Search Results (68)

Hybrid work has changed the behavioural foundations of organizational change. Employees are no longer continuously embedded in a common physical workplace where informal communication, shared routines, visible leadership and spontaneous peer sensemaking help them interpret new priorities. This study investigates how psychological ownership is associated with resistance to change when work is organized through hybrid arrangements rather than continuous office presence. Drawing on psychological ownership theory, self-determination theory, organizational identification, employee engagement, remote work design and recent digital transformation research, the paper develops an internalization-based model in which leadership communication transparency and perceived autonomy are associated with psychological ownership, and psychological ownership is associated with lower resistance to change. Hybrid work intensity is conceptualized as a boundary condition that strengthens ownership formation because employees who more frequently work remotely rely less on physical embeddedness and more on internal psychological connection. The model is tested using cross-sectional survey data from 412 employees working in hybrid arrangements across the fields of information technology, consulting, energy, manufacturing, financial services and professional services. Data were screened using IBM SPSS Statistics 29, and the measurement and structural models were estimated using covariance-based structural equation modelling in IBM SPSS AMOS 29, with maximum likelihood estimation and 5000 bootstrap resamples for indirect and conditional indirect associations. The findings show that leadership communication transparency and perceived autonomy are positively associated with psychological ownership. Psychological ownership is negatively associated with resistance to change and mediates the associations of communication transparency and autonomy with resistance. Hybrid work intensity strengthens the association of communication transparency and autonomy with psychological ownership and also strengthens the indirect associations with resistance. The study positions psychological ownership as an internal substitute for weakened physical embeddedness in hybrid change contexts. It further clarifies that resistance in hybrid organizations is not only a problem of communication volume, employee engagement or formal identification; it is also a problem of whether or not employees come to experience change as personally meaningful, identity relevant and partly theirs. Full article

This study explores how Machiavellian leadership behaviors may become embedded in ethical mentorship relationships and how these dynamics influence trust formation, dependency, emotional ambivalence, and trust erosion within higher education institutions (HEIs). Drawing on destructive leadership and impression management perspectives, this study examines how ethical rhetoric and developmental language may function as mechanisms through which manipulation, reciprocity expectations, and dependency become normalized within organizational mentorship relationships. A qualitative research design was adopted, using semi-structured interviews with sixteen participants employed within multicultural HEIs in the United Arab Emirates. The data were analyzed using thematic analysis to identify recurring patterns related to mentorship experiences, ethical self-presentation, emotional tension, and evolving trust dynamics. The findings revealed five interrelated themes: “The Wolf in a Scholar’s Robe,” where mentors project ethical identities while pursuing self-interest; “Debts That Never End,” reflecting the use of gratitude and reciprocity to create ongoing obligation; “Trust Fractures,” characterized by the erosion of interpersonal and institutional trust following perceived manipulation; “Ambivalence of Gratitude,” capturing the emotional conflict between appreciation and resentment; and “Signals of Dual Image,” highlighting the contrast between public ethical performance and private exploitative behavior. Together, these findings demonstrate how ethical mentorship may simultaneously function as a source of professional support and a mechanism of subtle control. This study contributes to the literature by conceptualizing performative ethical mentorship as a potential mechanism through which manipulative leadership behaviors may become legitimized within academic institutions. It further extends current scholarship by integrating Machiavellian leadership, ethical mentorship, emotional ambivalence, and trust dynamics within an analysis of multicultural HEI environments in the UAE, highlighting how performative ethical leadership may gradually erode psychological safety, relational trust, and organizational confidence. Full article

This study examines how first-year Initial Teacher Education (ITE) students navigate early career development through critical turning points, the articulation of personal values, and the development of resilience. While teacher identity and professional formation have been explored conceptually, there remains limited empirical insight into students’ lived experiences at this formative stage. Adopting a qualitative design, in-depth interviews were conducted with 21 first-year ITE students from three UK universities, representing diverse cultural backgrounds and entry pathways, at the end of their first academic year. Data were analysed using a general inductive approach. Four interconnected themes emerged: clarifying purpose through critical turning points, negotiating tensions between personal values and institutional expectations, building resilience through community and reflective practice, and articulating meaning through spiritual perspectives in early teacher development. The findings demonstrate that formative experiences are not isolated events but are embedded within broader developmental trajectories shaped by relational support and opportunities for meaning-making. The study contributes to wider debates on early professional identity formation by offering an integrated, empirically grounded account of how purpose, values, and resilience interact to shape sustainable career pathways. Implications are discussed for ITE programme design and for supporting early-career development in the teaching profession and beyond. Full article

