Social- and self-perception of designers’ professional identity

Kunrath, Kamila; Cash, Philip; Kleinsmann, Maaike

doi:10.1080/09544828.2019.1676883

Cited by 19 publications

(19 citation statements)

References 80 publications

(83 reference statements)

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“…For example, Gonzalez, Smith, and Youmans (2017) conducted a survey to compare what skills human factors students were learning in the classroom and what skills human factors professionals were actually using. Future research could also explore the professional identity of information science, by trying to specify more the two aspects, personal attributes and skills (Kunrath, Cash, & Kleinsmann, 2020).…”

Section: Resultsmentioning

confidence: 99%

Information science identity: Students' perspective

Goray

2020

Proc Assoc Inf Sci Technol

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We present a qualitative study that maps Library and Information Science (LIS) students' understanding of their information science identity. The mapping is achieved through exploring multiple aspects of this identity, including students' conceptualization of the field and related disciplines, their evaluation of coursework, and their future career expectations. Twelve semi‐structured interviews were conducted with undergraduate and graduate LIS students in the spring of 2020. Five themes were identified through the coding process, which include: how students conceptualized the field in general, the people focus in information science, students' explicit expression of difficulty in describing the field, coursework representative of information science, and how students relate information science studies to their intended career path. Leveraging the students' perspective to frame this identity question is valuable, because it offers an opportunity to understand the Library and Information Science identity in its formative stages.

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Section: Resultsmentioning

confidence: 99%

Information science identity: Students' perspective

Goray

2020

Proc Assoc Inf Sci Technol

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“…At the personal level, creative entrepreneurs share two perceptions in society, namely self-perception and social perception. The individual's cognition of external norms depends on the self-perception of his/her behavioral characteristics or state (Kunrath et al, 2020 ). When self-concept is emphasized, creative entrepreneur's creativity is more susceptible to personal goals and needs.…”

Section: Discussionmentioning

confidence: 99%

Creativity and Leadership in the Creative Industry: A Study From the Perspective of Social Norms

Zhang

et al. 2021

Front. Psychol.

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Individual creativity has been the focus of long-term research in creative industries. However, few studies have explored the impact on individual creativity from social factors. At the same time, the influence of individual creativity on the existence of subsequent factors in the creative industry is also worthy of further investigation. From a social standpoint, this research aims to explore how social norms affect individual creativity, and how individual creativity affects subsequent leadership. The present research takes creative entrepreneurs in creative enterprises as the research objects, and the structural equation model is used to analyze the data obtained from 202 valid questionnaires. Besides, the mediating effect of individual creativity between social norms and individual leadership is verified. The results show that social norms can effectively promote the generation of individual creativity that has a positive impact on both transactional or transformational leadership. It is revealed that social norms are effective tools for enhancing creativity, answering the question of how creative ideas are transformed into creative work and leadership. Individual creativity plays a mediating role between social norms and individual leadership.

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“…Consequently, professors play a pivotal role in the initial development of their students' PI and ways of thinking, based on their teaching of the norms they believe a student should adhere to, reinforced via academic assessments (Murphy et al, 2015). Kunrath et al (2020) highlighted interviews where professors concluded that their focus when teaching was not just to provide the basic technical knowledge but to create a questioning and creative thinking mindset. As a result, students tend to align their perceptions with those of their professors (Trede, 2012) and their active learning choices during education.…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering Sustainable Mindsets in Engineering Education

Kunrath

Ramanujan

2021

Proc. Des. Soc.

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Transitioning to a more sustainable society requires that universities produce an increasing number of engineering professionals capable of redesigning current production and consumption systems. This calls for restructuring engineering curricula towards sustainability becoming an integral part of engineering education and professional practice. To this end, this paper investigates the intrinsic and extrinsic motivational aspects of professional identity that contribute to consolidating sustainable mindsets in engineering, considering education as its main route. Specifically, we focus on identifying significant personal and education-related factors that contribute to fostering sustainable decision-making and affect the development of sustainable mindsets in engineering students. In order to identify such factors, we conducted semi-structured interviews with a diverse set of students and professionals (N=12). A thematic analysis of survey transcripts present three main components that support the development of sustainable mindsets throughout engineering education: i) Personal commitment, ii) Learning opportunities, and iii) Internalization time.

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Social- and self-perception of designers’ professional identity

Cited by 19 publications

References 80 publications

Information science identity: Students' perspective

Information science identity: Students' perspective

Creativity and Leadership in the Creative Industry: A Study From the Perspective of Social Norms

Fostering Sustainable Mindsets in Engineering Education

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