Data Scientists’ Identity Work: Omnivorous Symbolic Boundaries in Skills Acquisition

2021 ◽  
pp. 095001702097730
Author(s):  
Netta Avnoon
Keyword(s):  
Professional Identity ◽  
Domain Knowledge ◽  
Data Science ◽  
Identity Work ◽  
Skills Acquisition ◽  
Sociology Of Culture ◽  
Sociology Of Work ◽  
Discursive Analysis ◽  
Self Learning ◽  
Depth Interviews

Drawing on theories from the sociology of work and the sociology of culture, this article argues that members of nascent technical occupations construct their professional identity and claim status through an omnivorous approach to skills acquisition. Based on a discursive analysis of 56 semi-structured in-depth interviews with data scientists, data science professors and managers in Israel, it was found that data scientists mobilise the following five resources to construct their identity: (1) ability to bridge the gap between scientist’s and engineer’s identities; (2) multiplicity of theories; (3) intensive self-learning; (4) bridging technical and social skills; and (5) acquiring domain knowledge easily. These resources diverge from former generalist-specialist identity tensions described in the literature as they attribute a higher status to the generalist-omnivore and a lower one to the specialist-snob.

DATA-DRIVEN DISCOVERY OF MATERIAL STATES IN COMPOSITES UNDER FATIGUE LOADS

2021 ◽  
Author(s):  
MUTHU RAM ELENCHEZHIAN ◽  
VAMSEE VADLAMUDI ◽  
RASSEL RAIHAN ◽  
KENNETH REIFSNIDER
Keyword(s):  
Domain Knowledge ◽  
Data Science ◽  
Damage Tolerance ◽  
Electrochemical Impedance ◽  
Research Work ◽  
Rate Of Change ◽  
Data Driven ◽  
Develop Model ◽  
Damage Development ◽  
Fatigue Loads

Our community has a widespread knowledge on the damage tolerance and durability of the composites, developed over the past few decades by various experimental and computational efforts. Several methods have been used to understand the damage behavior and henceforth predict the material states such as residual strength (damage tolerance) and life (durability) of these material systems. Electrochemical Impedance Spectroscopy (EIS) and Broadband Dielectric Spectroscopy (BbDS) are such methods, which have been proven to identify the damage states in composites. Our previous work using BbDS method has proven to serve as precursor to identify the damage levels, indicating the beginning of end of life of the material. As a change in the material state variable is triggered by damage development, the rate of change of these states indicates the rate of damage interaction and can effectively predict impending failure. The Data-Driven Discovery of Models (D3M) [1] aims to develop model discovery systems, enabling users with domain knowledge but no data science background to create empirical models of real, complex processes. These D3M methods have been developed severely over the years in various applications and their implementation on real-time prediction for complex parameters such as material states in composites need to be trusted based on physics and domain knowledge. In this research work, we propose the use of data-driven methods combined with BbDS and progressive damage analysis to identify and hence predict material states in composites, subjected to fatigue loads.

BEYOND THE TOURIST EXPERIENCE: ANALYZING THE IMAGINATION OF PLACE AND TRAVEL IN EVERYDAY LIFE

2021 ◽  
Keyword(s):  
Popular Culture ◽  
Everyday Life ◽  
Identity Work ◽  
The Self ◽  
Small Scale ◽  
Individual State ◽  
Imaginary World ◽  
Tourism Research ◽  
State Of Mind ◽  
Depth Interviews

This article advocates a new agenda for (media) tourism research that links questions of tourist experiences to the role and meaning of imagination in everyday life. Based on a small-scale, qualitative study among a group of seventeen respondents of diverse ages and backgrounds currently residing in the Netherlands, we offer an empirical exploration of the places that are of importance for people’s individual state of mind and investigate how these places relate to (potential) tourist experiences. The combination of in-depth interviews and random-cue self-reporting resulted in the following findings: 1) all our respondents regularly reside in an elaborate imaginary world, consisting of both fictional and non-fictional places; 2) this imaginary world is dominated by places which make the respondents feel nostalgic; 3) in this regard, the private home and houses from childhood are pivotal; 4) the ‘home’ is seen as topos of the self and contrasted with ‘away’; 5) the imagination of ‘away’ emerges from memories of previous tourist experiences, personal fantasies and, last but not least, influences from popular culture. We conclude that imagining and visiting other locations are part of a life-long project of ‘identity work’ in which personal identities are performed, confirmed and extended. By travelling, either physically or mentally, individuals anchor their identity - the entirety of ideas about who they are, where they come from and where they think they belong - in a broader, spatial framework.

