Professional Socialization During Restructuring: A Study of Workload and Career Time

2021 ◽  
pp. 0095327X2110222
Author(s):  
Joel Nilsson ◽  
Johan Österberg
Keyword(s):  
Professional Identity ◽  
Professional Socialization ◽  
Armed Forces ◽  
Unpaid Work ◽  
Working Environment ◽  
Professional Values ◽  
Negative Outcomes ◽  
Embedded Strategies

This article examines the experiences of newly graduated officers and specialist officers, as they recently entered employment in the Swedish Armed Forces. Building on 35 interviews, this article illustrates the dynamics of excessive workload and an unstructured working environment, and how embedded strategies for mentoring and guidance can reduce negative outcomes associated with the workload. The article introduces the concept of career time, reflecting the participant’s propensity to perform unpaid work to pursue a career in the organization. This study reveals tensions between organizational and employee interests, and experiences of exclusion from the officer profession, contextualized drawing on classical theorists Foucault and Habermas. When restructuring organizations, the quest for efficiency can outweigh professional values, such as esprit de corps and taking pride in work and professional identity.

scholarly journals Professional identity construction: becoming and being a dietician in Brazil, France and Spain

2022 ◽  
Vol 26 ◽  
Author(s):  
Maria Clara de Moraes Prata Gaspar ◽  
Cristina Larrea-Killinger
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
Qualitative Methodology ◽  
Professional Socialization ◽  
Continuous Process ◽  
Professional Values ◽  
Cultural Environment ◽  
Structured Interviews ◽  
Complex Process ◽  
Set Up

Professional socialization is a complex process that leads to the professional identity. While several studies have focused on the professional identity of physicians and nurses, few studies analyzed this aspect among dieticians. Furthermore, those studies did not consider the influence of sociocultural norms. The aim of this study was to analyze the construction of the professional identity of Brazilian, French and Spanish dieticians. A qualitative methodology based on semi-structured interviews was set up. The construction of the professional identity of Brazilian, French and Spanish dieticians is characterized by the incorporation of skills, knowledge and roles. This process was marked by transformations, mainly related to food and body. Dieticians from the three nationalities shared similar professional values grounded in a medical-nutritional rationale. However, their professional identity also resulted from a continuous process of interaction with patients, peers and the socio-cultural environment.

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

scholarly journals How Meaningfulness and Professional Identity Interact in Emerging Professions: The Case of Corporate Social Responsibility Consultants

2021 ◽  
pp. 017084062110355
Author(s):  
Konstantinos Iatridis ◽  
Jean-Pascal Gond ◽  
Effie Kesidou
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Professional Identity ◽  
Identity Formation ◽  
Meaning Making ◽  
Professional Socialization ◽  
Work Meaningfulness ◽  
Professional Self ◽  
Complex Relationships ◽  
Corporate Social

Although interest in meaningfulness is mounting in the growing stream of research dedicated to how professionals experience it, research has only just begun to investigate the complex relationships between the search for meaningfulness and the constitution of professional identity for emerging professional groups. This paper investigates how meaningfulness interacts with the formation and enactment of professional identity, focusing on the emerging professional group of corporate social responsibility (CSR) consultants. Relying on interviews with 39 CSR consultants, we induce two social mechanisms bridging meaningfulness and professional identity, namely ‘meaning-making through professional self-identification’ and ‘meaning-making through professional socialization’. Our results explain how these mechanisms produce distinct, and potentially contradictory, professional identities of CSR consultants, which themselves enable contrasted forms of professional identity enactment. The study advances meaningfulness research by clarifying how the self-other tension is played out through identity formation and revealing the gendered nature of meaningfulness. The research also contributes to studies on professional identity through the specification of meaning-focused mechanisms of identity formation, and ultimately to micro-CSR research by offering a nuanced approach to how CSR is involved in the production of work meaningfulness.

scholarly journals Beginning Student Teachers’ Professional Identity

2021 ◽  
Vol 14 (1) ◽  
pp. 151-164
Author(s):  
Gregor STEINBEIß
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Working Environment ◽  
First Year ◽  
First Year Students ◽  
Ideal Teacher ◽  
Knowledge Based ◽  
Teacher Students

Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

scholarly journals Relationship between School Climate and Early Years Teachers Professional Identity in Kenya

2021 ◽  
Vol 2 (3) ◽  
pp. 489-498
Author(s):  
Phyllis M. Magoma ◽  
Teresa Mwoma ◽  
Esther Waithaka
Keyword(s):  
School Climate ◽  
Professional Identity ◽  
Mixed Methods Research ◽  
Negative Impact ◽  
Work Load ◽  
Early Years ◽  
Working Environment ◽  
Heavy Work Load ◽  
Heavy Work ◽  
Teaching Learning

This mixed methods research examined the relationship between school climate and early year’s teachers’ professional identity. Using a sample of 220 teachers in 44 schools, the researcher established that early years teachers’ professional identity was weak and school climate had an effect on the teachers’ professional identity. This article’s findings confirmed that among school climate variables safety in school, high teacher-pupil ratio, lack of adequate physical facilities, teachers not involved in decision making, poor working environment, heavy work load and lack of enough teaching-learning materials, as having a negative impact on the teachers professional identity. Lastly, in order to boost EYET (Early Years Education Teachers) professional identity, provision of positive climates in schools was found to be imperative.

