Drawing upon the biographical narratives of eight student physiotherapists and situated within an interpretive paradigm this thesis has explored the construction of professional identities within physiotherapy education. It has been predicated upon notions of identity as constructed through social interactions, therefore a relational concept requiring interaction, enactment and reciprocity. It took place within a contemporary professional context epitomised by increasing interprofessionalism challenging notions of what being a physiotherapist means. The main findings of this study suggest that student physiotherapists enter physiotherapy education (or very soon after, develop) with a well formed idea of what being a physiotherapist means, constructing an idealised professional self. This idealised professional self becomes the lens through which they subsequently experience and evaluate their professional education experiences. The process of constructing professional identities involves student physiotherapists in a continuous cycle of performance, mediation and impression management, through which they seek opportunities to confirm their idealised professional self. The findings of this thesis suggest that student physiotherapists exercise individual agency to construct socially and spatially situated professional identities in everyday professional interaction and supports contemporary notions of professional socialisation as interactive. This thesis contributes to the contemporary understanding of the process of identity construction. Theoretically, it emphasises the concept of role models and highlights the importance of anti-role models or disidentification. Practically, it offers physiotherapy educators the opportunity to reconsider the complexities of professional identity and its place within the learning context. Finally, for the students who took part in this study telling their stories has rendered their experiences with meaning and their stories have the capacity to become important cultural tools for future students.

The purpose of the current study was to investigate the influence that academic major advisors and informal mentors can have on an individual's identification with a professional organization and their ensuing level of involvement in that professional organization. The present study is unique in that it is among the few to examine mentoring and OCBs in the context of a voluntary professional organization. Participants were 309 individuals with a doctoral degree who are members of the Society for Industrial and Organizational Psychology (SIOP), a large professional organization with 7,847 total members (in 2011). The specific type of OCB investigated in this study was voluntary service as a member of committees within the professional organization. Results indicated that individuals' identification with a particular professional organization was stronger if their academic advisor had engaged in greater OCBs within the organization (i.e., chaired a greater number of committees) and if they had one or more informal mentors who were also members of the same professional organization. Those with a greater number of informal mentors in addition to their academic mentor engaged in greater OCBs within the organization (i.e., participated as a member of more committees). Finally, those reporting at least one informal mentor in addition to their academic advisor engaged in greater OCBs within the organization if their informal mentors had engaged in a greater number of OCBs and when those multiple mentors were more balanced with regard to their to their professional setting (i.e., academia or practitioner). Implications for theory and practice will be discussed.

Professional identity is defined as the internalized values of a profession as a representation of the self, and is formed through a process of socialization, or how a student learns to become a member of their profession. As medical students transition to residency, new social environments, clinical experiences, and curricular emphases can impact how they identify as professionals. The purpose of this thesis is to investigate how professional identity formation (PIF) occurs in surgical residents over their first year of postgraduate training. Twenty-four surgical residents were interviewed at the start of their postgraduate training. Questions explored participants’ understanding of what it means to be a medical professional. Six months later, residents completed a follow-up interview to investigate how their experiences in their training programs have influenced their professional identity. Thematic analysis was utilized to identify themes in responses. Central to participants’ understanding of their professional identity was their relationships with patients and the public, other healthcare professionals, their training program, and their own expectations for themselves. After six months, less emphasis was placed on the influence of the public and one’s own personal expectations. Factors such as patient encounters, a team-based work environment, time constraints and high volumes of work, and being prepared for all situations were all identified as crucial to professional development. It is important for medical education programs to consider their impact on the development of students, especially regarding the transition to competency-based medical education (CBME) that is currently occurring in medical education. This change could impact the social environment and formal curricula of these programs. The explicit study of PIF is important not only for students as they develop into independent health professionals, but also to ensure the proper care of the patients these surgeons will be working with. / Thesis / Master of Science (MSc)

