Recent Developments in Role Theory

Biddle, Bruce J.

doi:10.1146/annurev.so.12.080186.000435

Cited by 1,458 publications

(810 citation statements)

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“…The literature on social constructivism, for example, dates from a similar time, yet it has substantially influenced current curricular reforms. The study of role research and theories does offer advantages; however, the research is often fraught with inconsistent and conflicting definitions, discrepant models, confusion, and a lack of integration (Biddle, 1986). Biddle explained how role theorists differed in their conceptualizations of expectations responsible for roles.…”

Section: Role Theorymentioning

confidence: 99%

Understanding Classroom Roles in Inquiry Education

Walker

Shore

2015

Sage Open

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Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teachers may undertake multiple roles simultaneously in inquiry. This article expands on existing research and proposes a framework potentially applicable to both learners and teachers, but here focused on learners. Beyond exploration, engagement, and stabilization of roles, diversification was added and described. This framework expanded on current education theory, adding new insight to a minimally explored topic, with implications for students, teachers, consultants, and researchers.

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Section: Role Theorymentioning

confidence: 99%

Understanding Classroom Roles in Inquiry Education

Walker

Shore

2015

Sage Open

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“…There are five major approaches to role theory-functional, symbolic interactionist, structural, organizational and cognitive (Biddle, 1986). Two dominate occupational socialization literature (Burrell & Morgan, 1979;Merton, 1957;Zeichner & Gore, 1990): functionalist (derived from Parsons, 1951; see also Jeffrey & Troman, 2014) and interpretive (derived from Mead, 1934; see also Stryker & Vryden, 2003, McCall, 2013.…”

Section: Occupational Socialization To Researcher Rolesmentioning

confidence: 99%

Research Training as Occupational Socialization: Doing Research and Becoming Researchers

Cusick¹

2014

ASS

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Social science research training is de-facto occupational socialisation to researcher-roles. To do research, trainees need to develop and demonstrate advanced scholarship that complies with disciplinary norms and perform tasks to pre-determined standards. Functionalist approaches to occupational socialization underpin the performative and standardised approach to research training common in universities. But there is more to research training than doing research. If truly successful, trainees will become researchers. They will take on the researcher-role and make it their own. Interpretive approaches to occupational socialization help illuminate intra-and inter-personal dimensions of role-taking and role-making, however this approach is rarely used to inform research training strategies. Occasional scholarship reveals ad-hoc application on interpretive approaches to research trainee experience (eg., "the journey") supervisor experience (eg., "emotional burden of supervision"), research training methods such as peer-learning (eg., informal or fabricated groups, research micro-climates), or research training pedagogy (eg., collaborative learning, coproduction). Recently, interpretive approaches have been used to inform career-planning strategies for PhD graduates (eg., "Vitae") but this is yet to systematically inform institutional strategies for research-training. To more effectively and efficiently facilitate researcher-role development, research training should consider occupational socialization as an organizing framework, and utilize performative and interpretive approaches to role development. Asian Social Science; Vol. 11, No. 2;2015 ISSN 1911-2017 E-ISSN 1911 AbstractSocial science research training is de-facto occupational socialisation to researcher-roles. To do research, trainees need to develop and demonstrate advanced scholarship that complies with disciplinary norms and perform tasks to pre-determined standards. Functionalist approaches to occupational socialization underpin the performative and standardised approach to research training common in universities. But there is more to research training than doing research. If truly successful, trainees will become researchers. They will take on the researcher-role and make it their own. Interpretive approaches to occupational socialization help illuminate intra-and inter-personal dimensions of role-taking and role-making, however this approach is rarely used to inform research training strategies. Occasional scholarship reveals ad-hoc application on interpretive approaches to research trainee experience (e.g., "the journey") supervisor experience (e.g., "emotional burden of supervision"), research training methods such as peer-learning (e.g., informal or fabricated groups, research micro-climates), or research training pedagogy (e.g., collaborative learning, co-production). Recently, interpretive approaches have been used to inform career-planning strategies for PhD graduates (e.g., "Vitae") but this is yet to systematically inform institutio...

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“…More recently, the literature has classified role theory into five different views: functional, symbolic-interactionist, structural, organizational, and cognitive role theory (Biddle, 1986). Stryker and Statham (1985) believe that a combination of role theory and symbolic interactionism (in which roles are constructed as the play evolves) provides a more complete and integrated framework for discussing the concept of role within social settings-however, a complete discussion on the history and development of role theory within social psychology is beyond the scope of this dissertation.…”

Section: Role Theorymentioning

confidence: 99%

“…Stryker and Statham (1985) believe that a combination of role theory and symbolic interactionism (in which roles are constructed as the play evolves) provides a more complete and integrated framework for discussing the concept of role within social settings-however, a complete discussion on the history and development of role theory within social psychology is beyond the scope of this dissertation. Biddle (1986) suggests that the classification of role theory most useful in informing the role of CEO (or any individual within an organization) is organizational role theory.…”

Section: Role Theorymentioning

confidence: 99%

“…The majority of research in the field of role theory has been generated due to the interest of researchers in roles within the settings of formal organizations. A formal organization is defined as a group of individuals who come together to achieve a common purpose (Biddle, 1986). This organizational view of role theory is centered on the definition that organizations are -preplanned, task-oriented, and hierarchical‖ (Biddle, 1986, p.73).…”

Section: Organizational Role Theorymentioning

confidence: 99%

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The Role of Chief Executive Officer

Glick

2011

Advances in Developing Human Resources

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OF DISSERTATION THE ROLE OF CHIEF EXECUTIVE OFFICERThe purpose of this study was to address the gap between what is reported in the literature and what is known in current practice on the role of CEO. Research on the role of CEO is conflicting and outdated, and the theory deduced by Mintzberg in the 1970s has not been continually refined and updated, a necessary process for maintaining the usefulness of a theory (Lynham, 2002). A major goal of this research was to use the insights provided by CEOs to improve our general understanding of the major roles played by CEOs and how they generally allocate their time in various critical functions.CEOs are known for being a difficult population to research, yet this study has shown they are not inaccessible.This research was also intended to serve those responsible for identifying CEO candidates, recruiting CEOs, coaching CEOs, sustaining an organization's leadership system, and developing performance matrices for Boards of Directors who are ultimately responsible for making sure the CEO is effective and efficient.To investigate the role of CEO a survey instrument was developed based on 31 roles identified in the literature. The survey was sent to CEOs selected from a purchased database by e-mail. The study focused on three research questions with the purpose of

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Recent Developments in Role Theory

Cited by 1,458 publications

References 81 publications

Understanding Classroom Roles in Inquiry Education

Understanding Classroom Roles in Inquiry Education

Research Training as Occupational Socialization: Doing Research and Becoming Researchers

The Role of Chief Executive Officer

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