Working with others is key to professionalism but little attention has been given to how specific actions contribute to collective practices to secure shared ends in work. This essay considers how professionals’ actions connect with one another in distributed (multi-participant) work practices. Recently, Hopwood, Blomberg, Dahlberg and Abrant Dahlgren identified a new way of viewing how professionals in distributed practices coordinate their actions to accomplish shared ends, in terms of phenomena they describe as “connective enactments” and “collective accomplishments”. In this essay, we explore the possibility that these phenomena have far more general application than the cases studied by Hopwood et al. We use the theory of practice architectures to outline this more general account and test its viability in by examining a case of culinary services practices. This more generalised account may offer new ways to understand features of distributed work practices and enhance professional practice and learning.
{"title":"Connective Enactment and Collective Accomplishment in Professional Practices","authors":"S. Kemmis, N. Hopwood","doi":"10.7577/pp.4780","DOIUrl":"https://doi.org/10.7577/pp.4780","url":null,"abstract":"Working with others is key to professionalism but little attention has been given to how specific actions contribute to collective practices to secure shared ends in work. This essay considers how professionals’ actions connect with one another in distributed (multi-participant) work practices. Recently, Hopwood, Blomberg, Dahlberg and Abrant Dahlgren identified a new way of viewing how professionals in distributed practices coordinate their actions to accomplish shared ends, in terms of phenomena they describe as “connective enactments” and “collective accomplishments”. In this essay, we explore the possibility that these phenomena have far more general application than the cases studied by Hopwood et al. We use the theory of practice architectures to outline this more general account and test its viability in by examining a case of culinary services practices. This more generalised account may offer new ways to understand features of distributed work practices and enhance professional practice and learning.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48606727","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}
K. Abrahams, Aqueelah Abdullah, M. Pillay, H. Kathard
This paper explores professional identity formation in undergraduate education. The paper positions professional identity formation within coloniality. A qualitative case study was conducted using critical theory as a guiding conceptual framework. Data collection included document reviews, observations and arts-based research methodologies. We present a case study of a speech-language pathology student, Aqueelah, transitioning from a traditional clinical placement to a learning site which encourages the development of an emerging practice. The paper focuses on how Aqueelah forms her emerging professional identity through her learning. We foreground the concept of “centring the self” as essential in developing patient-centred care and challenge coloniality of being embedded in clinical education. The paper argues that liminal spaces are necessary to allow students to explore different ways of thinking and doing to support new ways of being. The paper advocates for arts-based methodologies and critical reflection as essential pedagogic tools in shaping professional identity.
{"title":"Emerging Professional Identity Formation: Exploring Coloniality in the Rehabilitation Professions","authors":"K. Abrahams, Aqueelah Abdullah, M. Pillay, H. Kathard","doi":"10.7577/pp.4627","DOIUrl":"https://doi.org/10.7577/pp.4627","url":null,"abstract":"This paper explores professional identity formation in undergraduate education. The paper positions professional identity formation within coloniality. A qualitative case study was conducted using critical theory as a guiding conceptual framework. Data collection included document reviews, observations and arts-based research methodologies. We present a case study of a speech-language pathology student, Aqueelah, transitioning from a traditional clinical placement to a learning site which encourages the development of an emerging practice. The paper focuses on how Aqueelah forms her emerging professional identity through her learning. We foreground the concept of “centring the self” as essential in developing patient-centred care and challenge coloniality of being embedded in clinical education. The paper argues that liminal spaces are necessary to allow students to explore different ways of thinking and doing to support new ways of being. The paper advocates for arts-based methodologies and critical reflection as essential pedagogic tools in shaping professional identity.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44018734","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}
This paper offers an empirically informed ethical analysis of the recent history of health and social care regulation in the UK focused especially on the contributions made by the Professional Standards Authority for Health and Social Care. The paper is largely organised around two broad questions: First, in what respects can regulation support, mobilise and model professionalism and professional identity? Second, nested within this, given that regulation can support the professional identities of diverse practitioners can it, at the same time, help enable coordination across, and integration of, health and social care activities? These concerns, we suggest, highlight the value of viewing professional regulation in the context of the broader collaborative zeitgeist in health and care and as shaping the ethical landscape for professionals. We thereby make a case for the value of attending to the ethical orientation of professional regulation.
