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Book part
Publication date: 5 April 2012

Vibeke Vad Baunsgaard and Stewart Clegg

This chapter explores dominant ideologies theoretically in an organizational setting. A framework is developed to advance our understanding of how ‘dominant ideological modes of…

Abstract

This chapter explores dominant ideologies theoretically in an organizational setting. A framework is developed to advance our understanding of how ‘dominant ideological modes of rationality’ reflect predictability through the reproduction of accepted truths, hence social order in organization. Dominant ideological modes of rationality constitute professional identity, power relations, and rationality and frame prevailing mentalities and social practices in organization. It is suggested that members’ categorization devices structure and constrain social practices. Supplementing the existent power literature, the chapter concludes that professional identity produces rationality, power and truth – truth being the overarching concept assembled through the rationalities assembled in professional members’ categorization devices. Research and managerial implications are discussed.

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Rethinking Power in Organizations, Institutions, and Markets
Type: Book
ISBN: 978-1-78052-665-2

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Book part
Publication date: 31 July 2020

David B. Szabla, Elizabeth Shaffer, Ashlie Mouw and Addelyne Turks

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the…

Abstract

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the construction of professional identity. Much has been written to describe the “self-concepts” of those practicing and researching in the field, but there have been no investigations that have explored how these “self-concepts” form. In addition, although women have contributed to defining the “self” in the field, men have held the dominant perspective on the subject. Thus, in this chapter, we address a disparity in the research by exploring the construction of professional identity in the field of organizational development and change, and we give voice to the renowned women who helped to build the field. Using the profiles of 17 American women included in The Palgrave Handbook of Organizational Change Thinkers, we perform a narrative analysis based upon the concepts and models prevalent in the literature on identity formation. By disentangling professional identity formation of the notable women in the field, we can begin to see the nuance and particularities involved in its construction and gain deeper understandings about effective ways to prepare individuals to work in and advance the field.

Book part
Publication date: 24 September 2018

Phatcharasiri Ratcharak, Dimitrios Spyridonidis and Bernd Vogel

This chapter takes a new approach to emotions through the lens of a relational identity among hybrid professionals, using those in healthcare as particularly relevant examples…

Abstract

This chapter takes a new approach to emotions through the lens of a relational identity among hybrid professionals, using those in healthcare as particularly relevant examples. Sharpening the focus on underpinning emotional dynamics may further explain how professional managers can be effective in hybrid roles. The chapter seeks to build on the internal emotional states of these professional managers by understanding how outward emotional displays might influence their subordinates. The understanding of how emotional states/displays in manager–employee relationships influence target behaviors may help multiprofessional organizations generate better-informed leadership practice in relation to desired organizational outcomes, e.g. more efficient and effective health services.

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Individual, Relational, and Contextual Dynamics of Emotions
Type: Book
ISBN: 978-1-78754-844-2

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Open Access
Book part
Publication date: 29 November 2023

Mariko Yang-Yoshihara, Susi Poli and Simon Kerridge

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…

Abstract

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.

Details

The Emerald Handbook of Research Management and Administration Around the World
Type: Book
ISBN: 978-1-80382-701-8

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Book part
Publication date: 1 December 2014

Äli Leijen, Katrin Kullasepp and Tiina Anspal

Interest in supporting the development of teachers’ professional identity in preservice and in-service teacher education programs has increased in recent decades considerably…

Abstract

Interest in supporting the development of teachers’ professional identity in preservice and in-service teacher education programs has increased in recent decades considerably, given that teachers’ sense of their professional identity manifests itself in job satisfaction, occupational commitment, self-efficacy, and changes in their levels of motivation (i.e., Day, 2002). In this chapter, we present different pedagogies that have been enacted in the Estonian context to support the development of preservice and novice teachers’ professional identity. The pedagogies have been divided into three groups: pedagogies that facilitate the professional aspect of teacher identity, pedagogies that address the personal aspect of teacher identity, and pedagogies that support the interaction of the professional and personal aspects of teacher identity.

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International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

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Book part
Publication date: 24 June 2013

Douwe Beijaard, Paulien C. Meijer and Nico Verloop

The studies considered in this review of research on teachers’ professional identity until 2004 can be divided into three categories: (a) studies in which the focus was on…

Abstract

The studies considered in this review of research on teachers’ professional identity until 2004 can be divided into three categories: (a) studies in which the focus was on teachers’ professional identity formation; (b) studies in which the focus was on the identification of characteristics of teachers’ professional identity; and (c) studies in which professional identity was (re)presented by teachers’ stories. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like “self” and “identity,” the role of the context in professional identity formation, what counts as “professional” in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Article
Publication date: 11 September 2023

Anne K.H. Neal, Merridee Lynne Bujaki, Sylvain Durocher and François Brouard

The authors examine and compare accounting associations' identities in distinct segments of the accounting profession surrounding the 2014 merger of three Canadian accounting…

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Abstract

Purpose

The authors examine and compare accounting associations' identities in distinct segments of the accounting profession surrounding the 2014 merger of three Canadian accounting associations.