Background: Professional identity formation (PIF) and wellbeing are increasingly being recognised in postgraduate Family Medicine (FM) education. Role models are central to both, yet traditional learning activities often struggle to implement them effectively. Podcasts offer a flexible medium that may support these goals. This study examines the potential of postgraduate medical education (PGME) podcasts, such as the European Young Family Doctor’s Movement (EYFDM) podcast, to promote PIF and wellbeing. Methods: This mixed-methods study analyses podcast use, role modelling effects, and PIF among young general practitioners (GPs). In 2024, 57 participants, including students, FM trainees, and specialists, completed an online questionnaire with quantitative and qualitative items. Descriptive and analytical statistics were combined with qualitative content analysis (Kuckartz). Sentiment analysis was conducted using artificial intelligence, and triangulation enhanced credibility. Results: Within the trainees and specialists of the study population, most participants (70%; 32/46 SPs) reported regularly using podcasts for PGME, and particularly young female GPs in Western Europe. In our study population, 90% (27/30 SPs) agreed that the podcasts broadened their perspective on professional opportunities in FM. Many participants reported reflections on potential career pathways and PIF. Exposure to role models significantly increased motivation to work in FM (χ² (1) = 10.7, p < 0.001). Conclusions: Podcasts may help address gaps in affective competency training, including wellbeing and PIF, while integrating easily into busy routines. Findings suggest a positive influence on career attitudes, with role modelling supporting PIF and motivation in FM. Full article

Background/Objectives: The death of a parent due to illness during adolescence constitutes a highly disruptive experience that compounds the developmental losses inherent to this stage of life. Distinguishing between the emotional and behavioural changes characteristic of adolescent development and those specific to grief can be complex, which may hinder the support provided by health, social care, and educational professionals. The aim of this study was to understand the grieving process and associated suffering in young university students who had lost a parent during adolescence. Methods: An exploratory qualitative design with a phenomenological approach was employed. Nine semi-structured interviews were conducted to examine in depth the experiences of suffering and grief associated with the loss of a family member among university students. The study adhered to the COREQ guidelines (Consolidated Criteria for Reporting Qualitative Research). Results: Among the main findings, the quality of the bond with the deceased parent emerged as particularly significant, as it influences the adolescent’s identity formation process. The loss of this parent may hinder processes of differentiation and independence, affecting the decisions young people must make as they transition into adulthood. This proves especially important in key life choices that shape their life project, such as vocational decisions and intimate partner relationships. Conclusions: Parental death during adolescence has long-lasting repercussions on identity construction and the shaping of one’s life project. It is necessary to strengthen psychosocial support within both clinical and educational contexts in order to address the specific needs of adolescents and young people undergoing this experience. Full article

While spirituality and contemplative practices are increasingly invoked in response to environmental crisis, the specific mechanisms by which they may mediate professional ethical action remain underdeveloped. This is particularly evident regarding nuclear harm, an existential planetary threat often siloed from health scholarship. This paper investigates the mediating mechanism of contemplative formation as the analytical link between spiritual ethics and planetary health. By centering this link, we demonstrate how professional nursing identity can be restructured to address existential threats like nuclear harm, which are currently under-integrated in health scholarship. We employed a convergent, integrative design combining a scoping review of the literature published in 2015–2025 with a contemplative autoethnography. The scoping review (n = 39) maps the scholarly evidence of spiritual–ecological constructs, while the autoethnography provides a situated, analytical account of the first author’s professional and spiritual formation. Integration was achieved through a four-step thematic synthesis that explicitly identifies where first-person lived experience and third-person scholarly evidence converge to illuminate the process of ethical integration. Four convergent themes describe the pathways linking contemplative practice to planetary health: (1) embodied practice (somatic resilience); (2) narrative meaning-making (transforming grief into purpose); (3) interconnected ethics (reframing remote harms as proximate responsibilities); and (4) reflective integration (the reflexive weaving of clinical and spiritual identities). The findings reveal that while contemplative traditions offer robust resources for systems thinking and equity, nuclear harm and nursing perspectives remain significantly under-integrated in the current planetary health literature. Contemplative formation functions as the mediating mechanism that turns planetary threats into sustained professional advocacy. The Interbeing Planetary Health Framework provides a pragmatic guide for nursing ethics under existential risks. Full article

