Search Results (166)

The COVID-19 pandemic fundamentally disrupted assumptions about entrepreneurship, career planning, and professional development. This study explored how the pandemic influenced the entrepreneurial intentions of undergraduate business students in the United States. Using a qualitative methodology based on in-depth interviews with 31 students at a public Midwestern university, the research interpreted student narratives through the lenses of effectuation theory, resilience theory, and the theory of planned behavior. Findings revealed that many participants reframed entrepreneurship as a strategy for navigating economic uncertainty and enhancing personal agency. Students reported valuing adaptability, resourcefulness, and opportunity recognition, often experimenting with side hustles during the pandemic as a means of resilience. Their entrepreneurial thinking shifted from purely economic motivations toward aspirations for flexibility, self-fulfillment, and purposeful work. The study highlights the formative role of crisis contexts in shaping entrepreneurial identity among emerging professionals. It suggests that entrepreneurship education should move beyond traditional models, fostering skills for navigating complexity and building resilience. In doing so, the findings contribute to broader conversations about youth entrepreneurship, post-pandemic career development, and the evolving demands of the labor market in times of disruption. Full article

This study investigates how Greek professionals formulate upward requests and simultaneously manage rapport and workplace identity within hierarchical exchanges. The data comprise 400 written requests elicited through a discourse–completion task from 100 participants, supplemented by follow-up interviews. Integrating pragmatic perspectives on request mitigation with Spencer-Oatey’s Rapport-Management model and a social constructionist perspective on identity, the analysis reveals a distinctive “direct-yet-mitigated” style: syntactically direct head acts (typically want- or need-statements) various mitigating devices. This mitigation enables speakers to preserve superiors’ face, assert entitlement, and invoke shared corporate goals in a single move. Crucially, rapport work is intertwined with identity construction. Strategic oscillation between deference and entitlement projects four recurrent professional personae: the deferential subordinate, the competent and deserving employee, the cooperative team-player, and the rights-aware negotiator. Speakers shift among these personae to calibrate relational distance, demonstrating that rapport management functions not merely as a politeness calculus but as a resource for dynamic identity performance. This study thus bridges micro-pragmatic choices and macro social meanings, showing how linguistic mitigation safeguards interpersonal harmony while scripting desirable workplace selves. Full article

This paper explores the complex power dynamics of UK social work higher education through an autoethnographic account of a Black woman course leader’s experiences over a period of two years, focusing on issues related to race, internalized oppression, and class. Drawing on Critical Race Theory (CRT), narrative analysis, and lived experience, it examines how systemic inequities manifest through three interlinked themes: (a) academic contrapower harassment (ACPH), (b) internalized oppression and toxic team dynamics, and (c) the interplay of harassment, institutional failure, managerial inaction, and the marginalization of social work as a discipline. This study illustrates how the intersectionality of multiple identities—namely, race, gender, and professional identity—impacts career progression, well-being, and institutional inclusion. This study examines the tensions between social work’s ethical foundations and performance-driven academic environments, advocating for systemic and policy interventions to stimulate institutional reform and cultivate a more equitable culture that enhances educational outcomes and, ultimately, improves social work practice. Full article

Reflexivity is a metacognitive process traditionally applied to tasks and actions. Although emotions are a significant component of work life, the application of reflexivity to the emotional domain has received limited attention. This study addresses this gap by critically reviewing empirical evidence on reflexivity and emotions, aiming to understand this relationship and its outcomes in the workplace. A systematic literature review on Scopus and PsycINFO identified 722 records resulting in a final sample of 15 studies that met the PICO inclusion criteria and were included. These studies were analyzed according to recursively developed criteria. The findings showed that reflexivity affects emotions by considering them as the application domain; emotions, in turn, can trigger reflexivity. The outcomes of this relationship concern organizational learning and the workers’ role and identity. This relationship was more frequently investigated in high-emotion professional contexts and with a focus on specific professional roles. Due to the limited number of studies, the findings cannot be generalized. However, this study helps to define the role of reflexivity as a metacognitive competence applicable to emotions. Developing reflexivity within professional and organizational settings may help professionals regulate their own and others’ emotions by learning to detect, make sense of, and question critical emotional episodes. Full article

