The sociology of professions has begun to study how digital platforms impact the status and skills of professionals. Our article expands on this line of research by exploring how platforms challenge professions and how professionals react by advocating different types of professionalism. Based on a case study of hoteliers in Switzerland, we look at how the rise of online travel agencies (OTAs) has affected this professional group. Drawing on an analysis of data gathered through interviews with hoteliers (owners, managers, representatives of associations), our findings identify divergent responses to how platforms have undermined the jurisdiction built up by hoteliers. They highlight impacts on the capacity for self-regulation and customer service skills. The article contributes to the literature by showing that platforms foster divisions within occupational groups. Some members use platform tools because they fit their model of management-oriented professionalism. Others distance themselves from them, adopting a defensive professionalism.
{"title":"When Platforms Challenge Professions: A Clash Between Models of Professionalism Among Swiss Hoteliers?","authors":"Muriel Surdez, Philip Balsiger, Thomas Jammet","doi":"10.7577/pp.5350","DOIUrl":"https://doi.org/10.7577/pp.5350","url":null,"abstract":"The sociology of professions has begun to study how digital platforms impact the status and skills of professionals. Our article expands on this line of research by exploring how platforms challenge professions and how professionals react by advocating different types of professionalism. Based on a case study of hoteliers in Switzerland, we look at how the rise of online travel agencies (OTAs) has affected this professional group. Drawing on an analysis of data gathered through interviews with hoteliers (owners, managers, representatives of associations), our findings identify divergent responses to how platforms have undermined the jurisdiction built up by hoteliers. They highlight impacts on the capacity for self-regulation and customer service skills. The article contributes to the literature by showing that platforms foster divisions within occupational groups. Some members use platform tools because they fit their model of management-oriented professionalism. Others distance themselves from them, adopting a defensive professionalism.","PeriodicalId":503434,"journal":{"name":"Professions and Professionalism","volume":"6 s2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature on school counseling as a profession has emphasized the classic boundaries approach, which perceives the profession's jurisdiction as a product of a power struggle for a distinct uniqueness. This paper aims to provide an alternative approach, in line with current approaches to professions. The author establishes a core-characteristics approach, highlighting the profession's core character as its source of legitimacy, encouraging continuous education and adapting to dynamic contexts. This mixed-methods study investigated the perceptions of school counselors and teachers regarding the status and sources of the counselor's legitimacy. The findings show that school counselors were recognized as influential professionals, and their main source of legitimacy was deemed to be character attributes, more than knowledge and education. Differences in perceptions were found vis-à-vis the profession's multi-specialist contexts. Further examining the core characteristics of the profession may enhance its legitimacy and help it thrive.
{"title":"Two Approaches to School Counseling as a Profession: From Boundaries to Core","authors":"Osnat Rubin","doi":"10.7577/pp.5448","DOIUrl":"https://doi.org/10.7577/pp.5448","url":null,"abstract":"The literature on school counseling as a profession has emphasized the classic boundaries approach, which perceives the profession's jurisdiction as a product of a power struggle for a distinct uniqueness. This paper aims to provide an alternative approach, in line with current approaches to professions. The author establishes a core-characteristics approach, highlighting the profession's core character as its source of legitimacy, encouraging continuous education and adapting to dynamic contexts. This mixed-methods study investigated the perceptions of school counselors and teachers regarding the status and sources of the counselor's legitimacy. The findings show that school counselors were recognized as influential professionals, and their main source of legitimacy was deemed to be character attributes, more than knowledge and education. Differences in perceptions were found vis-à-vis the profession's multi-specialist contexts. Further examining the core characteristics of the profession may enhance its legitimacy and help it thrive.","PeriodicalId":503434,"journal":{"name":"Professions and Professionalism","volume":"15 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140981758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Increased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The “research literacy approach” focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The “school-wide implementation approach” has a broader perspective including organizational factors and the context of teaching. A review group which examined relevant research literature on implementation in schools identified six core components that advanced EBP. An example of a school-wide implementation in Norway is presented, which illustrates how a school-wide model was put into practice based on guidelines produced by experts in the field. In conclusion, both the “research literacy” and the “whole-school” approach can advantageously strengthen their emphasis on implementation knowledge in order to promote EBP in schools.
{"title":"Research Literacy in Education and the Implementation of Evidence-Based Practices in Schools","authors":"Terje Ogden","doi":"10.7577/pp.5204","DOIUrl":"https://doi.org/10.7577/pp.5204","url":null,"abstract":"Increased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The “research literacy approach” focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The “school-wide implementation approach” has a broader perspective including organizational factors and the context of teaching. A review group which examined relevant research literature on implementation in schools identified six core components that advanced EBP. An example of a school-wide implementation in Norway is presented, which illustrates how a school-wide model was put into practice based on guidelines produced by experts in the field. In conclusion, both the “research literacy” and the “whole-school” approach can advantageously strengthen their emphasis on implementation knowledge in order to promote EBP in schools.","PeriodicalId":503434,"journal":{"name":"Professions and Professionalism","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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