Advertisement

Habitus, social capital, leadership, and reflection: insights for early career nurse academics

  • Joanne Harmon
    Correspondence
    Corresponding author: Tel.: +61 8 8302 1442
    Affiliations
    Clinical and Health Sciences Academic Unit, University of South Australia, PO Box 2471, Adelaide South Australia 5001

    Rosemary Byrant AO Research Centre, University of South Australia
    Search for articles by this author
  • Matylda Howard
    Affiliations
    Clinical and Health Sciences Academic Unit, University of South Australia, PO Box 2471, Adelaide South Australia 5001

    Centre for Workplace Excellence, University of South Australia
    Search for articles by this author
  • Sue Sharrad
    Affiliations
    Clinical and Health Sciences Academic Unit, University of South Australia, PO Box 2471, Adelaide South Australia 5001
    Search for articles by this author

      ABSTRACT

      Background

      It has been identified that nurses moving into academia have felt similar experiences of transition shock as those of new nurse graduates entering clinical practice. Moving into higher education, the early career nurse academic can find foreign the notion of different leadership approaches that have less direct supervision, leaving them unsure of their role and what is expected of them.

      Aim

      To encourage early career nurse academics to undertake regular reflective practice within their habitus, to enhance their understanding of their social capital and facilitate the use of a transformative leadership approach.

      Methods

      The discussion draws on the theory of Bourdieu as a lens to explore the notion that if one has access to crucial resources, they will understand how to accrue them through their relationships with others.

      Findings and discussion

      Early career nurse academics are required to have understanding into gaining and maintaining social capital and use this as part of their leadership style. To achieve this, reflection and engaging in peer review is required. The development of an academic identity requires the building of networks and receiving mentorship.

      Conclusion

      From undertaking a process of reflection, early career nurse academics can take an active role in their development from gaining insight into their leadership style utilising a transformative leader approach. A critical understanding of the levels of social capital nurse academics currently hold within an organisation, will enable them to seek opportunities and areas requiring further development for their professional leadership growth.

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Collegian
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      Reference

        • Anderson C.
        • John O.P.
        • Keltner D.
        The personal sense of power.
        Journal of Personality. 2012; 80: 313-344https://doi.org/10.1111/j.1467-6494.2011.00734.x
        • Angervall P.
        • Gustafsson J.
        • Silfver E.
        Academic career: On institutions, social capital and gender.
        Higher Education Research & Development. 2018; 37: 1095-1108https://doi.org/10.1080/07294360.2018.1477743
        • Australian College of Nursing
        Nurse leadership: A white paper by ACN 2015 [White paper].
        Australian College of Nursing, Canberra, ACT2015
        • Avolio B.J.
        • Bass B.M.
        Individual consideration viewed at multiple levels of analysis: A multi-level framework for examining the diffusion of transformational leadership.
        Leadership Quaterly. 1995; 6: 199-218
        • Bagley K.
        • Hoppe L.
        • Brenner G.H.
        • Crawford M.
        • Weir M.
        Transition to nursing faculty: exploring the barriers.
        Teaching and Learning in Nursing. 2018; 13: 263-267https://doi.org/10.1016/j.teln.2018.03.009
      1. Bass, B.M., & Riggio, R.E. (2005). Transformational Leadership. Mahwah, UNITED STATES. Taylor & Francis Group. http://ebookcentral.proquest.com/lib/unisa/detail.action?docID=274519.

