Social Sciences

| Peer-Reviewed |

Academics’ Professional Identity: A Contingency Perspective

Received: 8 September 2016    Accepted: 15 October 2016    Published: 7 November 2016
Views:       Downloads:

Share This Article

Abstract

The aim of this paper is to adopt a contingency approach and study important factors for academics’ Professional Identity. Based on a sample of 112 academics we run a descriptive analysis to understand if variables such as gender, age, nationality and teaching mode do have an influence on academics’ Professional Identity. Our results show that teaching mode is a relevant factor to be considered.

DOI 10.11648/j.ss.s.2016050601.14
Published in Social Sciences (Volume 5, Issue 6-1, December 2016)

This article belongs to the Special Issue Re-Imagine Education for Social Improvement

Page(s) 29-34
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Academic Professional Identity, Higher Education, Online Teaching, Management

References
[1] A. Barbarà-i-Molinero, R. Cascón-Pereira and A.B. Hernández-Lara, “Professional Identity in Higher Education: Influencing Factors”, International Journal of Educational Management, in press.
[2] E. Canrinus, M. Helms-Lorenz, D. Beijaard, J. Buitink, and A. Hofman, “Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity”, European Journal of Psychology of Education, Vol. 27, pp. 115-132, 2012.
[3] S. Shlomo, D. Ben, Levy and H. Itzhaky, “Development of Professional Identity among Social Work Students: Contributing Factors”, The Clinical Supervisor, Vol. 31, No. 2, pp. 240–255, 2012.
[4] A. Smitina, “The link between vocational identity, study choice motivation and satisfaction with studies”, WCPCG 2010, Vol. 5, pp. 1140–1145, 2010.
[5] R. Weaver, K. Peters, J. Koch, and I. Wilson, ‘“Part of the team’: Professional identity and social exclusivity in medical students”, Medical Education, Vol. 45, No. 12, pp. 1220–1229, 2011.
[6] J. Van Maanen and S.R. Barley, “Ocuppational Communities: Culture and Control in organizations”, Research in Organizational Behavior, Vol. 6 pp. 287, 1984.
[7] M. Pratt, K. W. Rockmann and J. B. Kaufman, “Constructing Professional Identity: the Role of Work and Identity Learning Cycles in the Customization of Identity among Medical Residents”, Academy of Management Journal, Vol. 49 Issue. 2 pp. 235-262, 2006.
[8] D. M. Mazhindu, L. Griffith, C. Pook, A. Erskine, R. Ellis and F. Smith, “The nurse match instrument: Exploring professional nursing identity and professional nursing values for future nurse recruitment”, Nurse Educational Practice, Vol. 18 pp. 36-45, 2016.
[9] C. Whitchurch and G. Gordon. “Diversifying academic and professional identities in higher education: some management challenges”, Tertiary education and Management, Vol. 16 No. 2 pp. 129-144, 2010.
[10] M. Clarke, A. Hyde and J. Drennan. Professional Identity in Higher Education, The Academic Profession in Europe: New Tasks and New Challenges SE. Netherlands: Springer, 2013.
[11] A. Christie, “Negotiating the uncomfortable intersections between gender and professional identities in social work”, Critical Social Policy, Vol. 26 Issue. 2 pp. 390-411, 2006.
[12] V. Cohen-Scali, “The influence of family, social and work socialization on the construction of Professional Identity of young adults”, Journal of Career Development, Vol. 29 Issue.4 pp. 237-249, 2003.
[13] Y. Li, “Cultural identity in intercultural communication”, Social Sciences, Vol 4., No. 2, pp. 23-26, 2015.
[14] P.J. Burke and D.C. Reitzes, “The Link Between Identity and Role Performance”, Social Psychology Quarterly, Vol.44 Issue. 2 pp. 83, 1981.
[15] H. Tajfel, M. G. Billig, R. P. Bundy, C. Flament, “Social categorization and intergroup behavior”, European Journal of Social Psychology. Vol. 1, Issue 2. pp. 149-178, 1971.
[16] H. Tajfel, Human Groups and Social Categories. Cambridge: Cambridge University Press, 1981.
[17] J. C. Turner, “Social categorization and the self-concept: A social cognitive theory of group behavior”, In E.J. Lawler (Ed.): Advances in group processes: Theory and research. Vol., 2, pp. 77-122. Greenwich: JAI Press, 1985.
