This paper examines the (collective) performance of identities in an event context. During events, the participants not only engage in face-to-face performances, but also in the collective performances of crowds and audiences. This study analyses collective performance using Collins’ framework of Interaction Ritual Chains, which combines Goffman’s performance metaphor with Durkheim’s work on rituals and collective effervescence. This provides a more complete analysis of the ways identities are performed and (re)constructed during an event. This qualitative study presents the case of the Redhead Days, the world’s largest gathering of redheads. Visitor interviews and participant observation over four editions of the event show how a temporary majority of redheads is created, which greatly impacts both face-to-face and collective performance. Social practices that facilitate performance include photographing and storytelling. The data reveal that collective performance is inherently different from face-to-face performance, and that the combination of the two contributes to a change in narrative identities of the event attendees
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Purpose: Drawing on theories of organisational identity, social exchange and stakeholder engagement, this study aims to investigate the processes and practices involved in the formation and shaping of identities of social enterprises (SEs) that operate in the Malawian hospitality and tourism industry. Design/methodology/approach: Drawing on an interpretive research paradigm, data collected from 22 semi-structured interviews with four founders of case SEs and stakeholders, and SEs’ reports and other publicly available documents were generated and analysed following a grounded theory approach. Findings: The authors show that the trajectory SEs followed and the exchanges that occurred with the external stakeholders allowed three out of four case SEs to swiftly re-evaluate their pre-existing identities and work towards the formation of their new identities. Practical implications: This study provides an opportunity for policymakers and other actors in developing countries to frame and place SEs in line with the wider societal realities in such contexts. This may in turn call for policymakers to increase actors’ engagement with SEs and provide the necessary support that can allow SEs to be an effective force for the public good. Originality/value: This paper highlights the role of exchanges with external stakeholders in identity formation and shaping within SEs in the hospitality and tourism sector in the context of institutional voids. By adopting the social exchange theory, this paper introduces a dynamic lens to identity formation and shaping and helps to explain how, across different tourism ventures, stakeholder engagement and different modes of exchange unfold in the inter-organisational and community domains. It further shows how the ventures’ value orientations on the one hand, and stakeholder engagement practices and the ensuing exchanges, on the other hand, are closely interwoven.
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The central aim of this dissertation is to increase our understanding of changes in identifications and in the professional identity of employees, by investigating the prominent foci of identification, their mix in higher-order social identities and the personal and organisational factors (HRM and supervisory behaviour) that are involved in the change of these professional self definitions. Building upon the assumption that institutions for Higher Education and their workforce are being continually challenged to keep up and adapt to changing societal demands and that it is the quality and flexibility of the workforce which is the key factor to address this turmoil, this dissertation specifically focuses on the understanding of changes in teachers’ professional identity in higher vocational education. For this purpose four related empirical studies have been conducted. Together these studies illustrate the considerable professional diversity in the workforce and shed light on the relationships between foci of identification and professional identities, performance appraisal, leadership, career competencies, customization strategies, professional development and changes in teachers’ identifications over time.
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Purpose - The purpose of this paper is to develop a research model to investigate corporate visual identity (CVI) management from an organisational perspective. It is assumed that characteristics of the organisation and of the way a CVI is managed will affect consistency of CVI. Design/methodology/approach - The model was tested in a survey carried out among employees in 20 Dutch organisations. Structural equation modelling with AMOS was conducted to get insight into the various influences and relationships. Findings - CVI management characteristics - socialisation processes related to CVI, knowledge of CVI strategy, and CVI tools and support - have a strong impact on the consistency of CVI, and organisational characteristics affect the way CVI is managed. With the exception of the openness and dynamics of an organisation, no supporting evidence was found for a direct relationship between organisational characteristics and CVI consistency. Research limitations/implications - CVI has been measured by the judgement of the respondents, all employees of the organisation concerned. Therefore the measure was the perceived consistency of CVI. Further research could include a visual audit and the perception of external stakeholders towards the visual identity. There was no distinction examined among the main corporate visual identity and sub- or product brands. The study was conducted in the Netherlands, where the Dutch term huisstijl is unambiguous and clearly related to the corporate brand or identity. Future research can take different brands into account or can broaden the concept of CVI (including cultural aspects, language, rituals, myths, etc.). Practical implications - The results indicate that CVI management matters, that CVI management is related to more general organisational characteristics, but that communication managers nevertheless have a considerable amount of freedom in determining the way they manage their CVI. Originality/value - Corporate visual identity has received little attention in research and hardly been studied at all from the perspective of this paper. This paper has value to both researchers in the fields of corporate identity and organisational identity, as well as professionals involved in managing the corporate identity. © Emerald Group Publishing Limited.
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In our work as lecturers, teachers, researchers, coaches or managers in a university of applied sciences, we do feel that the amount and variety of societal challenges on higher vocational education (HVE) is growing. Institutions in HE are in a process of transforming from traditional ‘either or’ research or education institutions into more complex hybrid knowledge institutions. Nowadays, universities of applied sciences (as institutions for HVE) in The Netherlands have three main objectives: providing education, conducting practice-oriented research to add to the professional knowledge base, and contributing to innovation in the professional fields of work. Education, research and innovation form the three pillars in the strategy of Dutch Universities of Applied Sciences (Educational Council of The Netherlands, 2015). These changing societal demands form an impetus for educational reform and innovation at both organizational and individual employee levels (Cummings & Shin, 2014). Changes in context and roles lead to questions: As a teacher/lecturer/researcher, how do I relate to the different stakeholders? What is the real meaning of being a ‘good’ lecturer or researcher in creating added values, and for whom? Some propose that the new challenges concern everybody and thus should be everyone’s job. But when everything becomes everyone’s job, how can we really realize the required added values? Others promote a more differentiated approach of accurately fitting talents and tasks to create the flow and employee satisfaction that is needed to realize the desired outcomes. But then how do we work together and cooperate with such an individualistic approach? These opposing positions in the discourse concern the question of how to define the ‘professional me’ amongst the ‘we’. In other words, the challenge is how we define and navigate our professional identities within the context of a dynamic multiple-identity organization with increasing pressures for professional diversity (Foreman & Whetten, 2002; Aangenendt, 2015).
