In this study, I analyze a discourse that emerged during the 1970s and 1980s in German nursing. At that time, the German healthcare system underwent dramatic changes and economic reorganization, which can be understood as the emergence of the neoliberal rationale in Germany. The argument of cost explosion was used to restructure hospitals into enterprises that were to operate based on the logic of the market. At the same time, the nursing process was introduced into German nursing. The nursing process is a cybernetic, problem-solving cycle containing distinct steps of assessing the patient, planning nursing goals, executing and documenting nursing interventions, and evaluating performance. German nurses valued the nursing process as a central component of the professionalization of the nursing vocation. However, in neoliberalism, professions are seen as obstacles to free competition in marketized areas, and thus strategies such as accounting mechanisms were implemented to decrease their power. Using the historical approach of the history of the present, the perspective of governmentality and insights from critical accounting, this study analyzes the impact of the nursing process on the German nursing vocation. The nursing process needs to be understood as an accounting tool and hence, as a component of neoliberal strategies to make formerly intangible fields of work like nursing service calculable. As an accounting tool, the nursing process does not represent reality in a neutral manner but affects the areas to which it is applied in a constitutive way. As this study shows, the implementation of the nursing process led to reconstituting the nursing vocation into a calculable entity. And while German nurses valued the potential that the call for increased accountability and transparency in nursing care held for their professionalization, the findings suggest that a newly constituted accountable nursing vocation can instead be considered as de-professionalizing.

The thesis focuses on a group of programme-specific subject teachers working in the upper secondary school child recreation programme. The aim has been to study who is appointed to these positions, and ways in which their work is affected by national and local requirements. An additional aim has been to examine the factors which affect the teachers' professional identity, and the position which they have acquired at upper secondary school. The theoretical frameworks used are profession theories, discourse theories, Bernstein's curriculum theory, Bourdieu's cultural-sociological concept, and gender theory. The study is qualitative in nature and the empirical data consists of the written accounts and diary entries of ten teachers. The teachers and three school principals were interviewed in autumn 1998. In addition to government reports and guidelines the data also include questionnaire responses from 184 upper secondary teachers. The results indicate that decentralisation has caused many of the tasks and responsibilities generated by the upper secondary reform of the 1990s to become invisible. The teachers, who form a heterogeneous group, are responsible for both a broad multi-disciplinary subject area and work-place teaching for which none of them has been fully trained. The complexity of the student groups, with many students experiencing study difficulties, has imposed considerable demands on the teachers, who have developed approaches and pedagogical techniques for dealing with the students' needs. The teachers' work with students and their experience of cooperation, team work and alternative working methods in line with government aims has proved successful, according to National Agency for Education reports and statements by school principals. Their care-oriented approach has also fitted in well with the government aim of a school for all. In this respect they are clearly professional. However, the teachers do not appear to have established a particularly prominent role for themselves in the upper secondary school system. They are very much seen by others and themselves to occupy a low-status category and to have developed their professional identity within a generalist ideal, whereas the norm at upper secondary school is still characterised by a specialist ideal. / digitalisering@umu

Despite an extensive system of Port state controls (PSC) on ships, inspection loopholes in European control functions have been reported. Furthermore, risk factors associated with fatigue, stress and a poorly developed safety culture on board ships have been identified in earlier research. These combined risk factors may pose a serious threat to maritime safety. With this as a point of departure, this thesis aims to investigate the perceived work situation for Swedish inspectors from an inspector’s point of view concerning professional challenges, status and identity for inspectors and the perceived quality of Paris MoU inspection system and the Swedish inspection organization. In this study, the activities of Swedish PSC inspectors are viewed as a profession and the inspectors are viewed as bureaucrats. One of the principals for bureaucracy is that its servants should exercise their authority according to the common good, be autonomous, rational, reliable and responsible. The results indicate that organizational and management reforms have put the PSC bureaucrat under pressure to become more market oriented. Due to the responsibilities inherent in the profession of inspector within the complex structure of shipping, these organizational and management reforms conflict with the PSC inspector’s autonomy and professional role. Inspectors perceive that their expertise and integrity are vital for the success of their work. They also consider the high degree of control that the Swedish inspection organization exercises on the inspectors’ work as limiting to their autonomy and ability to make professional decisions. Some level of control may fulfil a need of support from the Swedish inspection organization, but too much control hampers the professional self-sufficiency and freedom of action. The inspectors in this study reveal considerable ambivalence towards the quality and complexity of ship safety inspections carried out in Sweden and within the Paris MoU system. / <p>The research has been funded by, the Swedish Mercantile Marine Foundation.</p>

The objective of this thesis is to explain terms professionalization and deprofessionalization and their understanding in the context of journalism and technological advancements of the 21st century. The first section of the thesis shows theoretical ideas connected to the influence of new technology on journalists and includes definitions of basic terms, which are used in the thesis. The theoretical section also includes the basics from the history of journalism, which enable us to understand the context of this issue. The research section offers the analysis of how amateur footage is used by two TV stations, Česká televize and Prima television. By using a quantitative content analysis and a standardized survey, the thesis analyses individual types and sources of amateur footage, which are used in both TV stations. The methodological section is there to help us understand the realization of the research. The section includes a part where research questions are asked and the hypothesis is formulated. The conclusion then answers these questions and summarizes the knowledge gained from the research.

