Enhancing the research theme of scholar-practitioner in business management with an agile literature review on professional identity

 

Working paper: jh-2021-03-20-a (https://josephho33.blogspot.com/2021/03/workingpaper-jh-2021-03-20-https.html)

Enhancing the research theme of scholar-practitioner in business management with an agile literature review on professional identity

 

 JOSEPH KIM-KEUNG HO

Independent Trainer

Hong Kong, China

Dated: March 20, 2021

 

Abstract: Literature review can be done in an agile way that is more in sync with the busy pace of life of researchers and intellectual learners. This article presents an account of performing an agile literature review on the topic of professional identity, the result of which enables a richer comprehension of the research topic of scholar-practitioner in business management proposed by Ho (2014; 2015). This account and literature review findings offer academic and practical values to learners and researchers interested in the topics of literature review, professional identity and scholar-practitioner.

Key words: agile literature review, professional identity, the model of scholar-practitioner in business management.

 

Introduction

Literature review is a major topic in the subjects of Research Methods and intellectual learning. For busy intellectual learners, a suitable mode of literature review is the agile literature review (Ho, 2018) as it is more in sync with the busy life-style of the learners, e.g. part-time MBA students. This article presents an account of performing an agile literature review on the topic of professional identity; the findings of it is then employed to enrich comprehension of a research theme proposed by this writer, namely, on scholar-practitioner in business management (Ho, 2014; 2015). Thus the article gives an account of the agile literature review on professional identity in the next section, followed by a brief discussion on how the literature review findings can promote a more complicated understanding on the research topic of scholar-practitioner in business management.

 

An agile literature review on professional identity

An agile literature review was carried out from March 17-19, 2021. Agility in this setting implies the literature review exercise being nimble, evolutionary and responsive. Literature search relies on usage of Google Scholar and two UK university elibraries. The literature review findings on the professional identity theme are presented in Table 1. The findings are grouped into three categories, namely, category 1(basic ideas of the professional identity notion), category 2(ingredient theories on professional identity) and category 3(applications of the professional identity notion). Key words in Table 1 are in bold font.

 

Table 1:  A set of gathered academic ideas on professional identity, grouped in three categories

