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This paper offers a definition of the core of information science, which encompasses most research in the field. The definition provides a unique identity for information science and positions it in the disciplinary universe.

After motivating the objective, a definition of the core and an explanation of its key aspects are provided. The definition is related to other definitions of information science before controversial discourse aspects are briefly addressed: discipline vs. field, science vs. humanities, library vs. information science and application vs. theory. Interdisciplinarity as an often-assumed foundation of information science is challenged.

Information science is concerned with how information is manifested across space and time. Information is manifested to facilitate and support the representation, access, documentation and preservation of ideas, activities, or practices, and to enable different types of interactions. Research and professional practice encompass the infrastructures – institutions and technology –and phenomena and practices around manifested information across space and time as its core contribution to the scholarly landscape. Information science collaborates with other disciplines to work on complex information problems that need multi- and interdisciplinary approaches to address them.

The paper argues that new information problems may change the core of the field, but throughout its existence, the discipline has remained quite stable in its central focus, yet proved to be highly adaptive to the tremendous changes in the forms, practices, institutions and technologies around and for manifested information.

Strengths-based professional development has been associated with positive outcomes in academia and in the organizational workplace. Students pursuing their doctoral degrees in the biomedical sciences in the US are often on graduate assistantships, where they experience an academic component to their training integrated with an employee-like existence. The individual who serves as their academic and research advisor is often their supervisor, who pays their stipend. The traditional training structure poses unique challenges and may be accompanied by stress, burnout and imposter phenomenon. The purpose of this study is to utilize a strengths-based approach to equip students with essential personal and professional skills that build self-awareness and self-confidence further preparing them for their future in the scientific workforce.

The authors developed and implemented a novel strengths-based professional development cohort program for doctoral students in the biomedical sciences at a research-intensive (R1) institution. The program was designed to create a supportive and inclusive space for participants (n = 18) to explore their identity as a student and scientists and to develop and leverage their talents for more effective and strategic use. Program outcomes were evaluated through a mixed methods case study design using a post-program Likert-based survey (n = 10 participants) and participant interviews (n = 13). Explanatory sequential design was used in the interpretation of the findings.

The results show that the program had a positive impact on students’ perceptions of themselves as scientists, as well as on their self-efficacy, self-confidence and interpersonal interactions in the research setting.

This strengths-based professional development program demonstrates immense potential as a model to equip students with self-awareness and a new foundation of essential skills needed to supplement their technical and scientific training for their future careers in the team-based workplace.

This study demonstrates how professional development programming can complement scientific training by equipping students with self-awareness and other lifelong skills to navigate feelings of imposter phenomenon and interpersonal relationships in the team-based workplace.

Data science promises new opportunities for organizational decision-making. Data scientists arguably play an important role in this regard and one can even observe a certain “buzz” around this nascent occupation. This paper enquires into how data scientists construct their occupational identity and the challenges they experience when enacting it.

Based on semi-structured interviews with data scientists working in different industries, the authors explore how these actors draw on their educational background, work experiences and perception of the contemporary digitalization discourse to craft their occupational identities.

The authors identify three main components of data scientists’ occupational identity: a scientific mindset, an interest in sophisticated forms of data work and a problem-solving attitude. The authors demonstrate how enacting this identity is sometimes challenged through what data scientists perceive as either too low or too high expectations that managers form towards them. To address those expectations, they engage in outward-facing identity work by carrying out educational work within the organization and (paradoxically) stressing both prestigious and non-prestigious parts of their work to “tame” the ambiguity and hype they perceive in managers’ expectations. In addition, they act upon themselves to better appreciate managers’ perspectives and expectations.

This study contributes to research on data scientists as well as the accounting literature that often refers to data scientists as new competitors for accountants. It cautions scholars and practitioners alike to be careful when discussing the possibilities and limitations of data science concerning advancements in accounting and control.

This paper reports on research exploring the intersections between researchers and communication professionals' perspectives on the objectives, funders and organizational influences on their science communication practices.

Examining one context, the inter-organizational BCDC Energy Research project based at five different research organizations in Finland, this paper presents data from semi-structured interviews with 17 researchers and 15 communication professionals.

The results suggest that performance-based funding policies that drive the proliferation of large-scale research projects can create challenges. In particular, a challenge arises in generating a shared sense of identity and purpose amongst researchers and communication professionals. This may have unintended negative impacts on the quality and cohesiveness of the science communication which occurs.

The study was exploratory in nature and focuses on one organizational and institutional environment. Further research with a wider number of projects, as well as funders, would be conducive to a greater understanding of the issues involved.

