Search results

The paper has three purposes: the first is to provide a deeper understanding of the ideology and work practices of free and open source software development, the second to characterize the free software movement as a new type of computerization movement and the third to present a conceptual diagram and framework with an analysis showing how the free software computerization movement has evolved into an occupational community.

Qualitative data were collected over a four year period using a virtual ethnography in a study of free and open source software development and, in particular, a study of a free software community, GNUenterprise, located at www.gnuenterprise.org, which has the goal of developing a free enterprise resource planning software system.

It is concluded that the ideology of the free software movement continues to be one of the factors which mobilize people to contribute to free and open source software development. This movement represents a new type of computerization movement which promotes the investment of time in learning a new software development process instead of investment of money in the acquisition and use of new technology.

The research findings are limited by a detailed study of only one free software development project.

This paper is of significance to software developers and managers of firms who wish to incorporate free and open source software into their companies.

This research presents an original conceptual diagram and framework for how computerization movements have emerged into an occupational community.

This paper aims to present the baseline results of a research and development project targeted to improve the occupational well‐being of school staff and maintain their ability to work, in Finland and Estonia. It reveals the most problematic factors in the various aspects of the school community and professional competence and outlines development needs in the school communities.

The overall project design is action research, conducted during 2009‐2013 in the SHE (Schools for Health in Europe) network in Finland and Estonia. The baseline survey data were collected in 2009‐2010 with a web‐based Well‐being at your work index questionnaire and analysed statistically using descriptive statistics, sum variables of factors and Mann‐Whitney tests.

The general opinions of the Finnish school staffs were more affirmative than those of Estonian school staffs regarding their own personal occupational well‐being in comparison with the best in the profession (p=0.000). However, the Finns were more critical than the Estonians when estimating the general well‐being of the staff in their working community, maintenance of their ability to work, the aspects of the school community and professional competence and development needs in the school communities.

The results cannot be widely generalised due to the geographically defined samples, but they can be suggestive in comparable situations in Finland and Estonia.

There is a need to develop the occupational well‐being of school staff and maintenance of their ability to work in the school communities: specific interventions will be developed on the basis of the results obtained from the project schools.

Whilst cultural variables are likely to have an important bearing on the attitudes and behaviour of hotel employees, anecdotally, a pan‐industrial work orientation has also been long advocated as key in the formation of worker attitudes and behaviour. This study sought to identify and establish the extent to which this occupational view of work exists amongst employees in a number of international hotels based in Greece, Australia, St. Lucia and Britain. Using a survey approach with questions derived from earlier related studies, occupational communities were discovered in all hotels. The findings have significant implications for the recruitment and management of existing hotel workers as the occupational perspective challenges cultural notions of employee motivations and subsequent performance.

As a site of contestation among job seekers, workers, and managers, the bureaucratic workplace both reproduces and erodes occupational race segregation and racial status hierarchies. Much sociological research has examined the reproduction of racial inequality at work; however, little research has examined how desegregationist forces, including civil rights movement values, enter and permeate bureaucratic workplaces into the broader polity. Our purpose in this chapter is to introduce and typologize what we refer to as “occupational activism,” defined as socially transformative individual and collective action that is conducted and realized through an occupational role or occupational community. We empirically induce and present a typology from our study of the half-century-long, post-mobilization occupational careers of over 60 veterans of the nonviolent Nashville civil rights movement of the early 1960s. The fourfold typology of occupational activism is framed in the “new” sociology of work, which emphasizes the role of worker agency and activism in determining worker life chances, and in the “varieties of activism” perspective, which treats the typology as a coherent regime of activist roles in the dialogical diffusion of civil rights movement values into, within, and out of workplaces. We conclude with a research agenda on how bureaucratic workplaces nurture and stymie occupational activism as a racially desegregationist force at work and in the broader polity.

Occupational health promotion programmes targeting the Indonesian agricultural farmers (AFs) are limited. This action research aimed to involve the AFs in the research and development of community-based occupational health promotion (COHP) programme, which is tailored to meet their perceived needs for preventing health problems related to occupational workplace.

This study employed the qualitative action research approach. The participants (n = 136) were farmers from seven regions in the rural areas of East Java, Indonesia. The COHP was examined from public health centres (PHCs) in seven regions through eight steps, including recognition, analyses, planning, communication, preparation, implementation, evaluation and continuity of programme, for eight weeks. Data were collected through focus group interviews and examined using qualitative content analysis.