Background: Professional identity (PI) formation is a central developmental process associated with students’ well-being and ability to cope with professional demands. Healthy lifestyle (HL) and self-care are recognised as resources for sustaining long-term professional engagement. Although both PI formation and HL are considered important in nursing education, their interrelationship remains insufficiently understood. Objective: This review aimed to map and synthesise the existing literature on nursing students’ PI formation and its relationship with HL. Methods: A scoping review was conducted following the Arksey and O’Malley framework, Joanna Briggs Institute guidance, and PRISMA-ScR reporting standards. A systematic search was performed in Web of Science, Scopus, MEDLINE, and PubMed for peer-reviewed studies published 2015–2025. Results: Twelve sources met the inclusion criteria. The relationship between PI and HL is complex, indirect, and not yet clearly conceptualised. Rather than being defined through direct behavioural pathways, it appears to be mediated through mental well-being and related psychosocial aspects, as well as contextual influences. Tensions were identified between expectations of nurses as health role models and students’ lived behaviours. A well-developed PI may function as a protective resource against maladaptive coping and support-adaptive responses to academic and clinical stress. Conclusions: Both PI and HL are predominantly conceptualised as dynamic and contextually embedded processes. More integrative approaches addressing both behavioural and psychosocial dimensions are needed. Future research should adopt conceptually coherent and methodologically balanced designs across diverse educational contexts. Full article

This study contributes to research on teacher education and professional identity formation. Drawing on a longitudinal corpus of 2311 thesis titles produced between 1989 and 2024 within a single teacher education context, the analysis conceptualises titles as institutionally regulated academic practices through which students position themselves in relation to teaching, research, and professional knowledge. Methodologically, the study employs a thesis title analysis combining document analysis with discourse analytic sensitivity. Titles were coded along four analytical dimensions: thematic orientation, professional versus academic orientation, level of discursive abstraction, and implied student positioning. Rather than assuming a linear progression from practice-oriented to academic work, the analysis foregrounds parallel, hybrid, and non-linear patterns over time. The findings show that thesis titles consistently maintain strong connections to professional practice while increasingly incorporating analytical and abstract framings. Hybrid titles, which combine concrete teaching contexts with academic problematisation, emerge as a stable and recurring pattern. These titles reflect a liminal identity position in which student teachers negotiate professional relevance and academic legitimacy. These findings have implications for supervision practices and research-based learning design in teacher education programmes. Full article

This article examines the Americanization of television news in post-communist media systems through an in-depth case study of bTV, Bulgaria’s first national commercial television broadcaster, launched by News Corporation in 2000. Drawing on original in-depth qualitative interviews with founding executives, journalists, regulators, and consultants, alongside archival materials and documentary analysis, the study traces how U.S. journalistic norms were introduced, negotiated, and ultimately hybridized within a fragile post-socialist media environment. Building on Gabriel Tarde’s theory of imitation, the article proposes a three-stage analytical model—transmission, transnationalization, and appropriation—to capture the dynamics of media transformation beyond simple adoption or rejection. The findings show that Americanization initially operated as a professionalizing force, reshaping visual storytelling, newsroom routines, and narrative structures, while also functioning as a symbolic and structural shield against overt political interference. Foreign ownership, particularly American ownership, was widely perceived by media actors as a buffer separating newsrooms from local power networks and enabling a degree of editorial autonomy. At the appropriation stage, however, the analysis reveals a more ambivalent outcome. While American formats and aesthetics were rapidly internalized at the surface level, deeper journalistic identities and democratic functions (most notably the Fourth Estate ideal) were only partially and unevenly appropriated. The result was a hybrid media model characterized by format mixing, depoliticization, and selective adaptation to local cultural and institutional legacies. The article conceptualizes this outcome as a Copycat Fourth Estate: a media system that appears American in form yet remains shaped by post-communist legacies of control, accommodation, and limited civic engagement. By offering a historically grounded, outlet-level analysis, the study contributes to debates on media Americanization, hybridization, and media capture, and advances understanding of how imported journalistic models are reshaped in transitional democracies. Full article