This thesis deals with the transformation of the journalistic profession after the massive development and practical application of the new media. What does the current state of the media scene look like? What changes have taken place in connection with digitization and globalization? In examining these changes, I focus on how the journalistic profession has changed due to the influence of new media, the way they are used and their adaptation to them, based on the assumption that the field of journalism has been deprofessionalized. The aim of this thesis is to find and explain the key elements that caused the phenomenon, to demonstrate the correlation between the development of the new media and the declining prestige and professionalism of journalism by using quantitative and qualitative analysis.

The Swedish school as an institution has during a period of continuous change and control affected the teacher's profession and agency. One of the biggest resources a school has is the teachers. That is why it is important how the teachers themselves and their work are defined. The purpose of this study is to gain knowledge of the teacher's perception of professional practice and autonomy with the help of a questionnaire survey in the form of a mixed method. There are separate factors that have changed the teaching profession and with the help of a framework theory we can clearly see this. The frame factors are used in our work to gain an understanding of how external factors affect the teachers' profession. This is used as a way of structuring and analyzing the empirical data. Through the questionnaire responses, we have gained knowledge of teachers' experiences and descriptions of their professional practice and autonomy. The results have consistently highlighted the factors that affect autonomy and how this in turn affects the teacher's professional practice. The external factors that the results show are that a higher requirement is placed on documentation and student care, which means that subject knowledge is not prioritized. In relation to this, teachers are also critical of new scheduled activities that are outside the teacher's profession where there is an unclear division of responsibilities and insufficient resources.

No description available.

In many cases, the need to survive has been the reason for many individuals to leave their country and to start anew in a foreign land. Indeed, migration has played its role as one of the solutions to struggle against poverty among many migrants. Nevertheless, migration can also be an excellent way to improve or develop one’s linguistic, professional and cultural competencies. And one way of doing this is to be part of the au pair cultural exchange program. The interest to be an au pair as well as the interest to have an au pair has been the subject of colorful debates in Denmark, and pushing politicians to make an action due to reports of abuse by many host families. Where the au pair program will end up is still a question hanging up in the air. This study is about the journey of many young and educated Filipino migrants who have decided to embark on the au pair expedition. The theme is anchored on deprofessionalization and deskilling. Transnationalism, civic culture and cultural citizenship, and media are the central theories of the study. Feedback from the participants indicates that there is a need to shift the discussion and focus. It is also important that the au pairs’ knowledge and skills are recognized. The study recommends further research on how participatory communication can be utilized or applied to engage all the stakeholders: au pairs, host family, social organizations, sending and receiving countries, and mass media, in finding long term solutions. The ‘cultural exchange or cheap labor’ argument must not be ignored; however, debates should not be limited to this alone. Most of the au pairs are educated. Recognition of such qualifications must be done to create a new arena for discussions. Oftentimes, many au pairs themselves do not see this side of their background as something valuable. From a communication for development perspective, behaviour change- the au pairs should not see themselves as domestic workers, but as educated migrants, and this must be promoted and advocated, so that au pairs and members of the host society can acknowledge this unknown aspect of these unsung migrants. They are education migrants; it is only right and logical that the au pairs are supported to enhance their qualifications. Deprofessionalization and deskilling must be avoided.