On a practical level, this research suggests that the creation of clearer communications awareness and guidance may be helpful in some large-scale projects, particularly involving broad numbers of organizations, individual researchers and funders.

This is one of the first studies examining the perspectives of both researchers and communication professionals working over one project, drawing together a range of different institutional and disciplinary perspectives. The results highlight the importance of the influences of funding on science communication aims, assumptions, cultures and structures. The article articulates the need for further research in this area.

This study aims to contribute knowledge about different professional identities represented among HR practitioners from Weber's “ideal types” framework.

The paper is based on semi-structured interviews with 34 Swedish HR practitioners working in large public and private organisations.

The findings reveal that HR practitioners' identity is perceived as indistinct, unclear and shattered, which leaves lots of room for interpreting HR identity. Based on a thematic content analysis, three different ideal-type identities are presented, each representing the characteristic traits of an HR identity type. These are the Defender who always supports the managers, the Disturber who questions the managers in favour of the employees and the Driver who focuses on the economic expansion of the organisation.

One of the potential constraints of this study is the authors’ reliance on interview data. This finding implies that future research can employ mixed methods or observational techniques to bridge the gap between narrated responsibilities and real-time actions. The data source, predominantly from larger organisations, presents another limitation. This raises a significant research implication: there is a need to study identity formation among HR practitioners in smaller organisations. The theoretical framework this study contributes can aid in comprehending HR practitioners' identities and their corresponding actions. Continued research might explore the significance of these ideal-type identities.

The model presented provides a new way of understanding HR practitioners' complex and shattered professional identity and the various stakeholders that direct different expectations towards them. This knowledge can be used both in HR education and in HR work as a basis for discussing the social work environment of HR practitioners and negotiating their work and identity.

The study contributes knowledge of the professional identities of HR managers, an under-researched area, especially when it comes to empirical research about the HR practitioners' own experiences of their everyday work and view of the HR profession.

The aim of this research is to investigate the relationship between (dual) organizational identity and individual heuristics – simple rules and biases – in the process of strategy change. This paper offers a theory on identity reflexivity as a cognitive mechanism of strategy change in the context of organizational hybridity.

The authors draw on a 2-year ethnographic study at a Dutch social housing association dealing with the process of strategy change. The empirical data comprises of in-depth semi-structured interviews, ethnographic observations as well as secondary sources.

Conflicting identities at the organizational level influence heuristics at the individual level, since members tend to identify with their department's identity. Despite conflicting interpretations, paths of cognitive shortcuts – that the authors define as internal and external identity reflexivity – are shared by the conflicting identities.

The findings of this research are subject to limitations typical of a qualitative case-study, such as possibly being context dependent. The authors argue that this research contributes to the understanding of how individual heuristics relate to organizational heuristics, and suggest that the process of identity reflexivity can contribute to the alignment of conflicting identities enabling strategy formation in the context of a dual-identity organization.

Understanding how managers with conflicting identities achieve agreements is important to help organizational leaders to pursue sustainability-oriented strategy change.

Given the pressure experienced by mission-driven organizations to integrate multiple sustainability demands in their mission, understanding managers' decision-making mechanism when adapting to new, often conflicting, sustainability demands is important to accelerate societal sustainability transitions.

This paper addresses the process of new strategy design in the context of a socially driven business. This context fundamentally differs from the one addressed by the existing heuristics literature with respect to organizational environment and role, and specific competing demands.

The paper aims to explore how values and knowledge are expressed in student’s discussions about food and health.

Food practices present a complex phenomenon extending beyond biomedical descriptions, including social dynamics of food in families and communities. Contextual conditions of social groups and settings have significant impacts on food choices and practices. Although values constitute a central part of educational goals, deliberate values education remains an often-neglected area, with a tendency in both curricula and educational practice to focus on knowledge and overlook how values intersect with knowledge. The paper utilises group interviews supported by participant observations to study the food and health practices as expressed in students' discussions.

The paper’s findings show how values are expressed together with knowledge as value-knowledges around food and health within the social contexts of family, cultural identities and peer relationships. While moving through their lives, students draw on and utilise biomedical, social-cultural and sensory value-knowledges, simultaneously considering the nutrition and taste of foods, the value of connecting with family and peers in cultural settings as well as getting enough food to feel satiated.

The paper presents an original approach around the necessity to consider and integrate cultural identities in discussions and education about food and health to empower students and their communities in a way that is socially just and equitable. This involves shifting discussions of health education away from students as (ir)rational obstacles but rather as partners in co-creating knowledge for sustainable food and health equity.

Research has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp.

To examine potential differences, we conducted independent sample t-tests.

Results of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps.

Further, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest.