Search results

The purpose of this paper is to add a little piece to the research on boundary work and inter-occupational cooperation by addressing two questions: how do actors perform boundary work in an inter-occupational cooperation project that seeks to improve the personnel health work in a hospital setting? What impact does the boundary work have on such cooperation in the personnel health project?

The study is based on individual, in-depth interviews and participative observations of focus group discussions conducted at a regional municipal organization in Sweden. Respondents are hospital line managers, experts and strategists in the HR departments, and experts from the internal occupational health service.

The concepts on boundary work, which include closing/opening boundary strategies, provide the framework for the empirical illustrations. The cooperation runs smoothly in the rehabilitation work because of an agreed upon process in which the professionals’ jurisdictions are preserved through closing strategies. Illness prevention and health promotion are not areas of inter-occupational cooperation because the stronger actors use closing strategies. While the weaker actors, who try to cooperate, use opening boundary strategies in these areas, they are excluded or marginalized.

The empirical investigation concerns one cooperation project and was completed at one data collection point.

No similar study of boundary work and inter-occupational cooperation in a hospital setting is available despite the frequency of this professional group configuration in practice. A more inclusive concept of professionalism may facilitate the study of boundary work and inter-occupational cooperation among actors with different professional authority.

22 July 2011, saw the biggest domestic terror event in Norway since World War II. On this day, a right-wing terrorist placed a bomb in front of the Norwegian government building, where the prime minister had his office at the time. Later, the same perpetrator dressed up as a policeman and tricked his way into a political youth camp, where 69 mostly young people were killed. The present case study involves the leading national online news provider, VG, whose website, VG Nett, was Norway’s most-read online news site at the time of the attack. The study addresses the research gap of how news workers and managers see the potential of the affordances of digital media during crisis events. Furthermore, the study looks at how two different discourses of professionalism, the occupational and the organisational, informed journalists’ use of technological and social media affordances during this terror event, and at how online journalists and management reflect upon and continue to refine these approaches five years later. This study stresses the importance of a clear understanding of the decision-making processes that actually guide the handling of those affordances during a crisis event. Ultimately, this study questions not the perceived tension between the two discourses of professionalism, but their relative impact upon domestic crisis journalism in the technological realm.

This study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.

The research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.

The analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.

The authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.

The practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical interplay in the workplace of structures such as mandated standards, and different socio-economic geographical settings (e.g. rural and urban); (3) designing leadership development programmes that take account of research on associations between school leaders' values, qualities and practices on school cultures and their effects on teachers' well-being, and capacities and capabilities to fulfil their understandings of being professionals and teach to their best.

The social implications relate to (1) further research on the associations between the effects of external policy demands on teachers' work and work–life tensions, teachers' sustained commitment and quality; and (2) further research on the impact of the collective influences of national cultures, broad-based policy conditions, personal values and the demands of particular schools, parents and students that influence teachers' experience, perceptions and enactments of professionalism in order to provide further insights into understanding the complexity of teachers' lives and promoting teachers' sustained enactments of professionalism in broad contexts.

The research findings, though tentative, revealed that the altruistic nature of their mission to serve students and the parental community was the dominant marker of professionalism for teachers in China, regardless of school structures, cultures, academic achievement imperatives and personal circumstance; and that their professionalism was informed by the socio-cultural formation of individual and collective moral responsibility, reinforced through national educational policies. These findings differed from the concerns reported by the teachers in the Australian study, which aligned with literature that suggests that teacher professionalism is being eroded through neo-liberal government policies, excessive workloads and performance-oriented cultures. Though the comparative data set is small, these findings suggest that whilst there are increasing policy convergences across nations, which seek to define teacher professionalism through their abilities to make improvements in students' measurable academic achievement, how teachers in different countries and cultures define themselves as professionals may differ.

Activation policies are key elements of contemporary welfare reform throughout Europe. The purpose of this paper is to explore the consequences of more active and individualised welfare policies for conceptualisations of professionalism and competence in the welfare services.

The primary data are 25 qualitative interviews with street-level bureaucrats (SLBs) conducted in two local offices in The Norwegian Labour and Welfare Administration (NAV). These data were supplemented by relevant policy documents. A distinction between the authorities discourse of organisational professionalism and the SLBs discourse of occupational professionalism is applied to structure the analysis.

Efforts to professionalise activation work takes place in the absence of a specific professional knowledge base to guide daily work. The paper explores how relevant competence and skills are defined in such a context, both from the perspective of the authorities and from the front-level workers themselves. A key finding is that such competence tends to be defined in terms of the ability to manage communicative processes and relations. Paradoxically, the active turn in social policy with its emphasis on work and activity seems to entail a competence ideal that is inward looking and psychologised.

The qualitative approach implies limited generalisability in terms of statistical representativity. Furthermore, the results invite closer studies of the practical effects for social security users of the identified patterns.

Policy makers who aim to make welfare services more work orientated should look for ways of increasing SLBs concrete relations with and practical experience from collaboration with employers. This may entail reviewing the practice of outsourcing the implementation of active measures to private actors.

The paper adds to a small literature on the implementation of activation policy in contemporary welfare states.

The paper focuses on current debates about police professionalism. It explores the nature and meaning of what has been termed “old” professionalism, which focuses on the role of the police as “professional crime fighters”, and then assesses the extent to which there has been a transition to a “new” professionalism centred on enhanced accountability, legitimacy and evidence‐based practice. The paper aims to show how the recent attempt to embed this “new” professionalism within policing in England and Wales is likely to be compromised by the broader political and economic context of police reform.

The paper is based on a review of key contributions to the debates about police professionalism in the USA and the UK.