Background: This study aimed to explore the relationships between work stress, professional identity, and job burnout in elderly care workers and to assess whether work stress and professional identity interact to influence job burnout. Methods: A survey of 439 elderly care workers was conducted from July to September 2021. T-tests and ANOVA were used to identify the main different characteristics involved in work stress and professional identity, and four multiple regression models were used to identify the determinants of job burnout. Results: Work stress and professional identity were moderate among respondents. Work stress positively correlated with job burnout, while professional identity showed a negative correlation. An interactive effect was found between the sub-dimension of work stress concerning the consistency between rewards and responsibilities and professional identity on job burnout. Conclusions: Managers in pension institutions should focus on addressing work stress and professional identity, especially balancing alignment between rewards and responsibilities. Full article

This article explores the emotional transformations of teachers since the pandemic, shifting from idealised passion for their profession to a more balanced, self-preserving approach to their work and mental well-being. Through four case studies of teachers from Hong Kong, Australia, and France, this paper examines how teachers navigate emotional wisdom in response to trauma and burnout and how such wisdom informs their ability to recognise when to prioritise their mental health over job prospects. The idea of disillusioned transformation will be explored: when teachers who are initially invested in a set of ideals in their roles become disillusioned and disengaged but through which find emotional balance and the resilience towards new sources of professional fulfilment. Central to transformative learning theory, this study highlights how trauma (moral injury, systemic trauma) and emotional wisdom contribute to teachers’ critical reflection and self-preservation. This article seeks to delineate the intersection between emotional wisdom, aesthetic emotions, and trauma recovery and to understand how teachers transform their professional identity in response to emotional distress, fostering a more sustainable and healthy approach to teaching. Full article

The rise of knowledge-based economies has positioned higher education institutions as key actors in human capital development, requiring them to engage more actively with labor markets through strategic partnerships. Within this context, university-affiliated science and technology parks (STPs) have evolved into integrated learning environments that support experiential learning and mentorship practices. This study aims to explore the lived experiences of undergraduate students who participated in these processes within an STP in İstanbul, Türkiye. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with 15 students selected via purposive maximum variation sampling. Thematic analysis, supported by MAXQDA 2024, was used to examine the data. Two main themes were identified: (i) talent development through experiential learning and (ii) talent development through mentorship. The findings indicate that students reconstructed theoretical knowledge through real-world applications, developed a clearer professional identity, and gained strategic career awareness. Mentorship provided both technical and psychosocial support, fostering self-confidence, emotional security, and role modeling. This study concludes that STPs play a strategic role in aligning academic learning with employability and institutional talent development goals. These results contribute to broader educational and workforce development discussions and are closely aligned with Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth), highlighting STPs as transformative platforms in higher education. Moreover, this study offers practical implications for aligning higher education with employment systems through structured experiential learning and mentorship practices. Full article

Recognizing that traditional science education materials often overlook students’ cultural and social contexts, this research examines the teacher-driven design of science teaching enactment—specifically, how teachers reflect on and adapt their science instruction to teach social justice through pursuits of identity and criticality using a framework rooted in cultural and historical responsive practices. The data for this study were collected from 14 online discussion sessions where three experienced science teachers engaged in adapting existing lessons, reflecting on their practice toward developing their own understandings of social justice. Through qualitative analysis of the teachers’ reflections, this study investigates how teachers think together about incorporating and nurturing students’ identities and criticality perspectives. The findings show themes related to challenges teachers faced, including parents’ concerns about addressing social justice topics in science class. Teachers also struggled with navigating discussions about identity, particularly when their race differed from that of their students. The teachers also reflected on aspects that promoted the work, such as students’ positive responses, and the deepening of their relationships with students. The teachers’ adaptations centered on students’ identities and the critical examination of societal issues, which were seen as accessible avenues for deepening scientific understanding and promoting engagement. Implications for teachers include using a reflective discussion approach for supporting curricular adaptations. There is a need for professional learning frameworks that empower teachers as agentive, intellectual actors to align science education with social justice principles. This will foster more inclusive and transformative learning experiences for diverse student populations. Full article

This article deals with teachers’ professional development, focusing specifically on their competencies to assess learning. Research in this field has shown a lack of instruments for measuring such competencies in practicing teachers. In this context, we present the validation process of such an instrument, called Classroom Evaluative Judgment, which is designed to assess teachers’ competencies in evaluating their students’ school work. We adopt a quantitative approach, with a non-experimental and sequential design. First, the instrument was subjected to content validation through expert judgment. Subsequently, a pilot test was carried out with an unintentional sample, applying statistical reliability analysis and confirmatory factor analysis to ensure the internal consistency of the instrument with respect to its theoretical basis. Finally, we validated the instrument with 266 participants, obtaining high levels of internal consistency and statistical reliability. The results support the soundness of the proposed model and its usefulness for measuring professional teaching competencies in the field of learning assessment. Its application in real contexts of professional practice could open new lines of research on the evaluative judgment of teachers and the strengthening of their evaluative identity. Full article