Background: Professional identity and ethical integrity are foundational to nursing practice and are shaped in part by educational experiences. This study evaluated an online Holocaust and genocide educational seminar delivered to fourth-year Bachelor of Science in Nursing (BSN) students and explored how students linked seminar content to professional identity formation, ethical vigilance, and patient advocacy. Methods: We conducted a descriptive mixed-methods educational evaluation. Students completed an anonymous pre-seminar survey (demographics, motivations for studying nursing, self-identified desirable professional qualities, and self-rated knowledge of the Holocaust and other genocides) and an anonymous post-seminar feedback survey with four open-ended questions. Quantitative items were summarized descriptively; qualitative data were analyzed using inductive qualitative content analysis. Results: Of the 205 students who attended the seminar, 133 completed the pre-seminar survey, and 110 completed the post-seminar survey. Students reported high baseline knowledge of the Holocaust but limited knowledge of the Armenian and Rwandan genocides. The five themes that emerged are as follows: (1) ethical judgment and the influence of nurses; (2) patient advocacy and social justice; (3) the effect of historical and contemporary trauma on students’ learning experience; (4) genocide awareness and prevention; and (5) approaches to education and content presentation. Conclusions: Carefully facilitated Holocaust and genocide education, delivered through interactive online pedagogy and structured debriefing, may support late-stage nursing students’ reflection on ethical integrity and professional identity during the transition to professional practice. Full article

Intercultural Competence (IC) has gained prominence as a strategic priority in higher education; however, the socio-emotional mechanisms through which it develops in structured short-term academic mobility remain underexplored. This qualitative study addresses this gap by examining the intercultural learning experiences of undergraduate, graduate, and doctoral students from Trakia University, Bulgaria, who participated in a two-week winter academic program in Zhuhai, China, hosted by the Beijing Institute of Technology. Employing a triangulated qualitative design that combines semi-structured interviews, participant observation, and content analysis of institutional discourse, the study foregrounds emotional regulation as a central process underpinning intercultural competence development. The findings indicate that navigating culturally unfamiliar situations and “disorienting dilemmas” within a multicultural co-living environment facilitated stable behavioral adaptations, including active listening, reflective pausing, empathy, and tolerance. These adaptations supported emotional well-being by reducing uncertainty and fostering a sense of belonging and psychological safety within the multicultural learning community. Repeated emotional engagement with cultural difference enabled participants to internalize values of openness and mutual respect, contributing to the formation of intercultural attitudes that extended beyond the immediate learning context. These processes functioned as a feedback loop through which intercultural competence became integrated into participants’ emerging personal and professional identities. The study demonstrates that even short-term academic exchanges, when pedagogically structured and emotionally immersive, can foster meaningful intercultural learning, leadership readiness, and professional orientation. By highlighting emotional regulation as a pathway to emotional well-being (belonging and psychological safety) and to identity integration, the findings contribute to broader social science discussions on student well-being and identity formation in transnational higher education. Full article

The COVID-19 pandemic caused major disruption to healthcare education worldwide, forcing rapid transitions to online learning, interruptions to clinical placements, and heightened uncertainty that profoundly influenced student experiences. Given that academic motivation is a key determinant of learning quality, persistence, and professional identity, this review sought to consolidate global evidence on how the pandemic affected healthcare students’ motivation to study. A systematic search of peer-reviewed literature was conducted following PRISMA-ScR guidelines, identifying studies across medicine, nursing, and allied health programs that reported on changes in motivation and the factors shaping these trajectories. Extracted data were synthesized narratively, with attention to emerging themes such as stress, anxiety, burnout, resilience, gender differences, and the role of professional identity formation. Findings revealed substantial variability: while many students reported reduced motivation due to social isolation, technological barriers, and limited clinical exposure, others described increased drive linked to professional responsibility, adaptability, and resilience. Evidence also indicated gendered differences in motivational patterns, with female students more likely to report stress-related declines. Overall, the pandemic exposed both vulnerabilities and strengths in healthcare student motivation, pointing to the value of educational strategies that promote motivation, resilience, and professional identity development among future practitioners. Full article