The purpose of this study was to describe through qualitative inquiry the professional identity that emerges as a woman attains the superintendency and to delineate those factors that facilitate and contribute to successfully attaining the superintendency. The research questions guiding the study were: (1) What patterns, themes, or trends emerge that characterize how female superintendents shape their professional identities? (2) What strategies do female superintendents use in establishing their professional identities? (3) What are the keys to successful entry into the role of superintendent? (4) Do female superintendents encounter "glass ceilings" on the way up to the position, and if, so, how are they overcome? The research design was a qualitative interview approach with descriptive methods of data collection. Seven participants were selected purposely through expert nomination on the bases of their availability, their willingness to participate, and their knowledge and experiences as women in educational leadership positions. Selections were also made according to size and geographic location of districts in which the superintendents worked, in order to study the possible differences and similarities in divergent settings. After data (interviews, informal conversations, interviewer's observation and reflective notes) had been gathered, it was coded using domain analysis onto matrices and from these matrices, conclusions were drawn through noting patterns and themes and making comparison and contrasts. The outcomes of this study identified that female superintendents acquisition to the position were enhanced by varied job opportunities and strong support of mentors. Themes identified in the development of a woman's professional identity through their shared stories and narratives were Makes a Difference for Kids, Powerful Personal Motivation and Drive, Thirst for Knowledge and Experience, and Knowing the Politics. Additionally, other themes explored based on the data analysis were pathways to the superintendency, mentors, supportive spouses, and perceived barriers. Findings did identify the following perceived barriers that limited advancement to the superintendency: difficulty in usurping male dominance in the position, stereotyping, and a woman's self imposed barriers. The women superintendents suggested strategies and made recommendations to aspiring female administrators. / Ed. D.

This thesis explores mental health nurses’ and midwives’ experiences of supervision. The thesis aims to create a partial and situated understanding of the numerous factors which contribute to practitioners’ experiences of supervision. In particular the thesis investigates the disciplinary context within which supervision takes place, moving from the experiences of individual practitioners to compare and contrast supervision within two distinct professional disciplines which have common areas of interest. Existing research on the topic of supervision in mental health nursing and midwifery tends to reify the concept of supervision. Supervision is assumed to be beneficial, and there is a focus on investigating the effects of supervision without an accompanying understanding of why, how, where and by whom supervision is done. In this thesis, ‘supervision’ is critically conceptualised as indicating a cluster of context-specific practices, and the investigation of supervision is located with the practitioner’s understandings and experiences. The theoretical perspective of the thesis is informed by social constructionism, and ‘experience’ is conceptualised as communicated through meaning-making narratives. The experiences of the study participants were accessed through the collection of data in the form of narratives. Sixteen participants were recruited, comprising eight mental health nurses and eight midwives. Each participant was interviewed once, using a semi-structured interview format. The analysis was influenced by the theories of Gee (1991), Bruner (1986) and Ricoeur (1983/1984), and employed a narrative approach in which the unique meaning-making qualities of narrative were used to interpret the data. The analysis paid close attention to the process of fragmentation and configuration of the data, and produced four composite stories which presented the findings in a holistic and contextualised form. Two themes were identified from the findings: Supervision and Emotions, and Supervision and The Profession, and these were discussed in the light of the two professional contexts explored, and with reference to supervision as an exercise of power. The theme of Emotions recognises the integral role played by emotions in both clinical practice and supervision, and conceptualises supervision and the organisational context as emotional ecologies. Supervision can be constructed as a special emotional ecology with its own feeling rules, and this can both benefit and harm the practitioner. The theme of The Profession responds to the importance of the professional context of supervision practices, and the role of discourses about professional identity and status in determining how supervision is done and with what aim. Comparing supervision practices within two different disciplinary contexts enabled this thesis to challenge tropes about supervision. Supervision cannot be assumed to be either ‘good’ or ‘punitive’, and practices are constructed in the light of particular aims and expectations. This thesis also makes the methodological argument that research into supervision must be politicised and theorised and accommodate contextualised complexity. To simplify or decontextualise the exploration of supervision is to lose the details of practice which make supervision what it is. Supervision is a complex process, enmeshed in its context, and may be constructed to serve different purposes.

