The rise of social media has significant implications for the advertising industry, particularly for the relationships between marketers, consumers and advertising agencies. In fact, the entire advertising landscape has been developing in response to the emergence of digital technologies and advertising media, and the roles of these key stakeholders of the advertising industry and how they perform in the social media era are still not clear. Most previous research on this topic has focused on Western countries and adopted a macro perspective. In contrast, this study contributes to knowledge by focusing on an Asian context, and by exploring how social media are shaping the working lives of individual creatives who play a key role in the development of creative ideas and their expression across an increasingly diverse range of media. This study aimed to explore how and to what extent the work roles and identities of Hong Kong-based advertising creatives are changing in response to the rise of social media. As the study focused on creatives’ experiences, a qualitative, interpretive approach was taken. This involved 32 interviews with advertising creatives in agencies differing in size, digital focus and ownership, supplemented with participant observations in both a multinational full-service advertising agency (Agency-M) and an independent Hong-Kong digital agency (Agency R). The study has provided insights into creatives’ perspectives on their roles, identities, skill-sets and beliefs in relation to the rise of social media, and on the ways in which their relationships with clients and agency colleagues were changing as social media became more important. In particular, the study identified three key experiences of Hong Kong advertising creatives in relation to the rise of social media. First, they were found to have divergent role identities linked to their identification with traditional and digital communication agencies. Second, the rise of social media led them to experience new tensions in their relationships with clients. Finally, across both traditional and digital agencies in Hong Kong, the role of advertising creatives is beginning to transcend the digital/traditional distinction. This new hybrid role was found to involve creative switching between three identities over the course of the advertising development process: creative strategist, creative facilitator, and creative producer. Each of these role identities required more from them than the merging of ‘digital’ and ‘traditional’ creative skills; in particular, the creatives increasingly found themselves having to work closely with a broader range of stakeholders within and beyond their own agencies, requiring them to develop their interpersonal and negotiating skills. This research contributes to understanding the role and role identity in creative industries. It explores the many ways that social media are shaping advertising creatives’ working practices and identities, and it highlights the importance of cultural context to advertising practice. The triadic structure of contemporary Hong Kong advertising creatives’ roles identified here has implications for theorising advertising creativity, agency practice, and social media as a catalyst for individual and organisational identity and practices in the creative industries. The findings also have implications for advertising agency structure and practices, within and beyond the creative department.

Abstract The purpose of this study was to explore the differences among college students¡¦ personality traits, gender identities and types of expected occupations. One hundred ninety-one participants were selected by convenient sampling for completing Gender Role Identity Scale, Expected Occupational Type Scale, Big Five Inventory Chinese version, Sexist Attitudes toward Women Scale Chinese version and personal information questions in 2010 to 2011. Frequency distribution, descriptive analyses, independent t-test and analysis of variance were conducted for answering research questions. The initial findings were as follows: 1. The highest percentages of females college students¡¦ gender role identity types was androgynous¡]30.77%¡^; The highest percentages of male college students¡¦ gender role identity was masculine¡]31.63%¡^. 2. Students¡¦ background (i.e. sex, college, parenting style and birth order) presented non-significant relationship to gender role identity types. 3. Female college students expected to engage in female-related occupations while males preferred in male-related occupations. 4. Feminine college students presented non-significant difference in take male-related jobs. 5. Female and male college students presented non-significant differences on big five traits. 6. Masculine college students tended to have higher scores on extraversion and be more emotional stability than Feminine college students. 7. Androgynous college students have the highest scores on openness than these feminine and undifferentiated college students. 8. Females tended to have better gender equality perceptions. 9. There were non-significant differences on sexist attitudes toward gender scores between different gender role identity college students.

Thesis (M.A.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Rebecca Meisenbach. Includes bibliographical references.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 139-143).

