The literature does not provide a clear answer about the development of callings over time. It has been hypothesized that a calling is a consequence of positive experiences in a domain (a posteriori ...hypothesis), or that it is the antecedent of career choices and development (a priori hypothesis), or both (reciprocal hypothesis). To investigate which hypothesis better describes the development of a calling, a three-wave longitudinal study was conducted in which we tested the temporal precedence between calling and (1) engagement in learning activities, (2) clarity of professional identity, and (3) presence of a supportive social environment. Four competing structural equation models were estimated and compared. The results suggest that clarity of professional identity, engagement in learning, and social support positively predict calling rather than the opposite, and that they provide support for the a posteriori hypothesis of calling development. Students who are actively engaged in their studies and have a clear idea of their occupational future are more likely to develop a calling over time. In addition, the results suggest that the presence of a supportive environment helps students to develop their calling. Implications for theory and research on calling are discussed.
•Calling is predicted by engaged learning and clarity of professional identity.•The presence of a supportive environment helps develop a calling.•Longitudinal effects are stationary across time points.•Results provide support for the a posteriori hypothesis of calling development.
To assess the self-reported professional identity of healthcare majors at a large public university, and to understand the degree to which the students perceive their healthcare programs support the ...development of this identity. An online, modified version of the Professional Identity Five-Factor Scale (Tan, Van der Molen, and Schmidt 2017. 'A Measure of Professional Identity Development for Professional Education.' Studies in Higher Education (Dorchester-on-Thames) 42 (8): 1504-19) was completed by 588 respondents with majors in dietetics, nursing, social work, and speech-language pathology. The 551 respondents who completed all survey items were included in the statistical analysis. Self-reported measures of students' professional identity during preparation for practice were captured along with perceptions of program support. Findings indicated: (1) professional identity and perceptions of program support increase with age; (2) first-generation college students are more likely to have a professional role model and feel positive about program support for having a role model and in developing professional self-efficacy; (3) monolingual English-speakers had a higher professional identity and more positive perception about program support than multilingual students; (4) White students showed a higher sense of professional identify than non-White groups; and (5) there was no significant difference in professional identify or program support between genders as well as between four sexual orientation identities. Healthcare training programs benefit from supporting professional identity among pre-professionals to better prepare the workforce of tomorrow. Non-White, multilingual, and first-generation college students would especially benefit from professional role models and targeted programming to increase their sense of professional identity. Such efforts may support their persistence in healthcare fields where they are often underrepresented.
This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way ...professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better understand the tensions between personal and professional values, structural and power influences, discipline versus generic education, and the role of workplace learning on professional identities.
rofessional identity is considered as one of the main components of each educational system. This study was conducted with the main aim of qualitative and quantitative modeling EFL teachers’ ...professional identity. In so doing, it benefited from a sequential mixed methods design. As the study sample, three groups of the participants were selected in the study. The first group consisted of 50 male and female (25 novice and 25 experienced) EFL teachers who were interviewed in the qualitative phase of the study for the purpose of model development. The second group included 100 male and female (50 novice and 50 experienced) EFL teachers who participated in the quantitative phase of the study (i.e., exploratory factor analysis). The third group included 300 male and female (150 novice and 150 experienced) EFL teachers who participated in the quantitative phase of the study (i.e., confirmatory factor analysis). All the three groups were selected through available sampling. To collect the data, a semi-structured interview and a researcher-made questionnaire were used. Data analysis was conducted through thematic analysis and structural equation modeling (SEM) (using exploratory confirmatory factor analysis), and Cronbach's alpha test. The results of data analysis led to proposition of a qualitative and a quantitative model of professional identity of Iranian EFL novice and experienced teachers. As shown by the results, the proposed qualitative and quantitative models consist of two main categories, each composed of some sub-categories. Moreover, the results showed that the proposed models enjoy an acceptable level of validity and reliability.
