Role In Negotiations Research Articles

Emerging Roles and Relationships Among Humans and Interactive AI Systems

Metaphors have for long time been used for describing and explaining the roles of technology in human activity. Such descriptions are embedding an increasing level of ambience, where technology is expected to sense, interpret, and adapt to an individual’s needs and wishes, while at the same time, the demands for transparency and accountability is making way for new regulations and guidelines for systems based on artificial intelligence (AI). The purpose of this research is to explore social roles of humans and AI systems, and to identify open research questions and challenges when designing for transparency and sense of control. A socio-technical relationship framework was developed for assessing the social roles of AI systems, and for designing for change in roles and relationships. The framework was developed based on activity theory, metaphors for human-technology interaction, and emergent research on human-AI collaboration. By focusing on meaningful shared activity, the situations when technology is socially and personally relevant can be distinguished from the situations where technology is functionally relevant. The identified roles are partly overlapping and fluent depending on the situation, which increases the need for transparency and accountability, and consequently, AI techniques that allows explainability, negotiation and adaptation of the enacted roles. The framework is exemplified in two case studies to elicit role transformations in a work and a home environment respectively, where an individual’s changing need for supporting development of capabilities and autonomy through AI-based technology are addressed. We identify a number of open research questions and propose to apply the framework to capture and design for developing capability in humans and AI systems, collaborative capabilities in human-AI teaming, and for eliciting the ethical and moral consequences of AI systems operating within a person’s zone of development.

Constructing Conversational Meaning: Analysing Side Remarks Within Ongoing Mediated Discourse

Drawing on a discourse analytical approach and Goffman’s concept of footing, this study examines the role of side remarks in interpreter-mediated TV talk shows. While typically secondary to the main conversation, side remarks significantly influence interaction dynamics by shifting the focus toward entertainment and audience engagement. Using transcriptions from a corpus of publicly available video recordings of a Turkish talk show, the study specifically explores how shifts in footing facilitate the fluid negotiation of roles in creating a lively, participatory environment. The study has found that the host employs side remarks to cultivate a playful and informal atmosphere, often diverting attention from the primary dialogue. It has also revealed that interpreters align with the institutional party’s goals in their strategic decisions to withhold the translation of side remarks intended exclusively for audience amusement. Furthermore, the analysis highlights the guests’ awareness of the show’s dynamic structure, demonstrating their ability to adapt to side remarks without disrupting the flow of interaction.

Care negotiation between people living alone with dementia in the United States and non‐kin caregivers

AbstractBackgroundOne in five people with cognitive impairment or dementia lacks family caregivers. People aging alone receive care from non‐family sources, including friends and neighbors, but the dynamics of these relationships are unexplored.MethodThematic analysis of qualitative interviews with 15 people with cognitive impairment or early dementia without close family and 14 non‐family caregiversResultWe identified five themes that shape non‐family dementia caregiving dynamics: 1) establishing a relationship of trust, 2) personal motivations for seeking/providing care, 3) negotiating caregiving etiquette, 4) establishing caregiving boundaries, 5) the role of distant family.ConclusionDementia caregiving by non‐family involves ongoing interpersonal negotiation of trust, roles, and boundaries.

Iterative Role Negotiation via the Bilevel GRA++ With Decision Tolerance

Iterative Role Negotiation via the Bilevel GRA++ With Decision Tolerance

Toward ethical praxis in longitudinal research with children: Reflecting on ethical tensions in participatory research

The field of early foreign language learning research has witnessed an increasing trend to employ participatory methods, stemming from a paradigm shift in how children are viewed in research. In contrast to more traditional approaches that place children as the objects of research, children are considered active agents and participants in research with expert knowledge of their own lives. In this paper I discuss the ethical tensions that surfaced prior, during, and after a research project that employed participatory methods with young children. I reflect on how the methodology broadened understanding of emerging power differences in the researcher–participant relationship, such as how asymmetry in knowledge and participation alternate and manifest during a longitudinal project, engaging the researcher and the children in recurring negotiation of roles and power. While ethical considerations are often presented as a checklist with do's and don't’s for how to proceed, with this article I draw on experiences from my own project and aim to dismantle the complex and messy picture of the ethical process in research with young children. I argue that while the application of participatory methods in early foreign language learning research alleviates ethical tensions to an extent, such as by helping reduce epistemic and institutional power between the researcher and the participants, it is essential to report and reflect on the ethical weighing and reflection undertaken throughout the study as unequal power structures will remain regardless of method.