scholarly journals What does ‘Culture’ Mean in French? A Theoretical Mapping and Fractal Analysis of the Sociology of Culture in France

2018 ◽  
Vol 12 (4) ◽  
pp. 433-455
Author(s):  
Olivier Alexandre
Keyword(s):  
Small Groups ◽  
Social Relations ◽  
Boundary Work ◽  
Scientific Production ◽  
Sociology Of Culture ◽  
Review Of The Literature ◽  
Cultural Policies ◽  
The Social ◽  
Fractal Process ◽  
Depth Interviews

This article charts the development of the sociology of culture in France. First, it examines the hypothesis of a French model, putting into perspective the correlation between cultural policies and dedicated sociological inquiries at the end of the 1950s. ‘Culture’ is one of the oldest fields of research in France, and current research still derives from the same anthropological matrix. Yet French sociologists present themselves as part of a divided and competitive academic domain. This article, based on an encompassing review of the literature as well as on in-depth interviews, accordingly distinguishes eight different ‘schools’ – organized around pre-eminent academics, concept producers and resource providers – as well as circles of collaboration. Whilst these circles organize their theoretical activity around emblems (with the word ‘culture’ referring to different conceptual sets) the social relations in their midst are organized around dyads, which usually transition from positive collaboration to rivalry. The article highlights the importance of these divisions as a fractal process and as boundary work for scientific production. From this perspective, the sociology of culture in France could be described as a large and extensive system of concepts and collaborations developed within small groups, within and between which, as with all ‘cultural’ matters, symbolic activity is the key basis for social status.

“(Not) forever talk”: restaurant employees managing occupational stigma consciousness

2018 ◽  
Vol 13 (4) ◽  
pp. 384-402 ◽  
Author(s):  
Amanda Michiko Shigihara
Keyword(s):  
Food Service ◽  
Identity Work ◽  
Stigma Consciousness ◽  
Content Type ◽  
Theoretical Contribution ◽  
Work Related ◽  
Future Selves ◽  
Restaurant Employees ◽  
Research Findings ◽  
Depth Interviews

PurposeThe purpose of this paper is to examine restaurant employees’ engagement in identity work to manage occupational stigma consciousness.Design/methodology/approachResearch methods included ethnographic fieldwork and in-depth interviews.FindingsWidespread societal stigma attached to food service work disturbed participants’ sense of coherence. Therefore, they undertook harmonizing their present and envisioned selves with “forever talk,” a form of identity work whereby people discursively construct desired, favorable and positive identities and self-concepts by discussing what they view themselves engaged and not engaged in forever. Participants employed three forever talk strategies: conceptualizing work durations, framing legitimate careers and managing feelings about employment. Consequently, their talk simultaneously resisted and reproduced restaurant work stigmatization. Findings elucidated occupational stigma consciousness, ambivalence about jobs considered “bad,” “dirty” and “not real,” discursive tools for negotiating laudable identities, and costs of equivocal work appraisals.Originality/valueThis study provides a valuable conceptual and theoretical contribution by developing a more comprehensive understanding of occupational stigma consciousness. Moreover, an identity work framework helps explain how and why people shape identities congruent with and supportive of self-concepts. Forever talk operates as a temporal “protect and preserve” reconciliation tool whereby people are able to construct positive self-concepts while holding marginalized, stereotyped and stigmatized jobs. This paper offers a unique empirical case of the ways in which people talk about possible future selves when their employment runs counter to professions normatively evaluated as esteemed and lifelong. Notably, research findings are germane for analyzing any identities (work and non-work related) that pose incoherence between extant and desired selves.

scholarly journals Becoming a steward of data science

2019 ◽  
Author(s):  
Rochelle E. Tractenberg
Keyword(s):  
Professional Identity ◽  
Data Science ◽  
Professional Community ◽  
Undergraduate Program ◽  
The Public ◽  
The Individual ◽  
Taking Responsibility