{"title":"Attending to the Ethical Orientation of Health and Care Regulators: The Pursuit of Coherence Between Care Quality, Professionalism and Regulation in the UK","authors":"A. Cribb, S. Christmas","doi":"10.7577/pp.4797","DOIUrl":"https://doi.org/10.7577/pp.4797","url":null,"abstract":"This paper offers an empirically informed ethical analysis of the recent history of health and social care regulation in the UK focused especially on the contributions made by the Professional Standards Authority for Health and Social Care. The paper is largely organised around two broad questions: First, in what respects can regulation support, mobilise and model professionalism and professional identity? Second, nested within this, given that regulation can support the professional identities of diverse practitioners can it, at the same time, help enable coordination across, and integration of, health and social care activities? These concerns, we suggest, highlight the value of viewing professional regulation in the context of the broader collaborative zeitgeist in health and care and as shaping the ethical landscape for professionals. We thereby make a case for the value of attending to the ethical orientation of professional regulation.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45441914","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 encounter between divergent institutional logics may be challenging for nurses, since they must balance different expectations in their daily institutional work. These challenges increase when new reforms are introduced. Our research question is: How do actors linked to a palliative care unit experience the consequences of the Coordination reform in their daily performance of care work? Our study is based on a qualitative study in a palliative care unit in a nursing home where we interviewed patients, their relatives, and nurses/department leaders. Our findings show that by downgrading the professional logic because of the Coordination reform, the focus is on efficiency and budget instead of proper healthcare. This is not satisfactory for any of the actors in our study. We contribute to the research on the reforming of the healthcare sector by focusing on how different actors experienced day-to-day activities in a context where different institutional logics were involved.
{"title":"Institutional Work in a Palliative Unit: “There is Less Time for Patient Contact”","authors":"Kjersti Sunde Mæhre, Elsa Solstad","doi":"10.7577/pp.4821","DOIUrl":"https://doi.org/10.7577/pp.4821","url":null,"abstract":"The encounter between divergent institutional logics may be challenging for nurses, since they must balance different expectations in their daily institutional work. These challenges increase when new reforms are introduced. Our research question is: How do actors linked to a palliative care unit experience the consequences of the Coordination reform in their daily performance of care work? Our study is based on a qualitative study in a palliative care unit in a nursing home where we interviewed patients, their relatives, and nurses/department leaders. Our findings show that by downgrading the professional logic because of the Coordination reform, the focus is on efficiency and budget instead of proper healthcare. This is not satisfactory for any of the actors in our study. We contribute to the research on the reforming of the healthcare sector by focusing on how different actors experienced day-to-day activities in a context where different institutional logics were involved.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638963","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}
Michael Methlagl, Natascha, J. Taslimi, Jutta Majcen
The current study explores patterns of intraindividual demands and resources of ECE professionals in Austria during covid-19 by adopting a person-centred analytic approach. Latent Profile Analyses reveal three distinct subgroups (high demands/low resources vs. moderate demands/high resources vs. high demands/moderate resources). Results show that individuals assigned to the subgroup, which is characterized by moderate demands and high resources are less exhausted and show higher work engagement, than individuals assigned to the other subgroups. Individuals classified in the high demands and moderate resources are also less exhausted and more engaged than the individuals in the high demands and low resources group.