Satire Between the Lines: Negotiating Genre Hybridity in the Satirical Newsroom of De Ideale Wereld

ABSTRACT The proliferation of political entertainment has internationally produced a wide variety of news satire formats which blend journalistic conventions with comedic storytelling. This paper investigates the production of the Belgian news satire show De Ideale Wereld through a genre theory lens, viewing genre as enacted practice. It reports on 23 interviews with the show's hosts and editorial staff and a three-week observation period in its “satirical newsroom.” The findings reveal how the creators of De Ideale Wereld engage in an on­going negotiation of comedic and journalistic roles inspired by irreconcilable genre identities, embodying conflicting intentions located on different ends of the spectrum between comedic absurdity and journalistic inquiry. Furthermore, by adhering to journalistic practices such as fact-checking and news values, the show's creators navigate perceived limitations to the subjectivity inherent to their roles as comedic professionals. This article contributes to the limited understanding of the production of news satire and the implications of hybridity on the understanding of comedic and journalistic practice.

Accomplishing lesson ending: bringing lesson to an end

ABSTRACT This ethnomethodological study examines the dynamics of lesson closure in diverse classroom settings, drawing on the sequential analysis of five video-recorded lessons in history, literature, chemistry, and geography classes. The detailed analysis of teacher-student interactions during the lesson endings in a tenth-grade high school classroom in Ankara sheds light on the temporal, social, and interactional processes involved in concluding lessons. The ringing of the bell emerges as a key temporal marker signalling the end of the lesson, while teachers play a central role in orchestrating closure through verbal and non-verbal cues. The interactional dynamics between teachers and students also reveal the negotiation of roles and responsibilities, with students demonstrating orientation to the lesson closure through preparatory actions. Furthermore, the structured nature of lesson closure is evident in sequential patterns and the deployment of terminal components. The study highlights the dynamic nature of classroom interactions during lesson endings, underscoring the formal interactional dynamics at play. Overall, the findings contribute to the understanding of lesson closure processes and offer insights for educators, researchers, and policymakers aiming to enhance teaching and learning experiences in diverse educational contexts.

Trust Development Between Speech-Language Pathologists and Laryngologists: A Thematic Analysis

ObjectivesSpeech language pathologists (SLPs) and laryngologists often work closely in interdisciplinary settings evaluating and treating patients with voice, swallowing, and airway disorders. This collaboration is integral to providing optimum patient care. We theorize that trust is an essential component of this relationship and contributes to effective patient care and professional satisfaction. There is currently no literature that explores the development and role of trust in this unique interprofessional relationship. We aim to explore the SLP and laryngologist interprofessional relationship and the development and role of trust in that relationship. Study DesignQualitative Realist Thematic Analysis MethodsThematic analysis of semi-structured qualitative interviews was performed to explore the relationship between SLPs and laryngologists. Through purposive sampling from November 2022 – January 2023, we recruited SLPs (n=10) and laryngologists (n=10) from 12 centers with varying years of practice, practice setting (academic or private), geographic location, and team structures. ResultsTrust between SLPs and laryngologists is comprised of confidence in 1) ability (clinical judgment, technical skill), 2) benevolence, and 3) integrity. Trust formation is enhanced by frequency and quality of communication, physical proximity, and reduction of practical barriers (scheduling, billing, departmental structure). Role negotiation was not identified as a factor. The presence of all three components of trust contributes to job satisfaction, perceptions of patient experience and care outcomes, and the willingness to collaborate in academic areas beyond clinical care. ConclusionsAll three elements (ability, benevolence, integrity) must be present for trust in an interprofessional relationship between SLPs and laryngologists, and formation of trust is facilitated by robust communication, physical proximity, and reduction of practical barriers to collaboration. The lack of these elements and lack of trust between the two professions can negatively impact collaboration, job satisfaction, and patient care outcomes, contributing to inefficiencies in patient care.