The findings revealed that the participants not only lacked health status but were also required to promote a comprehensive programme for occupational health and safety. The health problems of AFs were identified as the lack of nutrition and high blood pressure, which are related to un-ergonomic condition during work, limited use of personal protective equipment, high stress and workload. The lack of support for AF groups to prevent health problems and to access health services was a key theme for all the participants. Therefore, self-help group as social support was designed to solve the health problems among AFs.

The COHP, through action research, provided a change strategy for AFs to manage and promote occupational health and safety within their practice. The study findings could be used in the development of a framework for PHCs in delivering occupational health and safety practices in the agricultural sectors.

This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.

The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.

Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).

While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

Reforms in the health-care system may impact how health-care professionals perceive and enact their roles. This study aims to examine the way in which occupational therapists experience and describe their roles in municipalities after the implementation of a health reform (the Coordination Act) in Norway.

This qualitative study was designed within the perspectives of social constructivism. Data was collected through focus group interviews with 10 community-working occupational therapists. A thematic framework analysis was used to examine the participants’ experiences.

The following four themes emerged: external factors that framed and shaped the occupational therapists’ roles in municipalities; the strengths and dilemmas of the generalist; the problematic generic position and the strengths; and dilemmas of the specialist.

The study suggests that occupational therapy practitioners should identify new opportunities and adapt to health reform changes. They also need to renegotiate their roles as the health reforms require more specialized competences. Greater emphasis must be placed on the core knowledge and competences of occupational therapists to strengthen their professional identity in the municipalities.

This paper aims to explore the pattern and significance of cross‐organizational ties in an emergent professional field, web production in UK higher education.

The research is based on in‐depth interviews with 21 practitioners and analysis of activity in cross‐organizational spaces, such as an online community and a series of annual practitioner conferences on the web in HE (1997).

The cross‐organizational spaces have support and symbolic roles as well as informational ones. They have overlapping but different membership and agendas. Key factors that govern individual participation and so the shape of cross‐organizational spaces are differential involvement in technical innovation, degree of organizational embedding or marginality, differences in organizational position and role, orientation towards centralization or decentralization and orientation towards marketing or IT. There is some sense of occupational community among web managers, but within that also diversity and a significant fracture line between marketing and IT perspectives on the role. This may explain the lack of formal professionalization. As a more natural boundary practice between organizations than marketing, IT has more public visibility, possibly influencing the course jurisdictional struggles over who should control the web.

Most studies of knowledge sharing have focussed on the factors which influence it within an organization, yet cross‐organizational sharing is also of importance, even for established professions as the boundaries of organizations become more open. For new occupations cross‐organizational ties may be a critical resource, and not only for sharing information or support, but for making sense of what the job is about at the deepest level. The research is also original in analysing a relatively little researched occupational group, those producing web sites for a living. It will be relevant to those interested in online and people centered information seeking, in professionalization and occupational identity.

This study aims to explore which outcome measures are used by occupational therapy staff in adult social care settings in the UK, and the factors affecting use of outcome measures.

A quantitative descriptive research design was used, using a cross-sectional study to explore occupational therapy staff views on the use of outcome measures. A 38-question survey was developed on Microsoft Forms. Recruitment occurred online over a three-week period in 2021 via the social media platform “Twitter”. Results were analysed using Excel using descriptive statistics and qualitative results used thematic analysis.

Participants (n = 20) used a range of outcome measures (13) in adult social care settings in the previous 12 months. Standardised measures were used by half the sample in the previous 12 months. The Therapy Outcome Measure and Barthel Index were in most use. The breadth of adult social care practice and practical factors such as caseload and lack of a meaningful tool were found to be barriers to outcome measure use. Facilitators included service improvement, accountability, use of audit and professional occupational therapy leadership.

The overall use of outcome measures can be considered low in this setting, with manager support seen to be key to the use of outcome measures. Further research is needed to investigate nationwide use.

Training, time and manager support are key to use of standardised tests and outcome measures in the adult social care settings. The use of occupational performance measures should be considered to demonstrate unique professional impact.

This contemporary study reveals use of outcome measures within occupational therapy adult social care services in the UK, which is an under researched and under published area.