How do professionals respond when they are required to conduct work that does not match with their identity? We investigated this situation in an English public services organization where a major ...work redesign initiative required professionals to engage in new tasks that they did not want to do. Based on our findings, we develop a process model of professional identity restructuring that includes the following four stages: (1) resisting identity change and mourning the loss of previous work, (2) conserving professional identity and avoiding the new work, (3) parking professional identity and learning the new work, and (4) retrieving and modifying professional identity and affirming the new work. Our model explicates the dynamics between professional work and professional identity, showing how requirements for new professional work can lead to a new professional identity. We also contribute to the literature by showing how parking one’s professional identity facilitates the creation of liminal space that allows professional identity restructuring.
Pharmacists lack a cohesive professional identity, with only limited previous research on the formation of a professional identity for pharmacy. In particular, there is sparse information on the ...professional identity of pharmacists who practise in hospital settings.
To determine hospital pharmacists' professional identity and the characteristics of an ideal pharmacist and ideal practice setting.
This qualitative study used key informant interviews with semistructured questions. A maximum variation sampling strategy was used to recruit a cross-section of pharmacists from different geographic areas of British Columbia who were practising in a variety of roles. The interviews were transcribed and then analyzed thematically.
Nineteen pharmacists participated in the study. Seven themes pertaining to hospital pharmacists' professional identity were generated, specifically medication expert, therapy optimizer, collaborator, educator, researcher, patient advocate, and unknown professional. Similarities were found with personas previously identified in a population of primarily community pharmacists. The ideal pharmacist was described as being a medication expert, a collaborator, and a leader. The ideal practice setting was characterized as being adequately funded and allowing pharmacists to practise to their full scope.
Hospital pharmacists' professional identity is based on being a medication expert who is seen as an essential member of a collaborative team.
Professional identity has been found an important determinant of career satisfaction of employees working in various fields. Teachers' professional identity is a relatively less explored domain. ...Considering the importance of teacher's career satisfaction, the current study was designed to test the role of career calling in the relationship between teachers' professional identity and career satisfaction.
A sample of teachers (
= 300) with (
= 115) men and (
= 185) women was recruited from the colleges of Sargodha City, Pakistan with an age range from 24 to 45 (M = 31.3, SD = 6.4). A purposive sampling technique was employed for data collection. Variables of the present study were operationalized through the Professional Identity Scale, Brief Calling Scale, and Career Satisfaction Scale.
Path analysis revealed that normative identity did not have any direct or indirect effects on career satisfaction and career calling. Whereas affective and efficacy identity demonstrated significant positive direct effects on career calling whereas career calling had significant positive direct effect on career satisfaction. Efficacy identity also had a significant positive direct effect on career satisfaction. Finally, both affective and efficacy identity had significant positive indirect effects on career satisfaction via career calling.
The findings of the current study may help in devising plans to improve the career satisfaction of teachers working in the higher education sector.
A notable body of research regarding professional identity development and formation in nursing currently exists. Unfortunately, no one definition has guided a plan to build new knowledge within the ...profession. The think tank methodology used with professional identity in nursing has successfully brought together international leaders in education, regulation, and practice to begin to think, plan, study, and disseminate the findings of the professional identity in nursing initiative. This article briefly explains the state of the science regarding professional identity and discusses in depth a think tank methodology. This approach produced important outcomes about professional identity in nursing, showing how a well-constructed think tank offers clarity and an understanding about the next steps needed to build new knowledge and language within a discipline.
•A think tank methodology can catalyze ideas and lead to well-thought-out action steps.•Science surrounding professional identity in nursing and identity formation has evolved since the first think tank in 2018.•Nursing education, regulation, and practice situations may benefit from using a think tank methodology.
Despite efforts to broaden the concept of graduate employability, there remains an overarching focus on developing industry-relevant employability skills. The skills-based approach is, however, too ...narrow and does not fully capture the complexity of graduate work-readiness. This paper argues for the redefining of graduate employability by embracing pre-professional identity (PPI) formation. PPI relates to an understanding of and connection with the skills, qualities, conduct, culture and ideology of a student's intended profession. The 'communities of practice' model is drawn upon to demonstrate how PPI can be developed during university years. Here, a student makes sense of his/her intended profession through multiple memberships and differing levels of engagement with various communities within higher education's 'landscape of practice'. Example communities include professional associations, student societies, careers services and employers. Implications for stakeholders are discussed.
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