Artificial intelligence (AI), particularly generative AI, is rapidly reshaping medical education worldwide. While AI-enabled tools offer significant opportunities for personalized learning, feedback automation, and clinical reasoning support, they simultaneously challenge foundational principles of assessment integrity and professional conduct. Traditional assessment models—largely predicated on individual authorship, knowledge recall, and observable performance—are increasingly strained by AI systems capable of generating sophisticated responses, analyses, and clinical narratives. This disruption has prompted urgent reconsideration of what constitutes academic honesty, valid assessment, and professional identity formation in contemporary medical training. This article critically examines the intersection of AI, assessment integrity, and professionalism in medical education from a global perspective, with particular attention to the experiences and emerging lessons from the Gulf Cooperation Council (GCC). The GCC provides a distinctive context characterized by rapid digital transformation, centralized accreditation and licensing systems, high-stakes assessments, and strong sociocultural norms governing professional behavior. These features make the region an instructive case for understanding how medical education systems respond to AI-driven challenges at scale. The article employs a critical narrative and conceptual framework, positioning generative AI as a normative disruptor that necessitates a reevaluation of assessment validity, ethical accountability, and the construction of professional identity. Utilizing worldwide scholarship, policy frameworks, and regional experiences, the analysis underscores that misalignment between assessment design and professional expectations jeopardizes trust, fairness, and public confidence. The essay advocates for a transition from reactive restriction to the principled integration of AI, highlighting the need for assessment redesign, AI literacy matched with professionalism, teacher development, and cohesive governance. These insights are intended to guide educators, institutions, and regulators in maintaining professional standards inside AI-enhanced medical education systems. Full article

Teacher education systems globally experience a gap in implementation between policy aspirations and everyday enactment, with implications for initial teacher education (ITE), the quality of practicums, professional identity, and teacher recruitment and retention. Situated in Malta’s superdiverse context and informed by international debates on professional capital, care ethics, inclusion, and ecological conceptions of agency, this article introduces the Responsive Teacher Formation Framework (RTFF). This original, theoretically integrated, and empirically grounded framework foregrounds four interdependent pillars of professional formation: belonging, wellbeing, autonomy and agency. Drawing on a two-year, multi-strand national inquiry synthesising perspectives from children, families, newly qualified teachers, learning support educators, and school leaders, we integrated artefact-elicitation, focus groups, interviews, and questionnaires using reflexive thematic analysis and cross-strand configurational synthesis. Through a meta-synthesis convergence of the different strands of the study, recurrent tensions surface, including procedural versus lived belonging; attention versus neglect of wellbeing; nominal autonomy versus fragile system supports and policy endorsement versus constrained agency. The findings demonstrate how these complexities are experienced across the ITE–school interface. We argue that the RTFF offers a coherent and tractable syntax for ITE programme (re)design that is both theoretically robust and practically adaptable, diagnostically sensitive to local context, and implementable at scale. The model contributes to international discourse by linking fragmented debates on these four pillars into a responsive framework of, and for, teacher formation. Beyond the Maltese case, the RTFF offers an adaptable orientation for superdiverse settings seeking to transition from compliance-driven quality assurance to formation-centred professional excellence. The article concludes by outlining how the RTFF can anchor more integrated and sustainable policy, as well as nurture professional learning communities, thereby advancing the transformation of teacher education for academic excellence. Full article

In a rapidly changing professional landscape marked by digitization, socio-economic transformations, and post-pandemic upheavals, understanding career trajectories has become an interdisciplinary concern. This study presents a systematic bibliometric review of 135 peer-reviewed articles published between 1990 and 2025 and extracted from the Scopus database. Using VOSviewer and Bibliometrix, the analysis maps the intellectual structure, thematic evolution, and methodological trends in career path research. The results reveal a high concentration of studies in Anglo-Saxon contexts, with a predominance of the education, health, and hospitality sectors. Key populations include students, women, and recent graduates, while seniors, informal workers, and non-Western contexts remain underrepresented. This field is conceptually diverse, structured around protean and borderless career models, and increasingly interested in themes such as sustainability, digital transformation, and gender inequality. Cross-sectional quantitative approaches dominate methodologies, while longitudinal and mixed designs are rare. Thematic mapping reveals four key clusters: sociodemographic factors, professional development, labor market dynamics and identity formation. Citation analysis reveals key contributions to career theory, social capital and organizational support. This review reveals gaps in geographic coverage, theoretical integration and methodological pluralism. It calls for a more inclusive, contextualized and interdisciplinary approach to better understand the complexity of contemporary careers. Full article