This study brings together many of the concerns elaborated by other educational researchers: teachers’ voice, teachers’ professional identities, teachers’ lives and work, and teaching professionalism in research in dance education. It aims to study the life stories of school teachers who were initially trained to be dance performers. Using a biographical approach, the life stories of nine Taiwanese secondary school teachers are collected to investigate the influences of their previous experiences, such as dance learning experience, initial teacher training experience, teacher role models, significant people and critical moments, in relation to their notions of professional identity. As this research is based on teachers’ accounts, it brings together nine individual life stories and allows us to compare the existing literature to contribute to educational research and research in dance education in a number of ways. First, the study takes a particular methodological approach, the narrative approach, to conduct a small scale study in a new area, research in dance education. Second, this study carries out empirical work, exploring the professional identity of dance specialist teachers, something not done before. Third, this study applies the existing knowledge from educational research to research in dance in education. Fourth, this study applies an already well-known theory, Wenger’s theories of identity in communities of practice and boundary encounters, but with a new interpretation to investigate the process of identity conceptualization. Fifth, this study tests an old issue – teachers’ professional identity – by exploring teachers’ notions of self that draw upon their previous experiences. Previous relevant studies, however, have been in a Western context; this study is within a Taiwanese context. The complexity of dance in education in the Taiwanese curriculum is highlighted, and the findings offer a picture of a developing sense of dance-trained teachers’ artist-self and teacher-self, and details of the different degrees of influences of previous experiences to the identity conceptualization. Importantly, the connections between the conceptions of the professional identity teachers have and their concepts of the teaching profession are explored. In particular, their voices on professional development are shown throughout the changes to their personal concepts of teacher professionalism, which leads to an argument for professional sharing as a key to supporting teachers in the profession.

This thesis explores how I have taken steps to improve my practice of leadership as a Chief Executive within a Third Sector Drug and Alcohol Support Service and to build professional identities for volunteers in the service. I studied how volunteers’ identities changed from that of ‘Volunteer’ to ‘Advisor’ and what I learned about myself as a leader. I noted the value of studying my own reflections as a leader and how change became embedded throughout the organisation as a consequence. As a result of this process, I developed a mnemonic that I consider to encapsulate key aspects of leadership. This is entitled ‘CAVEAT’ and identifies competency, visibility, empowerment and a therapeutic orientation as important qualities of a leader in positions like my own. The study is informed by in-depth focus group discussions, semi-structured interviews, personal reflections, questionnaires and surveys. It provides recommendations for Chief Executives of Third Sector organisations involved in leadership and the professional identity-building of a volunteer workforce in an era of outcome-based commissioning.

This thesis examined the experiences of Aboriginal (First Nation, Inuit, Métis) students in health education programs as they proceed through the socialization processes involved in professional identity development. I used mixed methods to access the experiences of Aboriginal students attending professional health education programs (Dentistry, Medicine, Nursing, and Pharmacy) in central and western Canada. The first phase of this study used qualitative interviewing methods, where four superordinate themes emerged capturing the main facets of the experiences of eight participants: cultural congruity, academic and social integration, professional identity development, and meaningful markers of success. The superordinate theme of cultural congruity emerged as a cross cutting theme, in that it touched every other aspect of the overall experiences of these students – creating additional dimensions, challenges, and tensions these students had to navigate. Using quantitative measures I then examined the relationships between academic and social integration, cultural congruity, cultural identity, self-construal, and professional identity development for a larger sample of Aboriginal students. Significant positive relationships were observed for academic and social integration and cultural congruity in relation to professional identity development. If students perceived they belonged in terms of their academic and social experiences they were more likely to report feeling positively identified with their future profession. Similarly, if students perceived there was cultural congruity, they were also more likely to report feeling positively identified with their future profession. Academic integration emerged as a unique predictor, accounting for the majority of the variance in professional identity development. This suggests that although cultural and social factors are important factors shaping the experiences of Aboriginal students in these programs, the role of intrinsic interest in the learning process and program content and connecting with experiences of competence were the most significant determinants of professional identity development for this sample of participants. It is notable that cultural congruity was positively related to both academic and social integration, suggesting that there may be more complex relationships among these components present. Sample diversity, exploratory analyses, and implications for future research are also discussed. / October 2016

