Suchergebnisse

Assesses the social and professional integration of government officials and employees of the former West Germany in the new federal states; in light of the public administration restructuring process.

PurposeThis paper aims to explore how mid‐career professional mothers perceive themselves in relation to their work and family roles, how they experience these roles, how they merge their work, family and individual self, and what meaning they make of this integration.Design/methodology/approachThe study used in‐depth qualitative interviews with 18 participants aged between 37 and 55 with at least one dependent child under the age of 18, in dual‐earning/career households.FindingsThe study reports that a complex relationship of work‐related dynamics and personal factors shaped the meaning for these women amid competing priorities of work, family and individual lives. Organisation and co‐ordination of multiple activities with support from various sources was fundamental to finding balance. A deep sense of motherhood was evident in that their children were their number one priority but career was of high importance as they sought stimulation, challenges, achievement and enrichment in their work. Now, in mid‐career transition, the respondents seek more self‐care time in an effort to find new meaning in the work, family and self equation.Research limitations/implicationsThe study raises important issues for the management of professional working mothers and the implications of the study for individuals and organisations are set out.Originality/valueThis paper makes contributions to work‐life integration and career theory. It provides one of the first empirical studies on work‐life integration in Ireland using the construct of meaningful work and secondly builds on the kaleidoscope career model theory.

The roles of teachers in the classroom include ensuring that learning objectives are met when teaching and learning activities are implemented. Technology allows teachers to achieve their teaching goals, as well as support and enable students to engage in any teacher-planned activity actively. Many studies have identified factors that influence teachers to integrate technology into the classroom. Therefore, this study reviewed the literature on factors that influence the formation of teacher professional identity in integrating technology into teaching and learning. Several databases were searched to find relevant, accessible literature published between 2016 and 2019. The study found that internal and external factors, specifically, individual, technology and environmental factors, do influence the formation of teacher professional identity. This study also discusses the challenges faced by teachers in using technology in the classroom. It is hoped that this study will help researchers understand the factors that influence the formation of professional identity and the challenges encountered by teachers. These factors must be identified to ensure that technology integration can be effectively implemented for students in pursuing education in the 21st century.

Many organisations are encouraging their staff to integrate work and non‐work, but a qualitative study of young professionals found that many crave greater segregation rather than more integration. Most wished to build boundaries to separate the two and simplify a complex world. Where working practices render traditional boundaries of time and space ineffective, this population seems to create new idiosyncratic boundaries to segregate work from non‐work. These idiosyncratic boundaries depended on age, culture and life‐stage though for most of this population there was no appreciable gender difference in attitudes to segregating work and non‐work. Gender differences only became noticeable for parents. A matrix defining the dimensions to these boundaries is proposed that may advance understanding of how individuals separate their work and personal lives. In turn, this may facilitate the development of policies and practices to integrate work and non‐work that meet individual as well as organisational needs.

Prior studies on work–faith integration have only explained professionals' negotiation of religious and professional identities within one occupational setting, overlooking how the negotiation diverges in the soaring force of neoliberal regime that intersects with gendered workplace culture. Drawing on in-depth interviews with Korean evangelical women professionals, the article demonstrates how women, proportionately more religious than men, arrive in the alignment of two identities at the workplace. The research finds two patterns of alignments: (1) individual moralising, which is achieved through displaying the narratives of calling and participating in expressive activities, and (2) selective compartmentalising, which is obtained through the practices of setting flexible boundaries and turning evangelical language off. Bringing a neoliberal and gendered perspective to the categorisation of workplaces, this study argues that women are likely to display higher degrees of faith and more evangelical language within less neoliberal-oriented, feminised workplaces than in neoliberal-oriented, masculine ones.

PurposeIn this article, the authors, a university elementary social studies methods faculty member and a district social studies supervisor, discuss the creation of sustained professional development (PD) for elementary teachers on integrated social studies instruction.Design/methodology/approachThe authors detail the development of a PD sequence that included two 45-minute whole-group PD sessions and two days of individual and small-group school-day coaching for each school in the district. The ultimate goal of this PD was to provide the classroom teachers with the pedagogical content knowledge to meaningfully integrate social studies and English language arts (ELA) in their classrooms.FindingsThe collaboration between the university faculty member and the district administrator allowed for the development of meaningful, sustained PD for the classroom teachers.Originality/valueThis work has implications related to the development of PD to integrate social studies and ELA for university faculty working with teachers in school-based settings and for school administrators seeking to provide more PD for their teachers.

This article investigates the professional service provider's role in the customer resource integration process for value creation, by drawing on research in the areas of resource integration, service experience, and role theory. Roles are flexible, in that behaviors associated with a role may vary according to the situation, expectations, and learned behaviors of the actors involved. In the context of professional service providers who support a customer's resource integration, these role variations accordingly can be termed resource integration styles. Grounded in managerial practice, the current study relies on in-depth interviews to determine the styles that professional service providers use to support customer resource integration in a financial planning setting. The proposed typology of five styles (delegate, mentor, partner, coach, and validator), termed professional service providers' resource integration styles (PRO-RIS), can be described by eight resource integration activity dimensions: participation ratio, frequency of interaction, deliberation, decision-making, updating, educating, connecting, and motivating. This research thus provides rich qualitative insights into how professional service providers can support customers' resource integration processes, through the provision of appropriate resources. Notably, professional service providers can offer distinct benefits by varying the combination of resources provided to facilitate value creation. No single, best style exists; professional service providers should leverage the various styles described by PRO-RIS and adapt the eight resource integration activities as needed to support their customers.

AbstractIn this article, we start out from theoretical concepts about different types of migrants that feature prominently in the immigration literature. By applying latent class analysis to a unique 'mini‐panel' data set on recent Polish and Turkish immigrants in Germany, we identify two types of migrants that are in line with the literature, namely settlers and target‐earners. We label a third group that is best described as educational target‐earners: 'young learners/professionals'. Regarding variation in these groups' early sociocultural integration patterns, results suggest that they reflect primarily differences in migrants' intention to stay, individual resources such as education, and opportunities for integration related to newcomers' involvement in the educational system or labour force. In sum, migrant types – though certainly more intuitively appealing and vivid than single 'variables' – seem to have limited explanatory power when it comes to predicting newcomers' early integration trajectories.