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In the first half of the 20th century, the individual life course was largely determined by ‘standard biographies’ (Du Bois-Reymond, 1998; Meijers & Wesselingh, 1999) whereby identity – the story individuals tell themselves and share with others about the meaning of their lives (Meijers & Lengelle, 2012) – was constructed on the basis of socially prescribed ‘master narratives’ (Davies & Harré, 1990) or ‘grand narratives’ (Lyotard, 1984). This pattern changed in the second half of the 20th century with the advent of secularization, the lifting of socio-political barriers, growing prosperity and mobility and the resulting increase in possible choices. The ‘prescriptive power’ of these narratives became increasingly contested, especially by young people, resulting in a growing individualization of society (Bauman, 2001; Giddens, 1991). For most people, this movement towards individualization was not problematic as long as the ever-growing prosperity made it possible to have a second or third chance to make new choices. However, society soon became a risk society (Beck, 1992). LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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Purpose – Social enterprises have proven to play a vital role in the transitions towards inclusive labour markets and sustainable economies. Yet, they often struggle to flourish within traditional economic systems due to the dual mission of pursuing social and commercial goals, leading to inherent tensions for social entrepreneurs. This study aims to explore tensions within work integration social enterprises (WISEs) arising from their dual mission and engagement with multiple stakeholders.Design/methodology/approach – Interviews with representatives from ten Dutch WISEs were conducted to understand their day-to-day challenges. The typology by Smith and Lewis (2011), focusing on learning, belonging, organising and performing tensions, was used for data analysis.Findings – The study reveals tensions between social impact and commercial viability, with organisational challenges being predominant. Also, there is an observed temporal pattern in tension prominence: early stages emphasise belonging, organising and performing tensions, while learning tensions become more prominent asenterprises mature.Originality/value – This study offers insights into tensions within WISEs, highlighting the complexity of managing multiple identities in a multi-stakeholder context. By drawing on practical experiences, it contributes nuanced understanding to existing literature.
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On a four-year bachelor course at Inholland University of Applied Sciences in the Netherlands, additional modern language was offered to first-year students studying at three locations. Since each location only had a few students and there was only one language teacher available, across the three locations, lessons were given by the teacher in a ‘hybrid’ classrooms. The teacher was at one location with some students while students from the other two locations would join via live video link. The focus was to develop speaking and listening skills through in-classroom discussion that took place via the video link. Short video news segments in the language were watched live in class. This lead to discussion and practicing the language. Learning support materials were available in the form of a grammar book with an online self-test learning environment. The research group conducted research on this original and creative solution to teaching smaller groups since much could be learned from a practical, didactic and organisational perspective. Several organisational issues influenced the course. And from a pedagogical perspective, this case supported findings from the literature that it is complicated to engage with students live in a classroom while also communicating with students at other locations via a video screen.
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There are changes in society and labour market demands made to TVET and in the TVET system itself. To deal with both types of challenges, the aim for TVET planning and development is to anticipate how employment will evolve and to determine how to give individuals a knowledge base that will enable them to adapt to the changing demands and benefit from the mobility. Major research areas connected to relevant problem areas in the TVET planning and development process can be constituted by analysis of labour market developments and changes in learning contents, new insights into the development of skills, competences and expertise, integration of learning places in school and workplace, professional development of VET teachers and trainers and VET and organisational development in organisations.
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Background: The number of people with multiple chronic conditions demanding primary care services is increasing. To deal with the complex health care demands of these people, professionals from different disciplines collaborate. This study aims to explore influential factors regarding interprofessional collaboration related to care plan development in primary care. Methods: A qualitative study, including four semi-structured focus group interviews (n = 4). In total, a heterogeneous group of experts (n = 16) and health care professionals (n = 15) participated. Participants discussed viewpoints, barriers, and facilitators regarding interprofessional collaboration related to care plan development. The data were analysed by means of inductive content analysis. Results: The findings show a variety of factors influencing the interprofessional collaboration in developing a care plan. Factors can be divided into 5 key categories: (1) patient-related factors: active role, self-management, goals and wishes, membership of the team; (2) professional-related factors: individual competences, domain thinking, motivation; (3) interpersonal factors: language differences, knowing each other, trust and respect, and motivation; (4) organisational factors: structure, composition, time, shared vision, leadership and administrative support; and (5) external factors: education, culture, hierarchy, domain thinking, law and regulations, finance, technology and ICT. Conclusions: Improving interprofessional collaboration regarding care plan development calls for an integral approach including patient- and professional related factors, interpersonal, organisational, and external factors. Further, the leader of the team seems to play a key role in watching the patient perspective, organising and coordinating interprofessional collaborations, and guiding the team through developments. The results of this study can be used as input for developing tools and interventions targeted at executing and improving interprofessional collaboration related to care plan development.
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