        • Bäker A.
        • Goodall A.H.
        Feline followers and “umbrella carriers”: Department Chairs’ influence on faculty job satisfaction and quit intentions.
        Research Policy. 2020; 49103955https://doi.org/10.1016/j.respol.2020.103955
        • Benner P.
        From novice to expert: Excellence and power in clinical nursing practice.
        Addison-Wesley, Menlo park1984
        • Bennett J.L.
        • Bush M.W.
        Coaching for change.
        Routledge, New York2013
        • Blackmore J.
        Lost in translation? Emotional intelligence, affective economies, leadership and organizational change.
        Journal of Educational Administration and History. 2011; 43: 207-225https://doi.org/10.1080/00220620.2011.586455
        • Blackmore J.
        A feminist critical perspective on educational leadership.
        International Journal of Leadership in Education. 2013; 16: 139-154
        • Blackmore J.
        • Sánchez-Moreno M.
        • Sawers N.
        Globalised re/gendering of the academy and leadership.
        Gender and Education. 2015; 27 (iii-vii)https://doi.org/10.1080/09540253.2015.1028738
        • Blackmore J.
        • Sawers N.
        Executive power and scaled-up gender subtexts in Australian entrepreneurial universities.
        Gender and Education. 2015; 27: 320-337https://doi.org/10.1080/09540253.2015.1027670
        • Boamah S.A.
        • Callen M.
        • Cruz E.
        Nursing faculty shortage in Canada: A scoping review of contributing factors.
        Nursing Outlook. 2021; 69: 574-588https://doi.org/10.1016/j.outlook.2021.01.018
        • Bourdieu P.
        Structures, Habitus, Power: Basis for a theory of symbolic power.
        in: Bourdieu P. Nice R. Outline of a Theory of Practice. Eds. Cambridge University Press, Cambridge1977: 159-197https://doi.org/10.1017/CBO9780511812507.006
        • Bourdieu P.
        The Social Space and the Genesis of Groups.
        Theory and Society. 1985; 14 (Available at:): 723-744
        • Bourdieu P.
        The political field, the social science field, and the journalistic field.
        in: Benson R. Neveu É. Bourdieu and the journalistic field. Eds. Polity Press, Cambridge, UK1995: 29-47
        • Breslin E.T.
        • Nuri-Robins K.
        • Ash J.
        • Kirschling J.M.
        The changing face of academic nursing: Nurturing diversity, inclusivity, and equity.
        Journal of Professional Nursing. 2018; 34: 103-109https://doi.org/10.1016/j.profnurs.2017.12.014
        • Cahusac de Caux B.K.C.D.
        • Lam C.K.C.
        • Lau R.
        • Hoang C.H.
        • Pretorius L.
        Reflection for learning in doctoral training: Writing groups, academic writing proficiency and reflective practice.
        Reflective Practice. 2017; 18: 463-473https://doi.org/10.1080/14623943.2017.1307725
        • Carrell W.S.
        • Ellinger A.D.
        • Nimon K.F.
        • Kim S.
        Examining the relationships among managerial coaching, perceived organizational support, and job engagement in the US higher education context.
        European Journal of Training and Development. 2021; https://doi.org/10.1108/EJTD-10-2020-0145
        • Casanueva C.
        • Gallego Á.
        Social capital and individual innovativeness in university research networks.
        Innovation. 2010; 12: 105-117https://doi.org/10.5172/impp.12.1.105
        • Cirak-Kurt S.
        • Yildirim I.
        The effects of blogging on pre-service teachers’ reflective thinking and self-efficacy.
        Reflective Practice. 2021; : 1-17https://doi.org/10.1080/14623943.2021.1879772
        • Cotter K.D.
        • Clukey L.
        “Sink or Swim”: An ethnographic study of nurse educators in academic culture.
        Nursing Education Perspectives. 2019; 40 (Available at:): 139-143
        • Courpasson D.
        Managerial strategies of domination: Power in soft bureaucracies.
        Organization Studies. 2000; 21: 141-161https://doi.org/10.1177/0170840600211001
        • Cummings G.G.
        • Lee S.
        • Tate K.
        • Penconek T.
        • Micaroni S.P.M.
        • Paananen T.
        • et al.
        The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership.
        International Journal of Nursing Studies. 2021; 115103842https://doi.org/10.1016/j.ijnurstu.2020.103842
        • Daft R.L.
        • Lane P.G.
        The leadership experince.
        Cengage Learning, Boston, Massachusetts2018
        • Darbyshire P.
        • Hungerford C.
        • Thompson D.
        • Lauder W.J.
        Nursing, leadership and academia: Passing the baton.
        Nurse Education Today. 2020; 89104400https://doi.org/10.1016/j.nedt.2020.104400
        • Delamont S.
        Cultural capital and muted groups: The theoretical perspective of the volume.