Categories	Academic ideas
Category 1 [idea 1.1]: basic ideas of the professional identity notion	“Definition: Professional Identity   May differ by profession Beliefs/attitudes/understandings about one’s profession/ roles in work context (Adams, Hean, Sturgis, & Clark, 2006; Lingard, Reznick, DeVito, & Espin, 2002; Slay & Smith, 2011) Attribute-/belief-/value-/motive-/experience-based professional self-concept (Slay & Smith, 2011)” (Goltz and Smith, 2014).
Category 1 [idea 1.2]: basic ideas of the professional identity notion	“The identity literature suggests that identity is created by the combined influences of social context and personal attributes (Ashforth, 2001). Moreover, as individuals make meaning (and construct identity), they are likely to develop the multiple facets of their identities, including personal attributes, membership in social groups (e.g., gender, race, age, ethnicity), and various work roles (scholar, practitioner, scholar– practitioner; Kreiner et al., 2006). Each facet of their identity defines goals, values, priorities, and ways of being in the world. Identity work, by definition, is the individuals’ efforts to prioritize and optimally balance the demands of these multiple identities (Ashforth, Kreiner, & Fugate, 2000)” (Kram, Wasserman and Yip, 2012).
Category 1 [idea 1.3]: basic ideas of the professional identity notion	“Literature suggests that professional identity is a key mechanism through which professionals make sense of, and enact upon, what they come across in their workday practice (Ashcraft, 2007; Pratt et al., 2006). It provides the language, values, and meanings through which professionals perceive and interpret not just the contact with their clients but also the dealings with their institutional and organizational environment (Chreim et al., 2007)” (Hendrikx, 2021).
Category 1 [idea 1.4]: basic ideas of the professional identity notion	“Professional identity is defined as a product of biography, personal choices, and social circumstances through which professionals begin to test and accept the traditions and obligations of a profession. Eventually, a professional self emerges that involves adopting an official role, which is assigned, and a professional identity, which is negotiated” (Feen-Calligan, 2005).
Category 1 [idea 1.5]: basic ideas of the professional  identity notion	“Professional identity is a term used to describe both the collective identity of the profession held by members of the profession and an individual’s sense of self within the professional role (Wadeson, 1977)” (Feen-Calligan, 2005).
Category 2 [idea 2.1]: Ingredient theories on professional identity	“Professional identify formation (PIF) is not a linear process: it evolves and adapts over time and depending upon circumstances. An internalized sense of profession-hood and integration of this profession-hood within one’s personal self-identity is crucial to the development of the attitudes and judgment required of professionals in their work” (Gregory, 2020).
Category 2 [idea 2.2]: Ingredient theories on professional identity	“Holden proposes a typology of professional identities and notes that at different times, individuals may demonstrate different, lower levels of professional identities as they evolve in their profession-hood. This typology of professional identities include 1) identity splinting, in which previous occupational or personal identities remain dominant and result in weak professional identity; 2) identity patching, in which one’s professional identity is incomplete in some areas, patched together with occupational or personal identities; and 3) identity enrichment, in which one’s underlying personal/occupational identity is amplified (rather than completely transformed) by professional identity” (Gregory, 2020).
Category 2: [idea 2.3]: Ingredient theories on professional identity	“There are three primary theories used to study identification that fall under two main approaches: (1) the sociological approach (identity theory) and (2) the psychological approach (social identity theory and self-categorization theory). Both approaches view identification as a means to structurally ordering society in relation to the self” (Brooks et al., 2011).
Category 2: [idea 2.4]: Ingredient theories on professional identity	““The sociological approach is represented by identity theory. Identity theory focuses on the social roles that individuals hold in society (McCall, 1977) and the interaction of these roles with counter-roles. … Symbolic interactionism (Stryker, 1980) is a major component of the sociological approach. The primary mechanism by which identifications are formed is through social interaction between social roles” (Brooks et al., 2011).
