims to contribute to a comprehensive understanding of the ongoing changes concerning MAs by providing an identity perspective.

This paper systematically reviews the literature on the changing role of MAs from an identity perspective, based on a conclusive sample of 64 articles.

This review identified several external factors such as professional associations and educational institutions as well as organizational and individual factors that impact MAs’ identity and act as change drivers. MAs’ identity is linked with their image in the public and within the organization and is challenged by increasing demands, conflicting expectations and technological progress. Hence, the literature sample illustrates a fragmented and contradictory picture regarding the changes of MAs’ identities and roles and displays that the idea of a simple movement from one identity to another is misleading. Furthermore, the identity perspective offers new issues for management accounting research, practice and education such as nested identity, multiple or desired identities.

To the best of the authors’ knowledge, this study is the first to review the literature of MAs’ changing identities and roles from an identity perspective. This perspective enables a novel focus on internal views, perceptions and internalized meanings of MAs connected with their role instead of exclusively debating changed external behavior expectations.

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.

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.

Professional associations mark an important step in the development of any profession. Research Management and Administration (RMA) as a profession is still emerging across Europe, thus the relevance of RMA associations is pertinent. These associations operate either specifically at the transnational or international levels or have certain activities linked to both levels. The theory of social constructivism from the field of international relations will be applied in this analysis with a goal to add additional insights on the topic. The results confirm that RMA associations have an outstanding role in enforcing the internationalised culture of their members, however, members in return can also exert influence on their association. Members are also aware that the association is providing a platform for collective actions in policymaking at national, transnational, and international levels. However, time plays a crucial role in social learning for identity and interest formation, as well as in recognizing the role of RMA associations in corporate agency.

The implications of multiple organizational identities for branding research have been scarcely considered. This paper aims to explore what sources of identity internal stakeholders use to construct organizational identities and corporate identities, and identify how diversity emerges in the perceived identities across various stakeholders.

The empirical study includes 59 in-depth interviews with internal stakeholders in a business-to-business service company.

Employees may perceive identity diversity as a strategic benefit for the company, and employees may not identify with a uniform corporate identity. The corporate identity could become more identifiable for employees through managerial recognition of different dimensions of identity diversity, such as multiple professional and locational identities.

The study bridges insights between organizational identity and corporate identity and problematizes identity coherence and consistency as strategic principles for corporate branding by proposing an alternative approach guided by identity diversity. Additionally, the study discusses identity diversity-based approaches to internal branding and co-creation in branding.

This article reports on the intrapersonal, interpersonal and ecological factors that shaped the professional identity (PI) construction of five ESL Malaysian pre-service teachers (PSTs) during microteaching classes and teaching practicum.

The study is qualitative in nature aiming to give voice to ESL PSTs and allow them share their personal experience while constructing their professional identity. The semi-interview data were supported by observation data to validate what PSTs report in their interview. The researchers chose junctural points in the PI construction journey to follow the developmental line of PI growth and to live the experience with the participant. The project was a co-construction of knowledge and enabled a more comprehensive understanding of the phenomenon.

This inquiry revealed that PI is dynamic and changing constantly as one reinterprets and reevaluates self and interact and react to the various intrapersonal, interpersonal and ecological factors in their context. At the intrapersonal level, lack of practical experience and intrinsic motivation and sense of low self-efficacy created a perception of low PI in the beginning of the simulated practice. The findings also show that supportive interpersonal relationships developed within a facilitating context such as the simulated teaching class smoothed the emergence of high PI. However, when the interpersonal relationships and ecological context in the practicum settings were challenging, they hindered PI development and led to a PI crisis.

The article offers recommendations to enhance the pivotal role of teaching practice during PSTs' journey of becoming.

This study was conducted in one of the understudied contexts in regards of PI construction. It captured a holistic view of the PI construction. It showed that the interplay of interpersonal and intrapersonal factors, in addition to ecological factors, is not isolated from each other. On the contrary, they were like a cycle circumscribing the PSTs and impact their PI construction. Hence, the authors believe that the study contributed with a comprehensive understanding of pre-service PI construction.

Curiosity is one of the main drivers in reaching out and connecting to colleagues and starting the networking – that is the foundation for establishing an association for Research Managers and Administrators (RMAs). The questions, ‘Why, what, how and when’, with a commitment to drive things forward, together with like-minded people, can transform curiosity into joint actions and movement of a network. While a number of success factors can be identified, alas there is no thorough literature describing how such factors interact or why. Even though all parameters are met, some associations still struggle with moving forward.

Recognising the identity as a research manager and administrator on the individual level enables reaching out to colleagues in the field, in and outside the institution, and nationally as well as abroad. Understanding the institutional environment and the structure of research support is the starting point for reaching out to colleagues.

This chapter will give an overview of the creation process of RMA associations, spanning from the rise of professional networks, as an informal organisation, to the establishment of legal entities, and hence a more formal association. It hopes to provide a meaningful discussion on the process of establishing professional associations despite the scarce literature on the topic (Stolle, 1998).