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The purpose of this paper is to explore impostor syndrome or impostor phenomenon (IP), which is defined as high-achieving individuals' failure to internalize accomplishments. Despite the wide study of IP, the role of the context beyond the individual is largely ignored, although recently, calls have been made for such scrutiny. In this study perceived organizational support (POS) is included as a contextual factor.

Using a large and representative sample (n = 1,042) of New Zealand employees, the study seeks to investigate IP using the standard Clance IP scale test, and the frequency of IP is calculated. Next, it assesses the links between IP and mental health, specifically job anxiety and job depression, are explored. POS is included as a moderator.

Overall, the study finds solid evidence of the psychometric properties of the scale, with the following frequencies across categories: few IP issues (14.0%), moderate IP issues (37.3%), frequent IP issues (39.7%) and intense IP issues (8.9%). Regression analysis shows that IP is positively related to job anxiety and job depression. The interactions between POS and IP support the hypothesized buffering effect. Additional tests suggest that IP is a widespread workplace phenomenon irrespective of individual or organization demographics.

The findings of this study highlight the common nature of IP in the workplace and its role in mental health. However, POS clearly can play a key role in its management in the workplace.

The IP literature has a limited focus on workplaces, and mental health, including POS as a moderator, and provides additional value.

In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the underlying ideas of teaching and learning. Reflecting different time periods of technology development, these reforms initiated in 2000 and 2012, respectively, offer valuable insights into how initial teacher education is influenced by technologies in the society and how conceptions of teacher professional learning are changing over time. This study highlights the constraints and affordances of the technologies for changing and bridging practices in teacher education. For the uptake and use of digital technology, the findings point to the necessity of critically examining the way in which the approaches to teaching and learning in initial teacher education and the constraints of how the technology designs are influencing student teachers’ learning.