This article introduces the concept of the steward: the individual to whom the public, and other practitioners, can entrust the integrity of their field. The concept will be defined, particularly with respect to what about stewardship can be demonstrated by the practitioner so that others – including other stewards – can recognize this professional identity. Stewardship is an important aspect of professionalism, and although data science is a very new profession, its growth in terms of the number of practitioners should also include growth in the commitment to integrity in practice. Although an undergraduate program may seem early to begin understanding what this commitment means, and how to generate evidence of that commitment for yourself, those with a strong understanding of stewardship and how to recognize it will be better able to select jobs in contexts where this commitment to integrity is nurtured and valued. Learning about stewardship engages students in taking responsibility for their role in the profession, and so taking responsibility for the profession and the professional community. Once the construct is understood, learners can focus on the nature of the evidence they can compile - as well as the types of activities that can generate that kind of evidence- and on why this is meaningful over their career.

scholarly journals Aproximación a la competencia digital docente en la formación profesional

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Cristóbal Suárez Guerrero ◽  
Alicia Ros Garrido ◽  
Jorge Lizandra
Keyword(s):  
Teaching Practice ◽  
Learning Assessment ◽  
Digital Competence ◽  
Digital Ecosystem ◽  
Competence Level ◽  
Teaching Competence ◽  
Self Learning ◽  
Depth Interviews ◽  
Aprendizaje Colaborativo ◽  
Competencia Digital

El mundo requiere personas con conocimientos, habilidades y actitudes que permitan un desarrollo completo de la ciudadanía en un ecosistema digital. Una respuesta educativa a esta exigencia social es la competencia digital. Así, esta finalidad exige niveles óptimos de desarrollo de la Competencia Digital Docente (CDD), en especial en el sector de la Formación Profesional (FP). Con la idea de atender este contexto educativo, en este trabajo se propone un marco de comprensión que integra de forma unitaria la visión sobre la pedagogía, los recursos y la evaluación para entender, evaluar y proponer mejoras en la competencia digital del profesorado de FP. Empleando un enfoque cualitativo, se realizaron once entrevistas en profundidad sobre la CDD del profesorado de FP de la provincia de Valencia (España). Estos datos fueron analizados desde la caracterización de 4 escenarios educativos con tecnología (aprendizaje individual, la enseñanza con TIC, aprendizaje colaborativo y autoaprendizaje del alumnado). La principal conclusión detectada es que los docentes entrevistados tienen conocimientos de algunos recursos y aplicaciones tecnológicas, actitud y capacidad para incorporarlos a su práctica docente. En cambio, no integran la tecnología en la evaluación de los aprendizajes al mismo nivel competencial que en las otras dimensiones. World requires people with knowledge, skills and attitudes that allow a full development of citizenship in a digital ecosystem. An educational response to this social demand is digital competence. Thus, this purpose requires optimal levels of Digital Teaching Competence (DTC), especially in the Vocational Education Training (VET) sector. With the aim of ​​attending to this educational context, this work proposes a understanding framework that integrates the vision of pedagogy, resources and evaluation to understand, evaluate and propose improvements in the digital competence of VET teachers. Using a qualitative approach, eleven in-depth interviews were conducted on the DTC of VET teachers in the province of Valencia (Spain). These data were analysed from the categorization of 4 educational scenarios with technology (individual learning, teaching with ICT, collaborative learning and student self-learning). The main conclusion detected is that interviewed teachers have knowledge of some technological resources and applications, attitude and ability to incorporate them into their teaching practice. However, they do not integrate technology in the learning assessment at the same competence level as in the other dimensions.

scholarly journals Identidades, estágio curricular e trabalho docente: Análise discursiva de depoimentos de licenciandas de uma Universidade Federal no Rio Grande do Sul

2017 ◽  
Vol 25 ◽  
pp. 79
Author(s):  
Sandra Regina De Moura ◽  
Dóris Maria Luzzardi Fiss
Keyword(s):  
Professional Identity ◽  
Collaborative Work ◽  
Rio Grande ◽  
Public School System ◽  
Rio Grande Do Sul ◽  
Porto Alegre ◽  
Teacher Formation ◽  
Discursive Analysis ◽  
Specific Stage ◽  
The City