{"title":"Working as an ECE Professional During Covid-19 in Austria: Demands and Resources Profiles and Their Relations With Exhaustion and Work Engagement","authors":"Michael Methlagl, Natascha, J. Taslimi, Jutta Majcen","doi":"10.7577/pp.4642","DOIUrl":"https://doi.org/10.7577/pp.4642","url":null,"abstract":"The current study explores patterns of intraindividual demands and resources of ECE professionals in Austria during covid-19 by adopting a person-centred analytic approach. Latent Profile Analyses reveal three distinct subgroups (high demands/low resources vs. moderate demands/high resources vs. high demands/moderate resources). Results show that individuals assigned to the subgroup, which is characterized by moderate demands and high resources are less exhausted and show higher work engagement, than individuals assigned to the other subgroups. Individuals classified in the high demands and moderate resources are also less exhausted and more engaged than the individuals in the high demands and low resources group.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49424403","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}
This article scrutinizes the professional support provided to teachers by supervisors to improve the teaching-learning process within the dimensions of learning behaviours and learning assessment in Ethiopian primary schools. The study employs a mixed-methods research design. The questionnaires were responded to by 382 in-service postgraduate diploma primary school principals and supervisors in the Educational Leadership and Management Department at Hawassa University. A semi-structured interview was conducted with 12 senior principals and supervisors. The results illustrate critical gaps in the supervision support to teachers for the improvement of learning behaviours and learning assessment. The study suggests that support-oriented supervision could play a significant role in assisting and improving the teaching and learning process. Hence, regional and federal governments should work together with development partners to enhance the competency of supervisory staff to provide enabling support to teachers and thus improve the quality of the teaching and learning processes in Ethiopian schools.
{"title":"Identifying Improvements in Teaching and Learning via Supervision Support: A Pragmatic Perspective","authors":"Eshetu Mandefro","doi":"10.7577/pp.4533","DOIUrl":"https://doi.org/10.7577/pp.4533","url":null,"abstract":"This article scrutinizes the professional support provided to teachers by supervisors to improve the teaching-learning process within the dimensions of learning behaviours and learning assessment in Ethiopian primary schools. The study employs a mixed-methods research design. The questionnaires were responded to by 382 in-service postgraduate diploma primary school principals and supervisors in the Educational Leadership and Management Department at Hawassa University. A semi-structured interview was conducted with 12 senior principals and supervisors. The results illustrate critical gaps in the supervision support to teachers for the improvement of learning behaviours and learning assessment. The study suggests that support-oriented supervision could play a significant role in assisting and improving the teaching and learning process. Hence, regional and federal governments should work together with development partners to enhance the competency of supervisory staff to provide enabling support to teachers and thus improve the quality of the teaching and learning processes in Ethiopian schools.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625674","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 interconnectedness between the formation of a professional group and its specific tasks and competencies is at the core of sociological theories of professions. In neo-Weberian approaches to social closure, the shaping and maintenance of professional groups have been conceptualised as state-sanctioned efforts to gain control over a specific task area. However, whereas legally sanctioned monopolies have been subject to certain attention, the social dynamics of processes of professional closure in everyday work practices seem relatively unexplored. This article demonstrates how social closure can be analysed as interrelated processes, covering legal as well as practical, symbolic elements. Drawing on the case of the 2014 Danish School Reform and its introduction of a new professional group in Danish schools, “pedagogues”, the article sheds light on the interplay between a state-driven reconfiguration of a task area and the subtle dynamics of symbolic struggles between the two professions teachers and pedagogues.