[18] G. H. Mead, La Génesis del self y el control social. REIS, 55, 1991.
[19] D.P. McAdams. Personal Narratives and the Life Story. New York, NY: Guillford Press, pp.478-500, 1999.
[20] V. Gecas, “The Self-Concept”, Annual review of sociology, Vol. 8 Issue. 1 pp.1-33, 1982.
[21] M. Alvesson, K.L. Ashcraft and R. Thomas, “Identity Matters: Reflections on the Construction of identity Scholarship in Organization Studies”, Organization, Vol. 15 Issue. 1 pp. 5-27, 2008.
[22] M. Inglehart and D. R. Brown, “Professional Identity and academic achievement: considerations for the admission process”, Academic Medicine: Journal of the Association of American Medical Colleges, Vol. 65 pp. S3-S4, 1990.
[23] R. R. Parse, “Nursing: The discipline and the profession”, Nursing Science Quarterly, Vol. 12 Issue 4 pp. 275-276, 1999.
[24] E.H. Schein, Career dynamics: Matching individual and organizational needs, Addison-Wesley Pub. Co., 1978.
[25] J. M. Moss, A grounded theory study of practicing counselors professional identity development. Dissertation Abstracts International Section A: Humanities and Social Sciences, ProQuest Information and Learning: US, 2012.
[26] A. Jacox, “Professional Socialization of nurses”, Journal of the New York Nurses’ Association Vol. 4 pp. 6-15, 1973.
[27] H. A. Cohen, The Nurse’s Quest for a Professional Identity. Menlo Park, California: Addison-Weasley, 1981.
[28] K. Adams, S. Hean, P. Sturgis and J. M. Clark, “Investigating the factors influencing Professional Identity of first-year health and social care students”, Learning in Health and Social Care, Vol. 5 Issue 2 pp. 55-68, 2006.
[29] E. Wenger, Communities of Practice: Learning, Meaning and Identity, Systems Thinker, Vol. 9 pp. 2-3, 1998.
[30] J. Blackmore. “Academic pedagogies, quality logics and performative universities: Evaluating teaching and what students want”, Studies in Higher Education, Vol. 34 Issue. 8 pp. 857-872, 2009.
[31] M. Murphy, “Troubled by the past: history, identity and the university”, Journal of Higher Education Policy and Management, Vol.33 Issue. 5 pp. 509-517, 2011.
[32] M. Henderson and S. Bradey, “Shaping online teaching practices”, Campus- Wide Information Systems, Vol. 25 Issue. 2 pp. 85-92, 2008.
[33] R. P. Winter and W. O’Donahue, “Academic Identity tensions in the public university: which values really matter?”, Journal of Higher Education Policy and Management, Vol.34 Issue 6, pp. 565-573, 2012.
[34] S. Clegg, “Academic Identities under Threat?”, British Educational Research Journal, Vol. 34 Issue. 3 pp. 329-345, 2008.
[35] BBC, Top universities to offer full degrees online in five years, BBC News, last time access: http://www.bbc.com/news/business-36703778, 31st august 2016.
[36] J. Scotland, “Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers”, Teaching and teacher education, Vol. 37 pp. 33-43, 2014.
[37] C. R. Jemutai and P.P. Wambua, “Integrated Marketing Communication and Performance of Kenya Post and Savings Bank”, Social Sciences, Vol. 5 Issue. 3 pp. 37-49, 2016.
[38] D. J. Luck and R. S. Rubin, Marketing Research, 7th Edition, Englewood Cliffs: Prentice-Hall, 1987.
[39] M. D. Gall, W. Borg and J. P. Gall. Educational Research, 6th edition, White Plains, NY: Longman Publishers USA, 1996.
[40] M. A. Sedney, “Comments on median split procedures for scoring androgyny measures”, Sex Roles a Journal of Research, Vol. 7 Issue. 2 pp. 217-222, 1981.
[41] R. D. Garrison and J. B. Arbaugh, “Researching the community of inquiry framework: review, issues and future directons”, Internet and Higher Education, Vol. 10, pp. 157-172, 2007.
[42] A. Caspi and I. Blau, “Social presence in online discussion groups: testing three conceptions and their relations to perceived learning”, Social Psychology of Education, Vol. 11, pp. 323-346, 2008.
[43] B. E. Ashforth, S. H. Harrison and K. G. Corley, “Identification in organizations: An examination of four fundamental questions”, Journal of Management, Vol. 34 Issue. 3 pp. 325-374, 2008.
Cite This Article
  • APA Style