“Your Connection is Unstable”: Remote Socialization and Effects on Organizational Assimilation

This study examined remote socialization of knowledge workers who began work remotely and the immediate and more distal effects on their organizational assimilation (OA) and other outcomes. We identify potential aftereffects as reported from interviews with 21 workers collected soon after entry and also approximately a year later to understand these longer-term effects. The data demonstrate their job competency and recognition were least affected, their ability to develop familiarity with others and role negotiation were moderately affected, and involvement and acculturation were significantly affected. Remote socialization reduced organizational identification when participants felt less connection, linked to turnover. Early-career (vs. mid-career) newcomers reported more disappointments, which led to breaches of their psychological contracts and premature turnover. We discuss theoretical and practical implications for remote socialization and the longer-term distal effects on their OA and connection to their organization.

Women as carriers of the ‘weaving legacy’: Shifting labour and changing gender relations in marriage

The study highlights how women bear the responsibility of perpetuating the cultural identity of the weaving community due to gendered norms around endogamous marriage, the dual burden that women bear within family enterprises, and the exit of male weavers in pursuit of more sustainable economic opportunities. Male weavers of these family enterprises rely on women's continuing allegiance to the ancestral craft to carry forward the economic gains of upholding the weaving craft when they embrace the option of mobility in order to alleviate the financial precarity and stabilise their livelihoods. The normative expectations of marriage within the weaving community, where women's labour is regulated and exploited via intra-community marriage, serve as the foundation for this practice. Women engage in complex negotiations, confront gendered expectations, and, in the worst situations, disrupt gender norms in the family, community, and the labour market throughout this process. The paper drawing from a qualitative study conducted in the handloom clusters of Nadia, West Bengal (India) critically examines the intricate negotiation of gender roles, presenting a nuanced portrayal of how women navigate societal expectations and contribute to reshaping gender norms within family enterprises and weaving community at large.

A Goffmanian analysis of impact of unclear professional identity and role negotiation of pharmacists in primary care: A multiple case study

BackgroundProfessional identity and its development is a focus of research, education, and practice. But, there is a lack of how professional identity impacts changes in pharmacists’ roles in practice, which are particularly prevalent in primary care teams. ObjectivesThis research uses Goffmanian theory, micro-sociologic interactional theory, to describe the outcomes of role negotiation in integrated primary care teams. MethodsThis is a multiple case study done per Yin, which used interviews and documents to collect data. Interviews used a storytelling format to gather information on the pharmacist's role and negotiation with their team. Four to six interviews were done in each case. Data was analyzed in an iterative manner using the Qualitative approach by Leuven including narrative reports being created for each case. ResultsFive cases were recruited but three cases were completed. In each case, the pharmacist was passive in role negotiation and allowed other actors to decide what tasks were of value. Likely this passivity was due to their professional identities: supportive and “not a physician”. These identities led to a focus on the pharmacists' need to develop. This multi-case study demonstrated that pharmacists’ professional identity led to passivity being valued and expected. Whether pharmacists self-limited, which has been previously seen, needs to be better defined. But unclear archetypes reduced tasks identified as unique to the pharmacist. ConclusionGoffmanian theory highlighted a key success for future pharmacist role negotiation, a clear professional identity by both pharmacists and society, including team members. Until that occurs, there is a risk of underuse in primary care team settings.