This article analyzed, from the perspective of six graduates of the Course of Pedagogy (FACED / UFRGS), the effects of the obligatory curricular internship and its role in the formation of teaching identities. This qualitative research carried out in 2014 involved listening to the voices of graduates in the period of compulsory curricular traineeship in a municipal public school system located in the city of Porto Alegre (Rio Grande do Sul, Brazil). By means of a focal group, the authors addressed themes of stage and professional identity, concepts developed by Maurice Tardif and Danielle Raymond, António Nóvoa, Selma Garrido Pimenta and Maria Socorro Lima. Drawing on the discursive perspectives of Michel Pêcheux, and highlighting contributions offered by Eni Orlandi, the discourse analysis of the graduates’ speech produced several themes that influenced the formation of the graduates’ educational identities, including teaching as collaborative work, “human teaching”, and experiences of autonomy and transition, and that referred to the obligatory curricular stage as a space for learning, reflection about practice, and the space of praxis. In addition, six trainees perceived their internship as an experience that produced changes in their ways of thinking and becoming teachers. Thus, discursive analysis of internship graduates within the time and spaces of teacher formation may can contribute to other designs for schooling and education, considering the relevance of the dynamic conditions of dialogue at this specific stage. 

scholarly journals Students’ Conceptions of Academic Success: Themes, Guiding Lines and Contradictions

2021 ◽  
Vol 26 (1) ◽  
pp. 92-101
Author(s):  
S.V. Yaroshevskaya ◽  
T.A. Sysoeva
Keyword(s):  
Academic Success ◽  
Thematic Analysis ◽  
Sense Of Self ◽  
Learning Experience ◽  
Self Development ◽  
Open Question ◽  
Self Learning ◽  
Academic Year ◽  
Depth Interviews ◽  
The Continuum

Academic success is a popular topic of psychological and pedagogical studies, but such studies usually emphasize factors that affect academic success or variables associated with it.What constitutes academic success remains an open question if at all posited.Researchers tend to use simplified operationalizations, mainly the academic performance, and ignore the students’ point of view.The purpose of this study is to clarify students’ perceptions of academic success.A qualitative analysis of in-depth interviews about learning experience was conducted.The study involved 20 students from various Moscow universities who completed their first academic year (aged 17—42).The technique of reflective thematic analysis was applied.Main themes are the following: “Performance” (learning is considered successful if grades are high and there are no academic troubles), “Knowledge” (learning is successful if the curriculum is being assimilated, or professional knowledge increasing, of one’s horizons are expanding), “Sense of self” (learning is considered successful if there is interest in studying, enthusiasm, as well as internal comfort and/or self-development).Themes are arranged in a sequence, moving from external criteria to internal ones.A number of contradictions are found in the informants’ perceptions of success.In the continuum of themes, different understandings of success are attributed to different instances (university, profession, life activities, Self) and allow us to see the diversity and inconsistency of higher education meanings that explain the observed paradoxes.

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

When Digital Technologies Enable and Threaten Occupational Identity: The Delicate Balancing Act of Data Scientists

MIS Quarterly ◽  
2021 ◽  
Vol 45 (3) ◽  
pp. 1087-1112
Author(s):  
Emmanuelle Vaast ◽  
Alain Pinsonneault ◽  
◽  
Keyword(s):  
Online Community ◽  
Data Science ◽  
Critical Case ◽  
Digital Technologies ◽  
Identity Work ◽  
Occupational Identity ◽  
Dialectical Process ◽  
Optimal Distinctiveness ◽  
Critical Case Study

Occupations are increasingly embedded with and affected by digital technologies. These technologies both enable and threaten occupational identity and create two important tensions: they make the persistence of an occupation possible while also potentially rendering it obsolete, and they magnify both the similarity and distinctiveness of occupations with regard to other occupations. Based on the critical case study of an online community dedicated to data science, we investigate longitudinally how data scientists address the two tensions of occupational identity associated with digital technologies and reach transient syntheses in terms of “optimal distinctiveness” and “persistent extinction.” We propose that identity work associated with digital technologies follows a composite life-cycle and dialectical process. We explain that people constantly need to adjust and redefine their occupational identity, i.e., how they define who they are and what they do. We contribute to scholarship on digital technologies and identity work by illuminating how people deal in an ongoing manner with digital technologies that simultaneously enable and threaten their occupational identity.

Sign in / Sign up

Export Citation Format

Share Document