The selfhood of social professionals in children’s services is under-researched, and where the primary focus is on practice ‘outcomes’. Informed by a critical social policy frame this thesis focuses on the selfhood of social professionals in children’s services to ask how it might, or might not, be possible to think, and do, self differently. I bring into play a critical posthumanist (non-sovereign) becoming self alongside, and in relation to, the other ‘allowed’ or ‘prescribed’ selves of neo-liberalism, professional practice and (critical) social policy itself. Utilising theoretical resources, in particular from Arendt, Deleuze and Guattari, and Foucault, I characterise this as thinking with both ‘surveillance’ and ‘appearance’, and self as an explicitly political project. In a post-structural frame I pursue a post-methodological rhizomatic and cartographic methodology that aims to open up proliferations in thinking and knowledge rather than foreclose it to one clear answer, and where I also draw on a small number of interviews with experienced professionals and managers in children’s services. A rhizomatic figure of thought involves irreducible and multiple relations that are imbricated on the surface; it is a flattened picture where theory, data, researcher, participants and analysis are not separate, where all connections are part of an overall picture, and in movement. I argue that social professionals occupy a deeply striated landscape for being/knowing/practising, a particular ontological grid that tethers their selfhood to the pre-existing, and to intensifications in a neo-liberal project. Here, ‘rearranging the chairs’ becomes more of the same, where the sovereign humanist subject is “a normative frame and an institutionalised practice” (Braidotti, 2013, p.30). In thinking otherwise, beyond traditional critical theory, a posthuman lens draws attention to the ways in which we might be/live both inside and outside of the already existing and where we become with others, human and non-human in shifting assemblages. However, the self prescribed and prefigured in dominant discourses constitute the historical preconditions from which experiments in self, and other possibilities may emerge. Practices of de-familiarisation, a radical, non-linear relationality, and a hermeneutics of situation are suggested as strategies for thinking forward, for appearance, and a self beyond self.

The study is located within a Scottish human service context, with human services being defined as predominantly work directly with people (service users; patients; volunteers; clients) across public and third sector settings. It draws on narratives from six distinct disciplines including social work, education, police, community learning and development, educational psychology and nursing. Whilst participants reflected on their journeys to becoming a professional, they explored how opportunities, both given and taken to lead throughout their careers, may have influenced their understanding and experience of professionalism, professional identity and leadership. Narratives frequently identified participants’ overwhelming desire to enter and remain within human service professions being driven by a social justice agenda, with an inherent desire to ‘make a difference’. Participants articulated how leadership opportunities had provided them with greater confidence and an ability to improve standards within their field, often from an early stage in their career. This in turn had often strengthened their sense of professional identity. Findings suggest participants made very strong connections between the concepts of professionalism and leadership, particularly when leadership was understood as distributed throughout the organisation. Distributed, dispersed, collaborative or ‘leadership at all levels’ are terms often used interchangeably to describe ‘a pooling of ideas and expertise to produce services and leadership energy that is greater than the sum of individual capabilities’ (Patterson, 2010:6). This type of leadership therefore, not only recognises the ability of people within non-traditional positions of power or who are not at the top of their organisational hierarchy, to become leaders, but also recognises the collaborative nature of such interactions. Based on the findings, a key recommendation suggests that within human service contexts, a re-conceptualisation of professionalism, which incorporates models of distributed leadership, should be adopted. This would have the capacity to unleash latent leadership potential within professionals who want to ‘make a difference’ and would be like ‘pushing on an open door’. It is further argued that such a consideration could support the development of leadership strategies in human services although the author cautions that organisational cultures can both promote or inhibit effectiveness and impact.