Feeding off Each Other: Journalistic Role Negotiations Between Local and Foreign Reporters in Nairobi

ABSTRACT Nairobi, a vibrant hub for international journalism in East Africa, hosts a varied mix of foreign and national reporters. This paper centres on the interplay between these groups and how their relationships impact their professional role conceptions and performance. It is based on 35 interviews—with Kenyan journalists, media critics and foreign correspondents—and ethnographic data collected in Nairobi in 2021. Findings show that journalists working in Nairobi sometimes understand their job as trying to compensate for the professional roles that their counterparts cannot fulfil—like being a watchdog or disseminator. Foreign correspondents are aware of criticism toward stereotypical representations of Africa in the news media and carefully consider their performances to try to circumvent these, whilst national journalists often motivate their reporting to offer counter-narratives. While at first glance the interaction between these groups is minimal, I pose that it is precisely the constant awareness of each other’s work that generates manifold tensions that, in turn, reflect on their roles and practices.

Co-teaching literacy strategies for the inclusion of second-language learners: possibilities for professional development

This narrative study, set in lower-secondary school (grades 7–9) in Finland, explores a co-teaching initiative aimed at developing inclusive education for second-language students by integrating literacy strategies in content-area teaching. The co-teaching was realized by three experienced content-area teachers working in dyads with a resource teacher with competence in literacy strategies. Co-teaching among experienced teachers at higher grade-levels and with the purpose of including second-language students is a relatively under-researched field. Data was collected through seven teacher–researcher conversations over two school-years. Word images were constructed from the field texts to represent four narrative themes, depicting the teachers’ narration of their knowledge construction and role formation: daring to share, extended expertise, fine-tuning roles and increased well-being. Results suggest benefits such as well-being through shared responsibilities along with increased expertise to support all students’ learning of both language and content in the co-taught classroom and beyond. Trust, being open to change and daring to share one’s knowledge landscapes and classroom space were seen as crucial in the negotiation of educational priorities and teacher roles. Co-teaching is suggested to be a viable option for the professional development of inclusive practices in the form of integration of literacy strategies across the curriculum.

Greek Primary School Teachers’ Narratives about their Role Negotiation during the Covid-19 Pandemic

No one can dispute the fact that the teaching profession seemed to be tested during the coronavirus pandemic. Teachers were called upon to perform a difficult and multifaced role, without help and support from the state. The issues that teachers had to respond to and solve are related to their autonomy, their digital literacy competences and their relationships/cooperation with students. The new working conditions terrified teachers, who had to manage their digital classroom through a violent readjustment. Under these circumstances, Greek primary school teachers’ narratives offer us their phenomenological perspective on how they coped with their teaching duties during this period of health and educational emergency. An initial attempt is made to empathetically approach the ‘world’ of four teachers, while the subsequent interpretive and critical analysis serves as a means to illuminate ‘hidden’ beliefs of their professional role, the reshaping of their identity, and their adaptation to the online teaching context. Through their narratives, the teachers reflect on the issue of the lack of support from the state. They also note that they found it difficult to manage their e-classes in such a short time. Finally, there is a need for more effective preparation of teachers in times of uncertainty and crisis.

Between equilibrium and chaos, with little restitution: a narrative analysis of qualitative interviews with clinicians and parent carers of children with medical complexity