Before the Anthropocene, Bedouin communities in Southern Israel were based on a clan structure—a kin-based social network; clans were culturally and socially homogenous communities with a strong authority structure. Work consisted of subsistence activities necessary for physical survival. Group-based authority and cooperative problem solving were adaptive in this ecology. Throughout the Anthropocene, the Bedouin of Southern Israel have had to adapt to diverse urban environments, expanded educational opportunity, and exposure to media emanating from different cultures. Our study explored the implications of these ecological shifts for epistemic thinking by comparing three generations of 60 Bedouin families: adolescent girls, their mothers, and their grandmothers (N = 180). Families were evenly divided among three residence types differing in degree of urbanization and degree of population homogeneity: unrecognized Bedouin villages consisting of single clans; recognized Bedouin villages, towns, or cities, consisting of multiple clans; and ethnically diverse cities. Results: Across the generations, media exposure and formally educated parents have weakened the epistemic authority of family elders, in turn weakening clan identity. Ethnically diverse cities have weakened extended family identity. At the same time, personal knowledge and professional expertise have gained new cultural importance. These changes in epistemology and identity are adaptive in the ecological environments that have multiplied in the Anthropocene era. Local identity was strongest both in diverse cities, with their many attractions, and in unrecognized villages, where the population continues to occupy ancestral lands. Full article

Background: The role of General Practice Independent Pharmacist Prescribers (GPIPPs) has expanded significantly in primary care, with increasing responsibilities in medicines optimisation and chronic disease management. However, gaps remain in understanding their confidence in clinical decision-making, the barriers they face, and their professional identity within multidisciplinary teams. This study aimed to explore GPIPPs’ confidence, identify barriers to their prescribing autonomy, and assess the clarity of their role and their support within primary care settings in Northern Ireland. Methods: A cross-sectional study design was employed, combining quantitative and qualitative approaches. Data were collected via a Jisc online questionnaire distributed to GPIPPs working in general practices across Northern Ireland. The questionnaire assessed their demographic information, confidence in clinical decision-making, barriers to prescribing, and professional identity. Qualitative data from open-ended responses were analysed using thematic analysis. Results: Quantitative findings indicated that most GPIPPs viewed clinical decision-making as integral to their role, yet only a few felt adequately prepared by their independent prescribing courses. Qualitative analysis revealed themes such indemnity concerns, insufficient training, role ambiguity, and variability in GP support. Conclusions: The study highlights that while GPIPPs are confident in their prescribing roles, significant barriers such as indemnity concerns, training gaps, and role ambiguity hinder their full potential. Policy-level changes, including clearer indemnity policies, enhanced training programs, and standardised mentorship, are essential to optimise GPIPPs’ integration and effectiveness in primary care. Addressing these challenges will ensure that GPIPPs can fully contribute to patient care as autonomous prescribers. Full article

Most people in the world now live in urban areas and their shared quest for better cities is embodied in several Sustainable Development Goals of the United Nations. These indicate that successful cities need jobs, adequate housing stock, effective governance, and other support systems. At the most basic level, they need a basket of core public works services like clean water and efficient transit, among others. These must be provided to improve public trust in government by addressing equity and affordability while also improving operational and cost efficiency. These targets are moving as transitions are occurring from stove-piped to integrated services, even while social contracts between government and the private sector are also shifting. Essential tools to improve cities include urban planning and infrastructure development, but applying them effectively faces challenges like climate change, inequality, social disorder, and even armed conflicts. This paper focuses on seven core public works services for drinking water, wastewater, stormwater, trash collection, mass transit, streets and traffic control, and disaster management. It reviews how these have evolved in the US, how they are organized under the federalism system, and how the goal of integrated management is being pursued. Challenges to integrated approaches include increasing responsibilities but lack of funding, political stress, and rule-driven and internally oriented management. Methods for performance assessment are explained under legacy systems based on methods like indicators and benchmarking applied to public works systems. Current methods focus on regulatory targets and the details; information has been shallow and not always timely. This paper projects how the performance assessment of core public works systems can be broadened to address goals like those of the SDGs and assesses why it is difficult to rate major systems. Examples of the activities of NGOs are given and an example of how progress toward SDG6 is included to show why performance management of integrated management applied to linked systems is needed. Performance dashboards with open government are currently the most common pathways, but emerging methods based on data analytics and visualization offer new possibilities. Reviewing the status of public works management shows that it is an important branch of the field of public administration, and it can be presented as a professional field with its own identity. The findings will support educators and researchers as well as provide policy insights into public works and stakeholder engagement. Full article