Category 2: [idea 2.5]: Ingredient theories on professional identity	“The psychological approach is represented by two theories: social identity theory and self-categorization theory. ..….  Social identity theory defines an individual identity as ‘that part of the individual’s self-concept which derives from his knowledge of hismembership of a social group together with the value and emotional significance attached to that membership’ (Tajfel, 1978, p. 63). … Self-categorization theory (Turner, 1982) focuses on the ‘knowledge of group membership’ component provided in the original definition of social identity theory. Self categorization theory posits that individuals identify with social groups through a process of categorization. Categorization involves a cognitive comparison of the individual to the group and acknowledges the existence of other groups (Turner, 1987)” (Brooks et al., 2011).
Category 2: [idea 2.6]: Ingredient theories on professional identity	“Professional identity is correlated with mastery of knowledge and skills in a particular profession, and involves a deep and life-long commitment to that profession, developed as a result of being a member of a group with an ethos of its own (Mayhew, 1971; Rosaen & Schram, 1998; Stark, Lowther, & Hagerty, 1986)” (Feen-Calligan, 2005).
Category 2: [idea 2.7]: Ingredient theories on professional identity	“Organizational researchers have increasingly paid attention to the importance of career or professional identity – defined as “the relatively stable and enduring constellation of attributes, beliefs, values, motives, and experiences in terms of which people define themselves in a professional role” (Ibarra, 1999, pp. 764-765; Schein, 1978) – for achieving both objective and subjective success (Hall, 2002; Ibarra, 1999)” (Dobrow and Higgins, 2005).
Category 2: [idea 2.8]: Ingredient theories on professional identity	“… people construct their professional identity by first experimenting with trial identities, or “provisional selves,” before fully developing their professional identities (Ibarra, 1999)” (Dobrow and Higgins, 2005).
Category 2: [idea 2.9]: Ingredient theories on professional identity	“Teachers’ professional identity (TPI) has gradually become an independent research subject in the past decade. It refers to a growing process as well as a kind of state. “Process” means that TPI is a process in which the individual self develops gradually in experiences and affirms one’s own role as a teacher. “State” refers to the degree that the individual teacher identifies himself /herself to the profession as a teacher” (Song and Wei, 2007).
Category 3 [idea 3.1]: Applications of the professional identity notion	“Two conceptual metaphors emerged from the narratives of scholar–practitioners—SCHOLAR AS DEEP THINKER and SCHOLAR AS PRODUCER. Among our interviewees, half described metaphors based on the conceptual metaphor of DEEP THINKER, and half used metaphors based on the conceptual metaphor of PRODUCER” (Kram, Wasserman and Yip, 2012).
Category 3 [idea 3.2]: Applications of the professional identity notion	“Since professional identities are not fixed but are “relatively stable” (Ibarra, 1999), they gradually change over time. Such change can among others be triggered by developments in professionals’ organizational and institutional environments…” (Hendrikx, 2021).
Category 3 [idea 3.3]: Applications of the professional identity notion	“As young people build their professional identities, they may draw on partial or total role models, and on positive or negative traits and behaviours as part of the learning process (Shapiro et al., 1978; Lockwood et al., 2002; Gibson, 2003, 2004). Indeed, Shapiro et al. are not so positive about the usefulness of role models, especially in terms of helping women gain promotion, in contrast to mentors who are likely to be helpful” (Singh, Vinnicombe and James, 2006).
Category 3 [idea 3.4]: Applications of the professional identity notion	“The formal development of professional identity begins in graduate education. Levick (1995) recommends education that includes “training [and] core curriculum, role definition, basic knowledge, competency…relationship of self to other …. educational teams, supervision and consultation, standards and research and a code of ethics” (p. 291)” (Feen-Calligan, 2005).
Category 3 [idea 3.5]: Applications of the professional identity notion	“Careers researchers have begun to examine the effects of developmental networks on a variety of career outcomes (Higgins, 2001; Higgins and Thomas, 2001; van Emmerik, 2004). However, the dynamic nature of developmental networks has not been examined, and accordingly, the role that an evolving developmental network may play in enhancing the clarity of professional identity remains unexplored” (Dobrow and Higgins, 2005).
Category 3 [idea 3.6]: Applications of the professional identity notion	“… expert teachers seemed to have the positive perceptions to the aspects related to their profession (such as mutual act with their students, promises to serve the students) (Beijaard, 1995); the positive self perceptions of TPI could overcome their discontent with very bad working conditions (Moore and Hofman, 1998); measures taken to improve teachers’ working conditions are able to actively affect the perception of teacher’s acceptation to profession (Gaziel, 1995); intense professional identity perception will hinder the inclination of teachers’ wish to leave their posts, even if their working groups are much criticized (Moore and Hofman, 1998)” (Song and Wei, 2007).