BackgroundChildren with medical complexity (CMC) comprise 1% of the paediatric population, but account for over 30% of health service costs. Lack of healthcare integration and coordination for CMC is well-documented. To address this, a deep understanding of local contextual factors, experiences, and family-identified needs is crucial. The aim of this research was to investigate the lived experiences of CMC, their families, and healthcare staff, focusing on understanding the dynamics of care coordination and the challenges faced in providing integrated care, in order to inform the development of effective, family-centred models of care.MethodsIn April to July 2022, 31 semi-structured interviews were conducted with parents/guardians of CMC and healthcare professionals who care for CMC. Interviews explored complex paediatric care and care coordination barriers. An inductive thematic analysis was undertaken. Themes were then further explored using Frank’s narrative approach.ResultsThrough analysis, we identified that the restitution typology was absent from both staff and parent/guardian narratives. However, we uncovered narratives reflective of the chaos and quest typologies, depicting overwhelming challenges in managing complex medical needs, and proactive efforts to overcome barriers. Importantly, a novel typology termed ‘equilibrium’ was uncovered. Narratives aligning with this typology described medical complexity as a balance of power and a negotiation of roles. Within the equilibrium typology, illness trajectory was described as a series of negotiations or balancing acts between healthcare stakeholders, before finally reaching equilibrium. Participants described seeking a balance, where their expertise is respected, whilst maintaining the ability to rely on professional guidance and support. These insights provide a nuanced understanding of the multifaceted narratives shaping care experiences for CMC and their families.ConclusionsOur research delineates multifaceted challenges within the care landscape for CMC, their families, and healthcare staff. Embracing the equilibrium narrative typology highlights the criticality of tailored, integrated care models. This necessitates prioritising clear role delineation and communication among caregivers, implementing support systems addressing the challenges of continuous caregiving, and integrating parents/guardians as essential members of the care team. These insights advocate for pragmatic and sustainable strategies to address the unique needs of CMC and their families within healthcare systems.

From hierarchical to matrix structure: tensions in negotiating shared leadership configurations

PurposeDespite much attention being devoted to shared leadership, the negotiation of such arrangements remains underexplored. In parallel, the revival of interest in matrix structures reveals their challenges but neglects the dynamics of shared leadership. In this case study, the author analyzes the tensions experienced by senior managers of a healthcare organization transitioning from a hierarchical to matrix structure as they negotiate their leadership roles in this new arrangement.Design/methodology/approach The author interviewed 16 senior managers, observed their meetings and analyzed documents. These data were combined with secondary data including previous interviews and observations of this top leadership team. The author then conducted an inductive data analysis.Findings The author's analysis reveals that the tensions experienced by senior managers as they negotiate their roles reflect the co-existence of leadership surpluses (too much leadership) and deficits (too little leadership) in matrix organizations. The author argues that surpluses and deficits are not mutually exclusive but are interrelated and shows how leadership surpluses can create leadership deficits.Practical implicationsThe author’s findings suggest that in contexts of leader abundance, actors should explore leadership voids. Particular attention should be paid to incidents of intrusion and exclusion, moments of transition and intense role negotiation, as those contexts are particularly conducive to leadership deficits.Originality/valueWhile previous work on matrix structures focuses on leadership surpluses, the author discusses leadership deficits. The author explores how more leaders do not necessarily mean more leadership, but instead how more leaders may result in leadership voids.

How sustainability assurance work gets done: assurors’ sensemaking, socialization and interactions with clients

PurposeThis study examines how assurors make sense of sustainability assurance (SA) work and how interactions with assurance team members and clients shape assurors’ sensemaking and their actual SA work.Design/methodology/approachTo obtain detailed accounts of how SA work occurs on the ground, this study explores three SA engagements by interviewing the main actors involved, both at the client firms and at their Big Four assurance providers.FindingsIndividual assurors’ (i.e. partners and other team members) sensemaking of SA work results in the crafting of their logics of action (LoAs), that is, their meanings about the objectives of SA work and how to conduct it. Without organizational socialization, team members may not arrive at shared meanings and deviate from the team-wide assurance approach. To fulfill their objectives for SA work, assurors may engage in socialization with clients or assume a temporary role. Yet, the role negotiations taking place in the shadows of the scope negotiations determine their default role during the engagement.Practical implicationsTwo options are available to help SA statement users gauge the relevance of SA work: either displaying the SA work performed or making it more uniform.Originality/valueThis study theoretically grounds how assurors make sense of SA work and documents how (the lack of) professional socialization, organizational socialization and socialization of frequent interaction partners at the client shape actual SA work. Thereby, it unravels the SA work concealed behind SA statements.