The paper provides important insights into the way in which there are competing and conflicting meanings attached to police professionalism and argues that claims that there have been significant transitions from one form of professionalism to another need to be treated with caution. The paper also emphasises the uncertain trajectory of the development of police professionalism in England and Wales in the future as a result of the complex interplay between the different elements of the coalition government's police reform programme.

The paper demonstrates the multiple meanings of the term “police professionalism” and the challenges that surround developing professional policing.

Looks at policing in small to medium departments in nonmetropolitan areas. Describes the level and sources of support for traditional and community policing activities. Finds that highly educated and long‐serving officers had lower levels of police solidarity (social cohesiveness); conversely the higher the police solidarity, the lower the level of police professionalism. Traditional policing and CP were seen as separate but related aspects and higher expenditure on the former aspect was supported. Suggests that officers are not in favor of funding CP at the expense of traditional policing. Finds that well‐educated officers are less supportive of police solidarity and of CP. Points out that although the officers surveyed were based in relatively isolated communities they did not unequivocally support CP.

The purpose of this article is to ascertain empirically to what extent we can quantify an occupational shift, where a new type of bureaucracy of organisational professionals is on the rise in tertiary educational institutions in New Zealand. Furthermore, the objective is also to present accountability as the prime factor behind the changes.

The analytical strategy of the study takes a point of departure in the distinction between occupational and organisational professionals in the public sector in general, and more specifically in tertiary education (TE). Based on these new categorisations, the authors have used various descriptive historical statistics (both national and institutional) to estimate changes over time.

The article finds, in line with some international research, that there has been a comparatively higher growth of organisational professionals in TE in New Zealand, and a significantly higher growth than in the private sector and in the overall public services. The authors hypothesise that this growth can be associated with accountability (both vertical and horizontal) as the dominant notion in TE.

This article takes a different approach than the existing literature on administrative intensity in TE by looking at occupational changes rather than changes in institutions budgets. This article also confirms some of the findings in the growing international literature on changes in professional roles.

The purpose of this paper is to examine the development and work experiences of an occupational grouping – massage therapy – and to examine the employment experiences of members of this profession, including their relationship with a newly formed professional body.

The paper uses in‐depth, semi‐structured interviews with massage professionals working within a region of the UK. The participants were recruited through a survey administered via a professional newsletter.

The findings from this paper suggest that there are few barriers to professionalisation for bodies attempting to represent alternative and complementary medical practitioners. Whilst arguably making this more accessible for the majority, it could lead to issues of control and manipulation of vulnerable individuals – both practitioners and patients.

There is some suggestion that governments should put into place mechanisms to regulate individuals wishing to set up training bodies and professional bodies within complementary and alternative medical practice.

This is an under‐explored area and presented unusually open access to both practitioners and key stakeholders in the professional body.

Accounting academics in the South African system understand their primary responsibility to be the teaching of prospective Chartered Accountants (CAs) rather than the advancement of knowledge through research. The purpose of this study is to determine what factors motivate accounting academics who are CAs to obtain doctorates in an environment dominated by the profession, where promotion is possible to Full Professor without a Doctorate but not without the professional qualification of CA. And did these doctoral CAs face challenges on their journey, such as resistance from colleagues?

A total of 22 academic CAs with doctorates and 18 academic CAs studying towards doctorates were surveyed to gain a deeper understanding of who they are, what their motivations were for undertaking the doctorate journey and what they experienced.

The main finding of this study is that the culture of accounting departments in South Africa is beginning to shift from being teaching orientated towards being more research orientated. The CAs are pursuing doctorates for the purpose of career progression and for intrinsic personal reasons. The main challenges that they faced on their journey were finding the time for family and a social life and a lack of support from colleagues and their institution. However, support seems to be improving.

The change to a research-orientated culture in South African departments of accounting, as envisioned by Van der Schyf (2008), is only now starting to take place. These CAs with doctorates provide evidence of that change.

The value of this study is to provide accounting academics and the profession with a better understanding of, and a greater sensitivity to, accounting academics operating under the influence of the South African Institute of Chartered Accountants (SAICA). The study also adds to the limited amount of literature on the motives and experiences of doctoral students, especially accounting doctoral students.

The rule of law and an efficient legal system are the core factors that ensure growth in BRIC economies. Weak institutions and failures with respect to the rule of law in Russia call into question its position as one of the BRIC countries. The purpose of this paper is to propose that the legitimization of newly created formal legal institutions in Russia is impossible without a new set of values that reflect the ideals of professionalism. It aims to explore the role institutional stakeholders play in establishment of the new set of professional values.

A survey of existing legislation and academic research on professionalism and the development of the legal profession in Russia was undertaken to determine the state of the development of its formal and informal legal institutions. The role of stakeholders in the development of new professional institutions was also examined.

The paper finds that the creation of formal institutions supporting the rule of law in Russia is largely completed. Yet, in some cases the institutions lack legitimacy and public trust. Professionalism – a vital informal institution that promotes trust in legal systems and legitimizes its formal institutions is in the process of development. The agents of professional socialization such as the state, educational institutions, professional bodies and organizations play different roles in development of professionalism. Potential avenues for enhancing legal professionalism by the agents of socialization are identified.

The current study contributes to the literature on institutional change in transition economies and suggests a complicated relationship between various formal and informal institutions in the Russian legal sector. Future empirical research should focus on the investigation of the newly forming informal institutions and the impact of old informal institutions on this process.

Companies doing business in Russia should be aware of the fact that the legal systems in the country are still in the process of development. Even though major formal legal institutions have already been created, some informal institutions still represent a serious challenge to safe and efficient business in the country.

The paper contains ideas for the future development of legal professionalism in Russia.