 

Regarding Table 1, a summary description of the academic ideas on professional identity is provided as follows:

On the “basic ideas of the professional identity notion” (category 1), it is conceived as a professional self-concept, which serves as a mechanism to inform workday practice. The notion covers both the collective profession identity and an individual’s own sense of the professional role.

On the “ingredient theories on professional identity” (category 2), there are a number of main ingredient theories and analytical concepts, which are: personal self-identity, typology of professional identities (i.e., identity splinting, identity patching and identity enrichment), trial identity, the sociological approach, the psychological approach and objective/ subjective success.

On the “applications of the professional identity notion” (category 3), the main topics include teachers’ professional identity (TPI), conceptual metaphors on scholar-practitioner, professional identity stability, the formal development of professional identity, the effects of developmental networks on career outcomes, and the partial/ total role model adoption for professional identity.

Overall, the literature review findings offer a rich set of ideas and theories to study the professional identity topic. They can now be employed to examine the scholar-practitioner study. This discussion is done in the next section.

 

Informing the study of scholar-practitioner with academic ideas from the professional identity literature

The particular study on scholar-practitioner taken up for discussion is the one from Ho (2014; 2015). Its research focus is on scholar-practitioner in business management who carries out managerial intellectual learning via the critical systems/ multi-perspective, systems-based research thinking lens. The major subtopics of it are identified in the scholar-practitioner professional development model of Ho (2014; 2015). It is presented in Figure 1 as follows:

 

Regarding Figure 1, a number of components can be distinguished in the professional development process model. They are “supportive infrastructure (Part A), learning process & motivators (Part B), impacts on skills (Part C), professional identity (Part D) and on personal well-being (Part E).

The literature review findings on professional identity are useful to enrich comprehension of Part D (professional identity). It enables a complicated understanding of Part D in the professional development process model of Figure 1. As such, it further fleshes out the professional development process model, chiefly in its Part D.

 

Concluding remarks

Literature review, done in an agile way, can be a rewarding managerial intellectual learning exercise. It also offers a convenient and lightweight way to contribute to research work, e.g., on the theme of scholar-practitioner in business management. The agile mode of literature review cannot supersede the mainstream literature review, which is much more vigorous, systematic and comprehensive. For busy scholar-practitioners, the agile approach is attractive since it is more in sync with their pace of life. Because of that, this article offers academic and practical values to scholar-practitioners to guide their learning and research activities within tight resource and time constraints.

 

References

Brooks, N.G., Riemenschneider, C.K., Hardgrave, B.C. and O’Leary-Kelly, A.M. 2011. “IT professional identity: needs, perceptions, and belonging” European Journal of Information Systems 20: 87–102.

Dobrow, S.R. and Higgins, M.C. 2005. “Developmental networks and professional identity: a longitudinal study” Career Development International 10(6/7): 567-583.

Feen-Calligan, H.R. 2005. “Constructing Professional Identity in Art Therapy Through Service-Learning and Practica” Art Therapy: Journal of the American Art Therapy Association 22(3): 122-131.

Goltz, H.H. and Smith, M. L. 2014. “Forming and Developing Your Professional Identity: Easy as PI” Health Promotion Practice November 15(6): 785–789.

Gregory, P. 2020. “Professional identity formation: The experience of regulated pharmacy technicians in Ontario” C P J / R P C January/February 1 5 3(1): 46-51.

Hendrikx, W. 2021. “Managerialism and Its Consequences for Professional Identity: A Comparative Analysis of GPs and Secondary School Teachers” Administration & Society: 1–25, Sage.

Ho, J.K.K. 2014. “A Theoretical Review on the Professional Development to Be a Scholar-Practitioner in Business Management” European Academic Research 1(12) March: 5393-5422.

Ho, J.K.K. 2015. “A survey study of perceptions on the scholar-practitioner notion: the Hong Kong case” American Research Thoughts 1(1) August: 2268-2284.

Ho, J.K.K. 2018. “Research Note: On the Agile Literature Review Approach for Practising Managers: A Proposal” Systems Research and Behavioral Science 35: 341-348.

Kram, K.E., Wasserman, I.C. and Yip, J.. 2012. “Metaphors of Identity and Professional Practice: Learning From the Scholar–Practitioner” The Journal of Applied Behavioral Science 48(3) 304–341.

Singh, V., Vinnicombe, S. and James, V. 2006. "Constructing a professional identity: how young female managers use role models" Women in Management Review 21(1): 67 – 81.  Permanent link to this document: http://dx.doi.org/10.1108/09649420610643420.

Song, G.W. and Wei, S.H. 2007. “A study on pertinent influencing factors on teachers’ professional identity” Front. Educ. China 2(4): 634–650.