Technology, Gender, and Professional Identity

2013 ◽  
pp. 128-147
Keyword(s):  
Professional Identity ◽  
Information Technologies ◽  
Professional Values ◽  
Feminist Critique ◽  
Access To Information ◽  
Men And Women ◽  
Gender And Technology ◽  
The Status ◽  
And Gender ◽  
The Relationship

On its surface, technology does not appear to be a topic that is gendered. Both men and women use technology, and it must, therefore, be shaped by those who use it. However, both technology and gender are dependent on cultural, social, and historical contexts. These contexts shape how technologies are designed and used and how technologies and gender is understood. Currently, information technologies are associated with masculinity. In a similar manner, librarianship is gendered. Not only is the demographic makeup of the profession female-intensive, with approximately 80% of all LIS professionals being women, but some have argued that its core professional values, specifically access to information and service, are feminine in nature – as are its traditional activities, specifically cataloguing and children’s librarianship. This chapter closely examines a feminist critique of librarianship by Harris (1992) that argues librarians are embracing technology in an effort to improve the perception of librarianship and make it more masculine. The status of male librarians is examined in light of Harris’s argument, alongside an examination of Library 2.0 and how technology is used as part of its service philosophy. This chapter argues that the relationship between gender and technology is more complex than Harris argues.

The professional identity of Czech journalists in an international perspective

2017 ◽  
Vol 80 (5) ◽  
pp. 452-475 ◽  
Author(s):  
Marína Urbániková ◽  
Jaromír Volek
Keyword(s):  
Professional Identity ◽  
International Perspective ◽  
Professional Values ◽  
Journalism Studies ◽  
Liberal Democratic

This article, placed in the field of comparative journalism studies, explores the extent to which Czech journalists share their professional identity and compares the congruence of their professional identity with selected Western journalistic communities working in the liberal, democratic-corporatist, and polarized pluralism media model defined by Hallin and Mancini. The results show that the professional identity structure of Czech journalists does not, in principle, differ from that of foreign journalists. This implies that they have cut themselves from the Soviet journalistic model. Czech journalists do not significantly differ in the intensity of the selected professional values, and the measure of their professional identity split is comparable to that of their foreign counterparts.

scholarly journals Correlation among academic self-efficacy, professional identity, and professional attitude of higher vocational nursing students†

2021 ◽  
Vol 8 (1) ◽  
pp. 43-47
Author(s):  
Tian-Liang Xu ◽  
Jiang-Nan Zhao ◽  
Yan-Yan Zhang ◽  
Gai-Li Jing
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Self Efficacy ◽  
Middle Level ◽  
Learning Ability ◽  
Professional Values ◽  
Professional Attitude ◽  
Vocational Nursing Students ◽  
Academic Self Efficacy ◽  
Vocational Nursing

Abstract Objective To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students. Methods A total of 656 higher vocational nursing students were investigated with general information questionnaire, academic self-efficacy scale, professional identity scale, and professional attitude scale of nursing students. Results The score of professional attitude of higher vocational nursing students was (106.34 ± 9.86), which is found to be in the upper middle level. The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy (P < 0.05), and with learning ability self-efficacy (P < 0.01). Professional cognition, professional will, and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students (P < 0.05). Conclusions Academic self-efficacy and professional identity are important predictors of professional attitude. Learning behavior self-efficacy, professional cognition, professional will, and professional values have a significant impact on the establishment of positive professional attitude.

scholarly journals TEACHERS PROFESSIONAL SATISFACTION AND SOLIDARITY IN A CHANGING SCHOOL ORGANIZATION

2021 ◽  
Vol 8(62) (1) ◽  
pp. 1-8
Author(s):  
Simona Eftimie ◽  
◽  
Alina Mărgărițoiu ◽  
Keyword(s):  
Qualitative Study ◽  
Professional Identity ◽  
School Organization ◽  
Professional Values ◽  
Continuous Change ◽  
Check List ◽  
Professional Satisfaction ◽  
Social Challenges ◽  
Professional Environment ◽  
University Level

In the context of social challenges, of school organization continuous change and teachers looking for their professional identity, we propose to identify which are the reasons that teachers continue to perform this profession, what they like and dislike about their job / professional environment. So, this paper aims to analyse some issues concerning professional values associated with their satisfaction for their job and professional solidarity of teachers from pre-university level. For this purpose, we have proposed a qualitative study, based on check – list (Sort Card) and interview. We have used check list (sort cart as instrument) in order to establish a hierarchy of the reasons that teachers (investigated subjects) like and what they dislike about their job; and also, we have used interview in order to complete the information about our subjects’ professional satisfaction. Other results are discussed here.

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