Digitalization enables public organizations to personalize their services, tuning them to the specific situation, abilities, and preferences of the citizens. At the same time, digital services can be experienced as being less personal than face-to-face contact by citizens. The large existing volume of academic literature on personalization mainly represents the service provider perspective. In contrast, in this paper we investigate what makes citizens experience a service as personal. The result are eight dimensions that capture the full range of individual experiences and expectations that citizens expressed in focus groups. These dimensions can serve as a framework for public sector organizations to explore the expectations of citizens of their own services and identify the areas in which they can improve the personal experiences they offer.
MULTIFILE
This longitudinal study investigated reciprocal associations among various professional identity tensions and Dutch primary student teachers’ teacher identity. Students (N = 201, 82.9% female) completed the professional identity tensions scale and the teacher identity measurement scale across three waves. Random intercept cross-lagged panel models showed that five out of nine investigated professional identity tensions were negatively associated with teacher identity at the inter-individual level. At the intra-individual level, no significant cross-lagged relationships were detected. Our findings imply that the development of professional identity tensions and teacher identity are not automatically interrelated and should, therefore, be both explicitly addressed in teacher education.
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.