Situated Partnership: Dynamics of Role Formation in a Research–Practice Partnership

Background or Context: Research–practice partnerships (RPPs) are collaborative efforts between researchers and practitioners aimed at improving educational practices through engagement in research. Previous studies have highlighted the dynamic nature of roles within RPPs, emphasizing the need for role negotiation and adaptation to local contexts. This study builds on existing literature by focusing on the roles of academic faculty within an evolving RPP involving two higher education institutions and 21 schools in Israel. The aim of the RPP was to give participating schools the opportunity to evaluate and understand pedagogical processes and make changes through engagement in school-based research. Purpose: The purpose of this study was to explore the roles of academic faculty within an evolving RPP and understand how these roles develop and adapt over time. The research focused on faculty members’ experiences in supporting schools’ research endeavors, emphasizing the contingent nature of their roles. The study addressed the following research questions: What types of roles are formed for faculty within an RPP? How do faculty roles develop within the RPP? By examining these questions, the study seeks to contribute to a deeper understanding of role dynamics in RPPs and provide insights for more effective partnership implementation. Research Design: We explored faculty roles through a fine-grained analysis of their discourse during biweekly meetings, where they reported and reflected on their interactions with practitioners in the schools. These meetings served as a forum for faculty to share their responsibilities and tasks within the partnership and to negotiate and construct their professional identity within the RPP. Data were collected from 24 transcribed meetings, each lasting 90 minutes, and segmented into episodes categorized as “small stories.” We employed a grounded-theory method to code each segment and drew on these findings to further our understanding of how faculty members’ roles were formed within the RPP. Conclusions/Recommendations: Faculty roles within the RPP were not fixed; they were highly contingent on the specific contexts of the participating schools. The concept of “situated partnership” emerged as a key finding, emphasizing the dynamic and context-dependent nature of faculty roles. The study recommends that future RPPs consider the importance of flexibility and adaptability in role definitions, allowing for the evolution of roles based on local contexts.

The Effects of Externalised Border Control Management by Germany on Marriage Migrants from Third Countries

ABSTRACT Since European Union states began externalising their migration control regime, by delegating to third states, their own remote institutions and non-state actors, scholars have widened the ‘destination state-centric’ perspective of Zolberg’s influential ‘remote control’ interpretative framework. Border externalisation is, therefore, regarded as a complex ‘battlefield, in which different actors are positioning themselves’ and which produces multifaceted transnational effects. Based on autoethnography and semi-structured interviews with spouses from several post-Soviet states who are married to German citizens, this paper illuminates how tightening border policies and vigilant practices at German consulates directed at marriage migrants from third countries influence households and couples’ life trajectories. The reverberations encompass the evolving nature of transnational borderscapes in response to state policies, as well as changing conditions of marriage, family planning, the maintenance of two households and (re)negotiation of gender roles.

Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas

Analyses highlighting the epistemic dimension of students’ participation in science have dominated science education literature for the past several years. While most of this literature has focused on how students learn together, the relational nature of these knowledge-building interactions has been under-examined. In response, this paper empirically examines how these epistemic interactions are also relational. Building upon Noddings’ ethic of care and Maheux and Roth’s argument that “being-in-the-know” in mathematics is always “being-in-the-know-with” others, I develop the construct of relationality as a moral and ethical orientation to teaching that is also visible in moment-to-moment interaction. I present a micro-interactional analysis of what enacting relationality can look like in the context of science teaching through two excerpts in which 8th grade students made unexpected bids to shift their participation. I illustrate how these relationally- and epistemically-entangled bids, and the teachers’ attention and responses to them, precipitated role negotiations: explorations and expansions of what it could mean to “be-in-the-know-with” while building science knowledge. This analysis suggests that learning to notice students’ bids for new roles and learning to interpret those bids as simultaneously relational and epistemic moves is an essential aspect of responsive teaching that cultivates trusting relationships as participation in sophisticated disciplinary practices. I conclude with a discussion of how micro-level relational dynamics function as a mechanism by which meso-level classroom cultures and macro-level social narratives are constituted and contested, and the implications of these constitutions and contestations for science, teachers, and science teacher education.