        Knowledgeable women: Structuralism and the reproduction of elites (2 ed.). Routledge, London2002
        • Duchscher J.B.
        • Windey M.
        Stages of Transition and Transition Shock.
        Journal for Nurses in Professional Development. 2018; 34: 228-232https://doi.org/10.1097/nnd.0000000000000461
        • Eva N.
        • Robin M.
        • Sendjaya S.
        • van Dierendonck D.
        • Liden R.C.
        Servant Leadership: A systematic review and call for future research.
        The Leadership Quarterly. 2019; 30: 111-132https://doi.org/10.1016/j.leaqua.2018.07.004
        • Fox-Kirk W.
        Viewing authentic leadership through a bourdieusian lens: understanding gender and leadership as social action.
        Advances in Developing Human Resources. 2017; 19: 439-453https://doi.org/10.1177/1523422317728939
        • Gander M.
        Let the right one in: A Bourdieusian analysis of gender inequality in universities’ senior management.
        Gender, Work & Organization. 2019; 26: 107-123https://doi.org/10.1111/gwao.12327
        • Grassley J.S.
        • Strohfus P.K.
        • Lambe A.C.
        No longer expert: a meta-synthesis describing the transition from clinician to academic.
        J Nurs Educ. 2020; 59: 366-374https://doi.org/10.3928/01484834-20200617-03
        • Guay R.P.
        • Choi D.
        To whom does transformational leadership matter more? An examination of neurotic and introverted followers and their organizational citizenship behavior.
        The Leadership Quarterly. 2015; 26: 851-862https://doi.org/10.1016/j.leaqua.2015.06.005
        • Harper-McDonald B.
        • Taylor G.
        Expert nurse to novice academic: Reflections on the first year of transition from practitioner to academic.
        Nurse Education Today. 2020; 90104431https://doi.org/10.1016/j.nedt.2020.104431
        • Heffernan T.
        Examining university leadership and the increase in workplace hostility through a Bourdieusian lens.
        Higher Education Quarterly. 2021; 75: 199-211https://doi.org/10.1111/hequ.12272
        • Held S.
        • McKimm J.
        Emotional intelligence, emotional labour and affective leadership [Chapter 4].
        in: Preedy M. Bennett N. Wise C. Open U. Educational leadership: Context, strategy and collaboration (1st ed ed.Eds. SAGE, London2012: 52-64 (Available at: https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au/lib/monash/reader.action?docID=4531718&ppg=63)
        • Herman N.
        • Jose M.
        • Katiya M.
        • Kemp M.
        • le Roux N.
        • Swart-Jansen van Vuuren C.
        • et al.
        ‘Entering the world of academia is like starting a new life’: A trio of reflections from Health Professionals joining academia as second career academics.
        International Journal for Academic Development. 2021; 26: 69-81https://doi.org/10.1080/1360144X.2020.1784742
        • Hu L.
        • Randel A.E.
        Knowledge sharing in teams: social capital, extrinsic incentives, and team innovation.
        Group & Organization Management. 2014; 39: 213-243https://doi.org/10.1177/1059601114520969
        • Hunter J.
        • Hayter M.
        A neglected transition in nursing: The need to support the move from clinician to academic properly.
        Journal of Advanced Nursing. 2019; 75: 1820-1822https://doi.org/10.1111/jan.14075
        • Inman M.
        Bringing life to leadership: The significance of life history in reviewing leadership learning within higher education.
        International Journal of Leadership in Education. 2014; 17: 237-256https://doi.org/10.1080/13603124.2013.867076
        • Jackson D.
        • Peters K.
        • Andrew S.
        • Daly J.
        • Gray J.
        • Halcomb E.
        Walking alongside: A qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics.
        Contemporary Nurse. 2015; 51: 69-82https://doi.org/10.1080/10376178.2015.1081256
        • Jarosinski J.M.
        • Seldomridge L.A.
        • Reid T.P.
        • Hinderer K.A.
        “Learning How to Teach” in Nursing: Perspectives of Clinicians After a Formal Academy.
        Nurse Educator. 2020; 45 (Available at:): 51-55https://doi.org/10.1097/NNE.0000000000000662
        • Khan N.
        • Jackson D.
        • Stayt L.
        • Walthall H.
        Factors influencing nurses’ intentions to leave adult critical care settings [https://doi.org/10.1111/nicc.12348].
        Nursing in Critical Care. 2019; 24: 24-32https://doi.org/10.1111/nicc.12348
      2. King, V., Garcia-Perez, A., Graham, R., Jones, C., Tickle, A., & Wilson, L. (2014). Collaborative reflections on using island maps to express new lecturers’ academic identity. Reflective Practice, 15(2), 252–267. doi: 10.1080/14623943.2014.883311