Burnout, characterised by feelings of emotional exhaustion, depersonalisation and reduced personal accomplishment can prove detrimental to both the individual employee and the organisation. These negative effects can significantly affect the service culture of client service organisations, since research has shown that burnout amongst front-line service employees can result in these employees displaying negative feelings and behaviour towards their clients and co-workers (Yagil, 2006: 259). Research into antecedents of burnout has primarily focused on organisational and job variables, such as role conflict, role ambiguity, work overload and lack of social support. The present study departed from this tradition by focusing on the relationship between role identities (subjective perceptions) and burnout amongst 100 client service employees in three client service organisations in South Africa. The research was informed by previous studies that suggest that client service employees who feel subordinate to the client and powerless in their interactions with the client may display higher levels of burnout than those who feel in control of the service relationship (Buunk, Peiro, Rodriguez&Bravo, 2007; Vanheule&Verhaeghe, 2004). By applying a sequential mixed-methods approach consisting of a quantitative and a qualitative phase, the research explored the differences in role identities of client service employees who measure higher on burnout with the role identities of client service employees who measure lower on burnout. In the quantitative phase, a survey questionnaire incorporating the Maslach Burnout Inventory – Human Services Survey (Maslach&Jackson, 1996) and a modified version of the Burke-Tully role-identity measurement (Burke&Tully, 1977) was used. The quantitative phase was followed by a qualitative phase consisting of semi-structured interviews with eight higher burnout and nine lower burnout employees. The quantitative data were analysed by means of Maximum Likelihood Factor Analysis (MLFA) with Direct Quartimin rotation, analysis of variance (ANOVA) and Pearson and Spearman correlation analysis. The analysis of qualitative data proceeded through a process of open, axial and selective coding as suggested by Miles and Huberman (1994). Both the quantitative and qualitative data are interpreted within the conceptual framework developed, and a number of findings are presented. Analysis of the quantitative data shows that the Maslach Burnout Inventory (MBI) items load on two, instead of the three factors as conceptualised by Maslach and Jackson (1986). One of the two factors corresponds to the reduced personal accomplishment subscale. The other factor comprises items from both the emotional exhaustion and depersonalisation subscales. The two subscales derived from the factor analysis were then correlated with client service employees‟ descriptions of self in role, counter-role and self in relation to the client descriptions on the bipolar adjective scales. This analysis revealed a number of significant correlations − suggesting a difference in the role identities of client service employees who measure higher on burnout when compared with client service employees who measure lower on burnout. For instance, higher levels of burnout are associated with feeling weak, powerless, unhelpful, inconsiderate, not respected and unimportant. The more rigid, impatient and inconsiderate the client is perceived to be, the higher the levels of experienced burnout. The qualitative data reveal that the role identities of higher burnout employees differ from the role identities of lower burnout employees. While higher burnout employees regard themselves as subordinate to and powerless against the client, lower burnout respondents define themselves as superior to and more knowledgeable than the client. Lower burnout employees are able to exert a level of control and power over the client, while higher burnout employees feel controlled by the client. The qualitative research also illustrates how role identities inform behaviour which may contribute to the development of burnout. The role identities of lower burnout employees also enable self-verification, while the role identities of higher burnout client service employees inhibit self-verification. The study introduces the concept of role identity as an important variable to consider in the development of burnout and links the development of client service role identities to organisational client discourse. In so doing, the study has provided organisational theorists and practitioners with a further point of intervention with which to reduce burnout in client service settings. The study has also developed a conceptual framework, derived from the literature and supported by both qualitative and quantitative findings, that shows how role identity can contribute to role-related attitudes and behaviours that could lead to or inhibit the development of burnout. The study is therefore not merely descriptive in nature, but provides a tentative explanatory framework linking burnout and role identity and exploring the mechanisms by virtue of which this relationship exists. The dissertation concludes with recommendations as to how organisational client discourse may be framed so as to facilitate the creation of role identities which empower the employee in relation to the client. By facilitating the development of empowered client service employees, organisations could greatly reduce levels of experienced burnout. As a result, organisational performance will improve, since lower levels of burnout are associated with reduced absenteeism, increased job satisfaction and commitment to the organisation and improved relationships with clients. / Thesis (PhD)--University of Pretoria, 2010. / Human Resource Management / unrestricted

