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Corporations operating in the oil industry have faced several million dollar lawsuits and settlements over discriminatory practices. These settlements further substantiate a negative perception surrounding the industry as being male‐dominated and often referred to as having a “macho” corporate culture. This article addresses this perception by research of federal laws governing discrimination practices, court case decisions, and actual employment composition statistics filed with the Equal Employment Opportunity Commission (EEOC), the federal agency that enforces the numerous discrimination laws in place.

The purpose of this paper is to uncover paradoxes emerging from physicians’ experiences of a patient-centered and team-based ward round, in an internal medicine department.

Abductive reasoning relates empirical material to complex responsive processes theory in a dialectical process to further understandings.

This paper found the response from physicians, to a patient-centered and team-based ward round, related to whether the new demands challenged or confirmed individual physician’s professional identity. Two empirically divergent perspectives on enacting the role of physician during ward round emerged: We-perspective and I-perspective, based on where the physician’s professional identity was centered. Physicians with more of an I-perspective experienced challenges with the new round, while physicians with more of a We-perspective experienced alignment with their professional identity and embraced the new round. When identity is challenged, anxiety is aroused, and if anxiety is not catered to, then resistance is likely to follow and changes are likely to be hampered.

For change processes affecting physicians’ professional identity, it is important for managers and change leaders to acknowledge paradox and find a balance between new knowledge that needs to be learnt and who the physician is becoming in this new procedure.

This paper provides increased understanding about how physicians’ professional identity is interacting with a patient-centered ward round. It adds to the knowledge about developing health care in line with recent societal requests and with sustainable physician engagement.

This paper presents case studies of three student teachers negotiating the demands of the National Council of the Social Studies' (NCSS) five characteristics of powerful teaching and learning (meaningful, integrative, value-based, challenging, and active instruction) while engaged in the context-specific tasks of student teaching. For these three student teachers, the context of both their teaching and beliefs about teaching combined to help them focus on two of the five characteristics more deeply than the others. These case studies suggest that social studies pre-service teachers can constructively use their student teaching semester to focus on developing strengths in those characteristics most appropriate to their beliefs about teaching and their teaching contexts, and that social studies methods courses can aid in this process by helping student teachers to reflect on these factors prior to their student teaching semester.

The objective of this conceptual paper is to synthesise psychodynamics and paradox inherent in complex situations to investigate the cause and effects of identity shifts and self-organisation particularly apposite expatriation. The methodology used will be to find intersections and parallels among psychodynamic theories1 to demonstrate that inside the paradox of expatriation is other-organisation, which is basically defined as the unorganised becoming organised in ‘good’ or ‘bad’ ways and with formal and planned interventions. We will also see that self-organisation works with other-organisation to keep one safely ‘held’ between feelings of being isolated or engulfed. Whether real or imagined, perceptions of being isolated and engulfed lead to the confusion or pain of becoming encapsulated.

The purpose of this paper is to analyse change processes in the post‐merger integration (PMI) phase from a complexity theory perspective. Therefore, it looks at the merged organisation as a complex adaptive system (CAS).

Post‐merger situations borrowed from literature and a one‐day expert workshop with integration managers are related to the characteristics of CASs. During the workshop, data of the change process in different PMI phases are collected and the integration activities are analysed with a coded event history analysis.

Change processes in the PMI phase are very complex and the newly merged organisations experience tension and non‐linear behaviour, but positive self‐organisation, a major property of CASs, cannot always emerge as the required prerequisites are sometimes not given.

Insights of the workshop are limited to personal statements of the participants. In order to further investigate the PMI process under a complexity perspective, additional research in the form of longitudinal case studies including methods of storytelling and narratives should be considered.

Leaders and integration managers need a great repertoire of behaviours in order to both manage the challenging change processes by planning and controlling the integration activities and allow self‐organisation to emerge.

The paper offers a deeper understanding of the complex change processes in the PMI phase by using the metaphor of complexity theory and CASs.

This research applies social identity theory (SIT) to examine how White diversity, equity, and inclusion (DEI) professionals perceive their role and contributions to advancing workplace DEI.

Interpretative phenomenological analysis (IPA) was used to structure and guide the study, and data were collected from interviews with 16 White DEI professionals.

The SIT concept of social categorization was selected as a framework to discuss the findings, which were divided into two sections: in-group identity and out-group identity. The participants' in-group identities demonstrated how the participants leveraged the participants' Whiteness to grant the participants the influence and agency to perform DEI work. The participant's out-group identities revealed how the participants attempted to decenter the participants' Whiteness and unpack insecurities related to the participants' White identity and DEI contributions. Each of these findings has been associated with a specific role: leader, beneficiary, ally and pathfinder.

The practical implications of this study are critically examining White DEI employees' lived experience to develop an understanding of Whiteness while holding White people accountable for DEI efforts within workplaces.

Deeper and more honest conversations are needed to explore the phenomenon of how White DEI professionals enact and perceive the DEI contributions of the White DEI professionals. Therefore, this paper will provide further discussion on literature concerning White individuals engaged in organizational-level DEI work.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

This chapter is concerned with the varied legitimizing discourses used by midwives to frame their identities in relation to their work. This sociological issue is particularly important in the context of an occupation, such as this one, that exists at the border of competing service claims. Drawing on 26 in-depth interviews, I use narrative analysis to examine the stories that midwives tell about their work. Through these women’s work narratives, I show the complex intersection of narrative, culture, institution, and biography (Chase, 1995, 2001; DeVault, 1999).

OCCASIONALLY some writer is inspired to make the declaration that reference work as understood in America does not exist in Great Britain, or, even more definitely, is not known there. We rejoice at any advance our American friends make, but our enthusiasts for American methods must not undervalue the homeland. In the pages that follow some aspects of reference work receive attention, and the inference to be drawn may be that, if we have not specialized this department of work to the extent that transatlantic libraries have done, if in some smaller places it hardly exists “as the community's study, archive department and bureau of information,” yet in our larger cities and in many lesser places much work is done.