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The research sought to expand the conceptual understanding of the antecedents of decision-making under ethical conditions. This study aims to better understand the relationships among need for cognition (NFC), the individual ethical positions of ethical idealism and ethical relativism, organizational and professional socialization, work-related norms and ethical perceptions.

The study compared the impact of environmental influences (i.e. socialization and work-related norm) and individual temporally stable characteristics (i.e. NFC and ethical position) on ethical perceptions. The research surveyed marketers and tested a hypothesized model using structural equation modeling.

NFC influences marketers’ individual ethical position, their professional socialization and their work norms. The work norms of marketers are influenced by individual ethical position and organizational socialization, but not by professional socialization. Professional socialization is influenced by ethical idealism and not ethical relativism.

A judgmental sampling technique was used and the findings cannot be generalized to other populations.

This research provides managers with alternative tools to encourage compliance with professional and corporate guidelines. If managers are seeking an enduring positive influence on work norms, they should be as concerned about the thinking of their employees and their employees’ ethical positions as they are with the vocational rules their subordinates adopt.

Society will benefit from better understanding the different ways in which the ethical perceptions of individual employees are influenced and the various ways in which managers can contribute to ethically responsible corporations.

Although NFC has been examined in other vocational and decision-making contexts, its influence on individual ethical position, vocational socialization and work-related norms has not been empirically examined in ethical contexts for business decision-making.

The current study examines the effect of socialization on the inculcation of professional accounting values. Three sources of socialization are examined: public accounting firms, non-public accounting firms (industry) and accounting professional associations. Specifically, the study compares the professionalism of public and industry accountants. Consistent with expectations, the results suggest that public accountants have stronger beliefs in professional autonomy and self-regulation than industry accountants, and that industry accountants have stronger beliefs in professional affiliation, social obligation and professional dedication than public accountants. It was hypothesized that while professional associations promote all professional values, public accounting firms and industry have different promoting priorities. Public accounting firms foster beliefs in self-regulation and professional autonomy while industry opposes these values, resulting in public accountants having stronger beliefs in these values. Conversely, it was posited that industry encourage beliefs in professional affiliation, social obligation and professional dedication to a greater extent than public accounting firms. The result is that the industry accountants have stronger beliefs in these values than the public accountants. Investigating these issues increase understanding of the importance of the socialization process fostering accounting professional values and identifying areas of potential conflict and reinforcement accountants face when working in public accounting and industry.

The principal focus of this study involved the changes in bureaucratic and professional orientations of beginning teachers as they encountered the formal organization of the public school during their first year of professional teaching experience. The basic assumptions underlying the research were that teachers will relate in a positive fashion to both the norms of the bureaucracy and the norms of the profession during their initial encounter with the school in a professional capacity and that they will assume a “mixed type” dual role orientation. Data were collected from prospective teachers during their student teaching experiences and again, near the conclusion of their first year of full‐time professional employment. Responses to the Bureaucartic Orientation Scale and the Professional Orientation Scale suggests that experience in the school organization for beginning teachers is related to increased bureaucratic orientation and decreased professional orientation.

This chapter deals with the effects that the socialisation process, both primary and professional, has on the cultural attitudes of young people interviewed with regard to national security.The data show the great importance of primary socialisation, especially among cadets, who form a military mindset already before entering the training academies. The process is less accentuated for youths who attend civilian universities.Professional socialisation then operates in both environments, at times in contradictory ways with respect to the aims of the profession for cadets, and with respect to greater awareness of security issues for university students.

The evolving dynamics of the labour market make graduates’ future employability an important issue for higher education (HE) institutions, prompting universities to complement the conventional graduate skills approach with a wider focus on graduate forms of capital that may enhance their sense of employability. This study, adopting a capital perspective, explores whether and how teachers in HE, when acknowledged as knowledgeable trustworthy actors, may affect graduates’ employability. It investigates how they can mobilise undergraduate cultural capital through socialisation, and shape their pre-professional identity, paving the way for university-to-work transition.

To test the hypothesised model, a self-report online questionnaire was administered to a sample of 616 undergraduates attending different Italian universities. Multiple mediating models were tested using the SEM framework.

Results supported the tested model and showed that trust in knowledgeable HE teachers was associated with undergraduates’ perceived employability both directly and through both mediators (i.e. academic socialisation and identification with future professionality).

This research explores a capital conceptualisation of graduate employability, identifying possible processes for implementing graduates’ capital across their academic experience and providing initial evidence of their interplay and contribution to transition into the labour market.

These findings provide empirical support to possible forms of capital that HE institutions may fulfil to enhance their undergraduate employability throughout their academic career, which serves as a liminal space allowing undergraduates to begin building a tentative professional identity.

The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries.

The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools.

Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed.

The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.

This chapter focuses on how leaders of learning and learners of leading are developed and prepared to address and advance powerful and equitable student learning. Discussion focuses on several areas identified in the literature as critical including: leading and learning in context (Knapp, Copland & Talbert, 2003); leaders’ response to changing expectations and learning agendas, and professional development of leaders of learning (Normore, 2004). Earlier research by Knapp, Copland, and Talbert (2003) and the socialization processes of leaders of learners (Browne-Ferrigno & Muth, 2004; Leithwood, Steinbach, & Begley, 1992; Normore, 2007, 2004) will serve as the foundation for several areas of action identified by these researchers including: establishing a focus on learning by persistently and publicly focusing leaders own attention and that of others on learning and teaching; professional and organizational socialization processes; what leading for learning looks like in practice (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007); professional development including pre-service preparation, field-based learning, and personal and professional formation (Daresh, 1997; Gross, 2009; Normore, 2004); and creating coherence by connecting student, professional, and system learning with one another and with learning goals (Knapp et al., 2003).

This paper aims to contribute to the literature and practice on beginning principal socialization by identifying the features of post‐industrial work that create a more complex work environment for the practice and learning of the principalship in the USA.

Based on recent literature on the changing nature of work, the paper applies those features of complexity to components of beginning principal socialization.

The nature of work in post‐industrial society and the changes in education, including a knowledge society, technology, demographic changes, and public accountability increase the complexity for US school principals. These features provide an important conceptual and normative basis for understanding and changing the content, sources, methods, and outcomes of beginning principal socialization.

The paper contributes a set of conceptual and normative features that strengthens the understanding of how beginning principals learn the role.

The underrepresentation of African-American faculty in the US professoriate has persisted for some time. Relatedly, adjunct faculty remain a fast-growing sector of the professoriate. Adjunct faculty include “experts” and “specialists” who teach postsecondary courses with a narrow focus and with content tailored to their full-time employment. Using a qualitative narrative approach, I delineate ways I construct meaning for myself as a part-timer. I develop a cultural interpretation of adjunct teaching that provides alternative view of professional socialization to counter the ongoing challenge of increasing the number of Black faculty in higher education. In doing so, three themes from the data (ideal worker as adjunct, historical role models, and clinical value of course content) suggest the identity of part-time faculty is situated in personal, professional, and cultural experiences.

Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths.

This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD.

The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships.

The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.