Introduction Role identity theory explains that people derive a sense of purpose and meaning from holding social roles, which, in turn, is linked with health and well-being. Paramedics have a respected role in society but high rates of mental illness. I used role identity theory to explore what might be contributing to poor mental health among paramedics. Objectives My objectives were to estimate the prevalence of Post-Traumatic Stress Disorder (PTSD), depression, and anxiety; assess for relationships with a measure of paramedic role identity; and finally, explore how role identity conflict could lead to distress. Methods I used a mixed methods approach situated in a single paramedic service in Ontario, Canada, distributing a cross-sectional survey during the fall 2019/winter 2020 Continuing Medical Education (CMEs) sessions while also interviewing a purposively selected sample of 21 paramedics. The survey contained a demographic questionnaire, a battery of self-report measures, and an existing paramedic role identity scale. Each interview was transcribed verbatim and analyzed thematically with role identity theory as a conceptual framework. Results In total, 589 paramedics completed the survey (97% of CME attendees), with 11% screening positive for PTSD, 15% for major depressive disorder, 15% for generalized anxiety disorder, and 25% for any of the three. Full-time employees, women, those with ‘low’ self-reported resilience, and current or former members of the peer support team were more likely to screen positive. The dimensions of paramedic role identity were not associated with an increased risk; however, I defined a framework through the interviews wherein chronic, identity-relevant disruptive events contribute to psychological distress and disability. Conclusions Our prevalence estimates were lower than have been previously reported but point to a mental health crisis within the profession. Role identity theory provided a useful framework through which to reconceptualize stressors. / Dissertation / Doctor of Philosophy (PhD) / Role identity theory explains having a sense of purpose and meaning people from social roles (such as a parent or volunteer) is good for health and well-being. Paramedics are an important part of Canada’s public safety infrastructure and generally hold a respected position in society, but there is growing recognition of a mental health crisis within the profession. I used role identity theory to explore why and how role identity theory could contribute to poor mental health among paramedics. By surveying and interviewing paramedics from a single paramedic service in Ontario, Canada, I discovered that 25% of active-duty paramedics met the criteria for either post-traumatic stress disorder, depression, or anxiety. The risk varied across demographic categories, including gender. During the interviews, I discovered that role identity conflict – a discrepancy between what the paramedic thinks their role should be and what is achievable – can lead to significant psychological distress.

Background: Due to the increased knowledge gaps that originate from rapid technological change, many organizations are in need of consulting services. As of this, the consulting market has had rapid growth, which has caught the attention of scholars. Previous research has identified an interface between knowledge and identity as two prominent concepts when analyzing the client-consultant relationship. Despite this, there is still a great lack of empirical insights regarding how these two concepts might affect this relationship. Purpose: The purpose of the study was to explore knowledge transfer within the client-consultant relationship by applying the lens of role identity. Furthermore, the research aimed to increase the understanding of the barriers to knowledge transfer, where they originate from,and how to overcome them. Method: This research is of a qualitative sort, where abductive reasoning has been applied in order to fulfill our research purpose. Furthermore, a single case study approach was conducted and data was gathered from interviews with both consultants and clients. The gathered data was analyzed by using grounded analysis, where insights have been identified by creating 1st order concepts, 2nd order themes and aggregated dimensions. Conclusion: The result of this study indicates that different idiosyncratic and conventional role identity meanings create mismatches within the client-consultant relationship. The concept of role identity ambiguity creates barriers for securing knowledge transfer within the client-consultant relationship, and knowledge transfer outcomes affect future role identity meanings. The result of this study contributes to already existing literature regarding role identity, knowledge transfer and the client-consultant relationship. Furthermore, the study presents managerial implications that will increase consultants' understanding of the barriers and suggestions for how to overcome them.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Y. Barry Chung, committee chair; Joel Meyers, Leslie Jackson, Catherine Y. Chang, committee members. Electronic text (104 p.) : digital, PDF file. Description based on contents viewed Apr. 19, 2007. Includes bibliographical references.

In foreign language education the classification native or nonnative speaker of a language often evokes thoughts related to degrees of competence in language teaching (Braine, 2004; Davies, 2004). This comparative case study focused on Spanish teachers in a United States context. It contributes toward the literature base in research related to native and nonnative speakers of languages other than English within the local context. Using the threefold theoretical framework of role identity theory (Stryker, 1968; Stryker & Burke, 2000), teacher efficacy (Tschennen Moran & Woolfolk Hoy, 2001) and social constructivism (Schwandt, 2007), the study aimed at developing understandings about the lived experience of foreign language teachers given the native/ nonnative speaker construct. It investigated how their personal perception of their role impacted the execution of professional duties. It also explored their conceptualization of the language teacher, given their extensive observation of teachers of various languages. The questions guiding the research were: (a) How does each participant conceptualize her role identity as Spanish teacher in a predominantly English speaking setting?, (b) How viable is the native/nonnative speaker construct when teacher efficacy is considered?, and (c) how has the experience of supervising teachers of differing linguistic backgrounds in the language they teach (native/nonnative speaker teachers) influenced the participants’ understanding of the language teacher construct in the USA? Data collection was done through interviews, focus group discussions and classroom observations. The participants were four veteran Spanish teachers who had been in the department chair position for more than ten years. Two grew up speaking the language while the others learned the language in an academic setting. Findings revealed that there was great similarity in the way teachers conceptualized their role as Spanish teacher and that they gave no credence to the native/ nonnative speaker construct as an indicator of language proficiency and competence in language teaching.