        • Kozlowski S.W.J.
        • Klein K.J.
        A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes.
        Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions. Jossey-Bass, San Francisco, CA, US2000: 3-90
        • Logan P.A.
        • Gallimore D.
        • Jordan S.
        Transition from clinician to academic: An interview study of the experiences of UK and Australian Registered Nurses.
        Journal of Advanced Nursing. 2015; 72: 593-604https://doi.org/10.1111/jan.12848
        • Ma Y.
        • Faraz N.A.
        • Ahmed F.
        • Iqbal M.K.
        • Saeed U.
        • Mughal M.F.
        • et al.
        Curbing nurses’ burnout during COVID-19: The roles of servant leadership and psychological safety.
        Journal of Nursing Management. 2021; 29: 2383-2391https://doi.org/10.1111/jonm.13414
        • Marchiondo L.A.
        • Myers C.G.
        • Kopelman S.
        The relational nature of leadership identity construction: How and when it influences perceived leadership and decision-making.
        The Leadership Quarterly. 2015; 26: 892-908https://doi.org/10.1016/j.leaqua.2015.06.006
        • Massey D.
        • Ion R.
        • Jackson D.
        I want it all and I want it now. Challenging the traditional nursing academic paradigm.
        Nurse Education Today. 2019; 80: 12-14https://doi.org/10.1016/j.nedt.2019.05.035
        • McDermid F.
        • Peters K.
        • Jackson D.
        • Daly J.
        Factors contributing to the shortage of nurse faculty: A review of the literature.
        Nurse Education Today. 2012; 32: 565-569https://doi.org/10.1016/j.nedt.2012.01.011
        • Meeussen L.
        • Delvaux E.
        • Phalet K.
        Becoming a group: Value convergence and emergent work group identities.
        British Journal of Social Psychology. 2013; 53: 235-248https://doi.org/10.1111/bjso.12021
        • Montouri A.
        • Conti I.
        From power to partnership: Creating the future of love, work and community.
        HarperCollins, San Francisco1993
        • Montuori A.
        • Donnelly G.
        Transformative leadership.
        in: Neal J. Handbook of personal and organisational transformation. Ed. Springer Nature, Cham.2017: 1-33https://doi.org/10.1007/978-3-319-29587-9_59-1
        • Moore C.B.
        • Payne G.T.
        • Autry C.W.
        • Griffis S.E.
        Project complexity and bonding social capital in network organizations.
        Group & Organization Management. 2016; 43: 936-970https://doi.org/10.1177/1059601116650556
        • Nahapiet J.
        • Ghoshal S.
        Social capital, intellectual capital, and the organizational advantage.
        The Academy of Management Review. 1998; 23: 242-266https://doi.org/10.2307/259373
        • Pelletier K.L.
        • Kottke J.L.
        • Sirotnik B.W.
        The toxic triangle in academia: A case analysis of the emergence and manifestation of toxicity in a public university.
        Leadership. 2018; 15: 405-432https://doi.org/10.1177/1742715018773828
        • Phillips L.K.
        Succession planning in nursing education.
        Nursing Outlook. 2021; 69: 32-42https://doi.org/10.1016/j.outlook.2020.08.004
        • Read E.A.
        Workplace social capital in nursing: An evolutionary concept analysis.
        Journal of Advanced Nursing. 2014; 70: 997-1007https://doi.org/10.1111/jan.12251
        • Reay D.
        It’s all becoming a habitus’: Beyond the habitual use of habitus in educational research.
        British Journal of Sociology of Education. 2004; 25: 431-444https://doi.org/10.1080/0142569042000236934
        • Ruth-Sahd L.A.
        • Beyer N.A.
        Using Participatory Action Research to Explore the Nursing Academic Work Environment.
        International Journal of Nursing Education Scholarship. 2020; : 17https://doi.org/10.1515/ijnes-2018-0081
        • Schein E.H.
        Organizational culture and leadership.
        2 ed. Jossey-Bass Publishers, San Francisco1992