{"title":"Social Closures: Reconfiguration of Professional Work in the Danish State School","authors":"M. Brodersen","doi":"10.7577/pp.4516","DOIUrl":"https://doi.org/10.7577/pp.4516","url":null,"abstract":"The interconnectedness between the formation of a professional group and its specific tasks and competencies is at the core of sociological theories of professions. In neo-Weberian approaches to social closure, the shaping and maintenance of professional groups have been conceptualised as state-sanctioned efforts to gain control over a specific task area. However, whereas legally sanctioned monopolies have been subject to certain attention, the social dynamics of processes of professional closure in everyday work practices seem relatively unexplored. This article demonstrates how social closure can be analysed as interrelated processes, covering legal as well as practical, symbolic elements. Drawing on the case of the 2014 Danish School Reform and its introduction of a new professional group in Danish schools, “pedagogues”, the article sheds light on the interplay between a state-driven reconfiguration of a task area and the subtle dynamics of symbolic struggles between the two professions teachers and pedagogues. ","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41978237","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 attention is being focused on the need for interprofessional collaboration between professional actors, in various fields. In turn, this creates a demand for validated, context-neutral instruments to measure outcomes of interprofessional education. The initial validation of one such measure, the Self-Assessment of Collaboration Skills (SACS) measure, has shown promising results in this regard. The aim of this article has been to contribute to the validation process of the SACS measure by presenting the results of a cross-validation of the measure in a sample of Norwegian students (N= 499) attending a children and youth-focused IPE programme. The study's findings both indicated that the measure is quite stable across the different settings and supported the claim that the SACS is a context-neutral instrument—one that is well-suited to measuring collaboration skills in various IPE settings. These findings may prove important for professionals seeking to evaluate IPE programmes with broad study profiles.
{"title":"Measuring Outcomes of Interprofessional Education: A Validation Study of the Self-Assessment of Collaboration Skills Measure","authors":"Kaja Braathen","doi":"10.7577/pp.4307","DOIUrl":"https://doi.org/10.7577/pp.4307","url":null,"abstract":"Increased attention is being focused on the need for interprofessional collaboration between professional actors, in various fields. In turn, this creates a demand for validated, context-neutral instruments to measure outcomes of interprofessional education. The initial validation of one such measure, the Self-Assessment of Collaboration Skills (SACS) measure, has shown promising results in this regard. The aim of this article has been to contribute to the validation process of the SACS measure by presenting the results of a cross-validation of the measure in a sample of Norwegian students (N= 499) attending a children and youth-focused IPE programme. The study's findings both indicated that the measure is quite stable across the different settings and supported the claim that the SACS is a context-neutral instrument—one that is well-suited to measuring collaboration skills in various IPE settings. These findings may prove important for professionals seeking to evaluate IPE programmes with broad study profiles.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185586","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}
This study responds to the call for research on how different and often conflicting discourses co-exist in professionals’ everyday work experiences. The paper explores how professionals respond to sales management in the context of two professional service firms (PSFs). Based on a qualitative study of employees’ experiences of sales, our findings suggest that the professionals respond to sales management by engaging in strategic compliance, i.e., adhering to rules and expectations to achieve goals of professional advancement (financial, status, autonomy), which, in turn, reinforces their membership of the profession. We identified three modes of strategic compliance: career-, integration-, and survival-mode. This conceptual framework contributes with a deepened understanding of the complex relationship between professional work and sales management. Specifically, our study suggests that while strategic compliance may help professionals navigate the tensions between professional- and sales-ideals, it is also associated with struggle and normalizes sales as a part of professional work.
{"title":"Strategic Compliance: A study of Professionals’ Responses to Sales Management Control","authors":"Nina Singh, J. Rennstam","doi":"10.7577/pp.4454","DOIUrl":"https://doi.org/10.7577/pp.4454","url":null,"abstract":"This study responds to the call for research on how different and often conflicting discourses co-exist in professionals’ everyday work experiences. The paper explores how professionals respond to sales management in the context of two professional service firms (PSFs). Based on a qualitative study of employees’ experiences of sales, our findings suggest that the professionals respond to sales management by engaging in strategic compliance, i.e., adhering to rules and expectations to achieve goals of professional advancement (financial, status, autonomy), which, in turn, reinforces their membership of the profession. We identified three modes of strategic compliance: career-, integration-, and survival-mode. This conceptual framework contributes with a deepened understanding of the complex relationship between professional work and sales management. Specifically, our study suggests that while strategic compliance may help professionals navigate the tensions between professional- and sales-ideals, it is also associated with struggle and normalizes sales as a part of professional work.","PeriodicalId":53464,"journal":{"name":"Professions and Professionalism","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49624051","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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