Design/methodology/approach

The authors conceive of accounting associations' magazine front covers as a setting for “identity performance” (i.e. a scenery through which identity dimensions are intentionally communicated to target audiences). The authors examine pre-merger and post-merger associations' identity performances that took place between January 2011 and December 2020 and identify 21 broad themes that the authors interpret in terms of identity logics (i.e. professionalism/commercialism) and audience focus (society/association members), underscoring (dis)similarities in identity performances pre- and post-merger.

Findings

The authors' analysis reveals distinct identity performances for the different segments of the pre-merger accounting profession and for the post-merger unified accounting association. Identity logics manifest differently: a commercial logic dominated for two of the associations and a professional logic dominated for the third. Identity fluidity was evident in the merged association's shift from commercial toward professional logic when the association ceased publishing one magazine and introduced a new one. Society rather than associations' members dominated as a target audience for all associations, but this focus manifested differently. Post-merger, identity performances continued to focus on society as the audience.

Originality/value

The authors highlight the Goffmanian identity performances (Goffman, 1959) taking place via accounting associations' magazines. The authors adopt a segment perspective (Bucher and Strauss, 1961) that demonstrates that commercialism does not trump professionalism in all segments of the profession. For the first time, the authors juxtapose identity logics (professionalism/commercialism) and targeted audiences to better understand how these facets of accountants' identities compare between segments.

Details

Accounting, Auditing & Accountability Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-3574

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Article
Publication date: 5 May 2023

Hannah Richardson

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

Journal of Children's Services, vol. 18 no. 2
Type: Research Article
ISSN: 1746-6660

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Article
Publication date: 12 March 2018

Kia J. Bentley, Cory R. Cummings, Rachel C. Casey and Christopher P. Kogut

The purpose of this paper is to increase awareness of shared decision making, the initial aim of the study was to understand how psychiatrists-in-training defined themselves as…

Abstract

Purpose

The purpose of this paper is to increase awareness of shared decision making, the initial aim of the study was to understand how psychiatrists-in-training defined themselves as unique among physicians with an eye on how professional identity might shape approach to care. The second aim was to use those definitions and descriptions related to professional identity and tailor a brief training module to promote awareness of the shared decision making model.

Design/methodology/approach

The authors do this by first conducting focus groups to ascertain how psychiatric residents characterize their professional identity and unique disciplinary characteristics. The authors then designed a brief training session that exploits the relationship between how they define themselves as physicians and how they approach clinical decision making with patients.

Findings

Three major themes that emerged from the focus group data: the central role of societal and treatment contexts in shaping their professional identity and approaches to care, a professional identity characterized by a great sense of pride, and a strong commitment to systematic decision-making processes in practice. While the assessment of the training module is preliminary and lacks rigor for any generalizability or statements of causality, responses likely affirm the training tailored around professional identity as a possible vehicle for effective exposure to the concept of shared decision making and served as a useful avenue for self-reflection about needed changes to more fully embrace the practice.

Research limitations/implications

More inquiry may be needed into the association between trust, relationship longevity and power and paternalism, as a way to bring greater insight into the adoption of shared decision making. Future research will have to investigate whether or not including identity-related content is empirically connected to successful training on shared decision making. Likewise, future research should also look at the reciprocal impact of effectively using shared decision making on the affirmation of professional identity among psychiatrists, and indeed all who embrace patient-centered care.

Originality/value

This is the one of the first papers to investigate issues of professional identity among psychiatry residents, and also among the first papers to consider the relationship between professional identity and use of shared decision making.

Details

The Journal of Mental Health Training, Education and Practice, vol. 13 no. 2
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 1 February 2018

Per Echeverri and Maria Åkesson

The purpose of this paper is to identify the key elements of professional identity in service work in order to provide more in-depth theoretical explanations as to why service…

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Abstract

Purpose

The purpose of this paper is to identify the key elements of professional identity in service work in order to provide more in-depth theoretical explanations as to why service workers do as they do while co-creating service.

Design/methodology/approach

This study takes a multi-perspective on professional identity, i.e. using both an employee and a customer perspective, arguing that the phenomenon mainly consists of what these interactants jointly do during the service interaction and of the meanings that are attributed to it. The authors draw on a detailed empirical study of professionals working at a customer centre. Methodologically, the study is based on practice theory, which helps us to illuminate and analyse both the micro practices and the meaning attributed to the professional identity of service workers.

Findings

The key elements of professional identity in service work are outlined within a framework that describes and explains three different facets of the service workers’ professional identity, i.e. as a core (i.e. individual resources, cognitive understanding, interaction), as conditions (i.e. service prerequisites), and as contour (i.e. demeanour and functions).

Research limitations/implications

The findings are based on an empirical data set from a public transport customer centre. As the results are limited to one context, they do not provide statistical generalizability. Although limited to one service industry, the findings may still be of high relevance to a wide range of service organisations.

Practical implications

The study shows the significance of managers not just talking about the importance of being service-minded; more exactly, a wide range of service prerequisites, beyond cognitive understanding, needs to be in place. It is crucial that service workers are given the time to develop their contextual knowledge of their customers, and of other parts of the service organisation.

Originality/value

This study offers original empirical contributions concerning the key elements of professional identity. An alternative conceptualization of professional identity is provided, through which the paper adds to service research, explaining more specifically what kinds of knowledge and skills are in use during the co-creation of services.

Details

Journal of Service Theory and Practice, vol. 28 no. 3
Type: Research Article
ISSN: 2055-6225

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