        • Schriesheim C.A.
        • Wu J.B.
        • Scandura T.A.
        A meso measure? Examination of the levels of analysis of the Multifactor Leadership Questionnaire (MLQ).
        The Leadership Quarterly. 2009; 20: 604-616https://doi.org/10.1016/j.leaqua.2009.04.005
        • Scully N.J.
        Leadership in nursing: The importance of recognising inherent values and attributes to secure a positive future for the profession.
        Collegian. 2015; 22: 439-444https://doi.org/10.1016/j.colegn.2014.09.004
        • Siangchokyoo N.
        • Klinger R.L.
        • Campion E.D.
        Follower transformation as the linchpin of transformational leadership theory: A systematic review and future research agenda.
        The Leadership Quarterly. 2020; 31101341https://doi.org/10.1016/j.leaqua.2019.101341
        • Singh C.
        • Jackson D.
        • Munro I.
        • Cross W.
        Work experiences of Nurse Academics: A qualitative study.
        Nurse Education Today. 2021; 106105038https://doi.org/10.1016/j.nedt.2021.105038
        • Smith B.
        Accessing social capital through the academic mentoring process.
        Equity & Excellence in Education. 2007; 40: 36-46https://doi.org/10.1080/10665680601088465
        • Thompson D.R.
        • Clark A.M.
        Leading by gaslight? Nursing’s academic leadership struggles.
        Journal of Advanced Nursing. 2018; 74: 995-997https://doi.org/10.1111/jan.13399
        • Thompson S.A.
        • Miller K.L.
        Disruptive trends in higher education: Leadership skills for successful leaders.
        Journal of Professional Nursing. 2018; 34: 92-96https://doi.org/10.1016/j.profnurs.2017.11.008
        • Thomson P.
        Educational leadership and Pierre Bourdieu (1 ed.).
        Routledge, London2016
        • Tucker C.A.
        Succession planning for academic nursing.
        Journal of Professional Nursing. 2020; 36: 334-342https://doi.org/10.1016/j.profnurs.2020.02.002
        • van Knippenberg D.
        • Sitkin S.B.
        A Critical Assessment of Charismatic—Transformational Leadership Research: Back to the Drawing Board?.
        The Academy of Management Annals. 2013; 7: 1-60https://doi.org/10.1080/19416520.2013.759433
        • van Lankveld T.
        • Schoonenboom J.
        • Volman M.
        • Croiset G.
        • Beishuizen J.
        Developing a teacher identity in the university context: A systematic review of the literature.
        Higher Education Research & Development. 2017; 36: 325-342https://doi.org/10.1080/07294360.2016.1208154
        • Wilkinson J.
        Is it all a ‘game’? Analysing academic leadership through a Bourdieuian practice lens.
        Critical Studies in Education. 2010; 51: 41-54https://doi.org/10.1080/17508480903450216
        • Wilson A.
        • Sharrad S.
        • Rasmussen P.
        • Kernick J.
        Publish or Perish: Ensuring Longevity in Nurse Education—Evaluation of a Strategy to Engage Academics, Students, and Clinicians in Publication Activity.
        Journal of Professional Nursing. 2013; 29: 210-216https://doi.org/10.1016/j.profnurs.2012.04.024
        • Wyllie A.
        • Levett-Jones T.
        • DiGiacomo M.
        • Davidson P.M.
        An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience.
        Nurse Education in Practice. 2020; 48102883https://doi.org/10.1016/j.nepr.2020.102883
        • Xu J.
        • Kunaviktikul W.
        • Akkadechanunt T.
        • Nantsupawat A.
        • Stark A.T.
        A contemporary understanding of nurses’ workplace social capital: A response to the rapid changes in the nursing workforce.
        Journal of Nursing Management. 2020; 28: 247-258https://doi.org/10.1111/jonm.12914
        • Zineldin M.
        • Hytter A.
        Leaders’ negative emotions and leadership styles influencing subordinates’ well-being.
        The International Journal of Human Resource Management. 2012; 23: 748-758https://doi.org/10.1080/09585192.2011.606114