Background: The UK has a high incidence of lameness in cattle, which is costly in terms of economics and welfare. Most causes of bovine lameness originate in the foot but there are several different conditions causing lameness. Quantifying the relative prevalence of different lameness causing lesions allows for the focus of preventative measures and research on the most common conditions. Methods: This study analysed trimming records from 23 professional foot trimmers working in the Southwest of England. A total of 97,944 recorded lesions over a 5-year period were analysed for lesion identity, lesion severity, repeat presentation, foot affected, claw affected and whether they were from dairy or beef cattle. Results: The most frequently recorded lesions were digital dermatitis (32%), white line disease (21%), sole ulcer (19%) and sole haemorrhage (13%). White line disease had the highest percentage of lesions requiring veterinary attention and most frequently re-presented. Most lesions were in hind feet and there was a small but significantly greater number recorded in right feet. Beef cattle had a higher percentage of digital dermatitis and lower percentage of sole ulcer compared with dairy cattle. Conclusions: Digital dermatitis was the most common foot lesion of all cattle types. Most feet with lesions only appeared in the data set once, suggesting broadly that foot trimming was largely effective at resolving new foot lesions. More white line lesions were re-presented, along with having more severe grades compared with other lesions. Therapeutic trimming of chronic lesions appeared to be less successful, with re-presentations, on average, every 93 days, compromising welfare for extended periods, and requiring consideration of different veterinary treatment options. Full article

The researchers of this qualitative case study explored an interdisciplinary collaboration in STEM integration through the lens of pedagogical content knowledge (PCK). We examined a co-teaching integrated STEM model of a biology teacher and a family consumer sciences (FCS) teacher who collectively taught 38 students in an urban secondary high school in the United States. We aimed to answer, “in what ways did the biology teacher and FCS teacher demonstrated their PCK in integrated STEM to teach energy through food systems?” The results showed energy was not the centerpiece in the integrated STEM lessons that teachers developed even though the overarching problem focused on food waste as wasted energy. The two teachers’ different disciplinary thinking and professional identities informed their pedagogical knowledge. In addition, when teachers developed integrated STEM lessons, their knowledge of students’ preconceptions was not positioned to emphasize students’ learning difficulties related to certain concepts, but helped them identify what students needed most in their daily learning. The teachers taught within their disciplinary knowledge and experiences when they designed integrated STEM instruction. Teachers may change their PCK by working collaboratively with teachers from other disciplines, but this may take multiple successions and years for teachers to understand and develop their collaborative PCK. Full article

Background/Objective: In nursing practice, differences have been noted between the shared habitus acquired during academic training and professional practices within healthcare systems. In this context, nurses tend to experience an impact on their autonomy due to the ways in which their professional habitus has been established, which, in some way, alters the cultural capital acquired during their academic training. The objective of this study was to identify factors that facilitate and/or limit autonomy in nursing practice based on professional habitus. Method: This research was conducted using a hermeneutic qualitative study framed within a critical approach that incorporated Bourdieu’s theory of fields (habitus, field, and capital). This study included 11 registered nurses working in hospital settings, 17 nursing students, and six university professors. Data collection included 34 sociodemographic forms, 34 individual semi-structured interviews, and five focus group discussions conducted with an interview guide. The collected data were analyzed using an interpretative hermeneutic approach, integrating grounded theory and Bourdieu’s theory of fields, focusing on the concepts of habitus, field, and capital. Results: This study identified a central theme—clarification of the nurse’s role (professional habitus)—alongside three subthemes: (1) strengthening the nursing identity (identity habitus), (2) optimizing nursing education (optimization habitus), and (3) reinforcing professional credibility (validation habitus). Autonomy was found to be influenced by hierarchical structures, power relations, and institutional constraints within the healthcare social field, which led to limitations in the accumulation of nurses’ symbolic capital. Conclusions: The professional habitus of nurses is shaped by various elements within the healthcare social field. This field is constrained by hierarchical structures and factors such as subordination to the hegemonic biomedical discourse and the medical profession, limited recognition of humanized care, institutional restrictions on acknowledging the nursing process, and a lack of solidarity and leadership. These constraints ultimately hinder the accumulation of symbolic and social capital in nursing, leading to a loss of autonomy and hindering professional development. Full article