    Cristina Sancha, Alba Barbarà-i-Molinero. (2016). Academics’ Professional Identity: A Contingency Perspective. Social Sciences, 5(6-1), 29-34. https://doi.org/10.11648/j.ss.s.2016050601.14

    Copy | Download

    ACS Style

    Cristina Sancha; Alba Barbarà-i-Molinero. Academics’ Professional Identity: A Contingency Perspective. Soc. Sci. 2016, 5(6-1), 29-34. doi: 10.11648/j.ss.s.2016050601.14

    Copy | Download

    AMA Style

    Cristina Sancha, Alba Barbarà-i-Molinero. Academics’ Professional Identity: A Contingency Perspective. Soc Sci. 2016;5(6-1):29-34. doi: 10.11648/j.ss.s.2016050601.14

    Copy | Download

  • @article{10.11648/j.ss.s.2016050601.14,
      author = {Cristina Sancha and Alba Barbarà-i-Molinero},
      title = {Academics’ Professional Identity: A Contingency Perspective},
      journal = {Social Sciences},
      volume = {5},
      number = {6-1},
      pages = {29-34},
      doi = {10.11648/j.ss.s.2016050601.14},
      url = {https://doi.org/10.11648/j.ss.s.2016050601.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.s.2016050601.14},
      abstract = {The aim of this paper is to adopt a contingency approach and study important factors for academics’ Professional Identity. Based on a sample of 112 academics we run a descriptive analysis to understand if variables such as gender, age, nationality and teaching mode do have an influence on academics’ Professional Identity. Our results show that teaching mode is a relevant factor to be considered.},
     year = {2016}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Academics’ Professional Identity: A Contingency Perspective
    AU  - Cristina Sancha
    AU  - Alba Barbarà-i-Molinero
    Y1  - 2016/11/07
    PY  - 2016
    N1  - https://doi.org/10.11648/j.ss.s.2016050601.14
    DO  - 10.11648/j.ss.s.2016050601.14
    T2  - Social Sciences
    JF  - Social Sciences
    JO  - Social Sciences
    SP  - 29
    EP  - 34
    PB  - Science Publishing Group
    SN  - 2326-988X
    UR  - https://doi.org/10.11648/j.ss.s.2016050601.14
    AB  - The aim of this paper is to adopt a contingency approach and study important factors for academics’ Professional Identity. Based on a sample of 112 academics we run a descriptive analysis to understand if variables such as gender, age, nationality and teaching mode do have an influence on academics’ Professional Identity. Our results show that teaching mode is a relevant factor to be considered.
    VL  - 5
    IS  - 6-1
    ER  - 

    Copy | Download

Author Information
  • Systems and Operations Management Area, OBS Business School, Barcelona, Spain

  • Human Resources, Finance and Law Areas, OBS Business School, Barcelona, Spain

  • Sections