Esta dissertação trata da análise da política educacional do Estado de São Paulo (2008), dos processos que concretizam o currículo único, como este se relaciona com a prática do professor e com o ensino da Geografia. Considerando as pesquisas em currículo, deseja contribuir para uma leitura de currículo enquanto ação política para legitimar uma visão de sociedade e valores hegemônicos através dos processos educativos. Assim sendo, juntamente com a pesquisa bibliográfica, que nos possibilita uma maior compreensão do tema, buscou-se uma articulação entre a metodologia da análise documental e das técnicas qualitativas com as concepções de Pierre Bourdieu, sobretudo, às relacionadas aos mecanismos de produção, reprodução e conservação social. Da metodologia empregada, pôde-se constatar que o objetivo da política educacional é a de consolidar o currículo único. Por sua vez, através das formulações de Bourdieu, dos questionários aplicados em dez escolas da Diretoria de Ensino Sul 3 e das entrevistas realizadas com quatro professores de Geografia, verificou-se que o currículo único impõe uma sequência de conteúdos e uma forma igual de ensino com o objetivo de desenvolver uma cultura de aprendizagem comum a todos os alunos, evidenciando assim, o refinamento dos mecanismos de controle do Estado sobre as atividades docentes, obscurecendo a presença dos agentes escolares na participação dessas políticas. Dessa forma, averiguou-se que tamanho empenho resulta numa desqualificação do ensino e na desprofissionalização do professor, gerenciando um processo de reprodução das classes sociais baseado numa ideia específica de cidadão que se deseja formar. / This dissertation deals with the analysis of educational policy of the State of São Paulo (2008), the processes that embody the unique curriculum as it relates to the practice of the teacher and the teaching of geography. Considering the research on curriculum, would contribute to a reading curriculum while political action to legitimize a view of society and hegemonic values through educational processes. Thus, together with the literature search, which allows us a greater understanding of the issue, we sought a link between the methodology of documentary analysis and qualitative techniques with the ideas of Pierre Bourdieu, especially those related to the mechanisms of production, reproduction social and conservation. The methodology used, it was noted that the goal of educational policy is to consolidate the single curriculum. In turn, through the formulation of Bourdieu, the questionnaires in ten schools in three South Board of Education and the interviews with four teachers of geography, it was found that the curriculum imposes a single sequence of content and teaching equally with the objective of developing a learning culture common to all students, thus evidencing the refinement of the mechanisms of state control over the teaching activities, obscuring the presence of agents participating in these school policies. Thus, it was found that commitment size results in disqualification of the deprofessionalization of teaching and teacher, managing a process of reproduction of social classes based on a specific idea of citizen who wishes to graduate.

La présente thèse étudie le processus de professionnalisation, pour l’heure inabouti, d’un groupe, les formateurs en travail social, qui n’est pas vraiment parvenu à s’adapter aux mutations de son environnement.Sur la base d’une vaste enquête nationale croisant étude des archives, investigations quantitative et qualitative, nous avons repéré les évolutions du métier, ses atermoiements, les difficultés rencontrées par ces professionnels.Nés dans les années 1920, en parallèle de l’invention du travail social, les formateurs, pour la quasi totalité issus des terrains professionnels, sont devenus rapidement incontournables dans toutes les écoles missionnés pour préparer des hommes et des femmes à exercer, qui le métier d’éducateur, qui celui d’assistantes de service social, etc. Pour autant, l’extension massive et rapide du secteur social a généré l’arrivée, au sein de ces centres de formation, d’acteurs issus d’autres horizons tels que le champ de la formation professionnelle et celui de l’université. Ces nouveaux venus vont interroger les compétences des professionnels déjà dans la place, qui ont construit leur légitimité sur leur expérience, refusant le passage par la qualification et l’obtention d’un titre de formateur. Subissant de plein fouet les logiques de rationalisation managériale et budgétaire, les formateurs ont pu en mesurer les conséquences : évolutions des pratiques professionnelles, dérégulation du cadre d’exercice, identités professionnelles mises à mal. Cependant, l’absence de collectif tangible en capacité de défendre les intérêts de ses membres renforce les stratégies individuelles et les identités liées à son lieu d’emploi. L’étude de ce groupe professionnel en proie même à un processus de déprofessionnalisation s’inscrit dans une dynamique plus globale qui touche les formateurs des métiers de la relation.Le cadre théorique et disciplinaire de cette thèse est principalement celui de la sociologie des groupes professionnels, mais il emprunte aussi à la sociologie des identités et aux sciences de l’éducation et de la formation. / In considering the situation of social work trainers, this thesis studies the process by which a group that has not managed to adapt to changes in its environment has become professionalized. On the basis of a wide-ranging national survey using quantitative and qualitative approaches and involving examination of archive material, we have identified the movements to which these professionals have been subjected. Born during the 1920s, at the time when social work was in its infancy, trainers whose experience was acquired in the field became key figures in training colleges. The speed and scale of the social sector's expansion caused an influx of people with professional qualifications or university degrees. These newcomers began to question the competence of those professionals whose claim to legitimacy was founded in their experience and who refused to go through official qualification channels to obtain trainer status. The trainers suffered the full force of the priority accorded to managerial and budgetary rationalization and its consequences: evolution of professional practice, deregulation of their practice framework, disrepute brought to their professional identity. The absence of any substantial representative body capable of defending its members' interests has reinforced individual strategies and identities defined by the place of work.The study of this professional group and the process of deprofessionalization it is undergoing is relevant to a wider movement affecting trainers in relational professions in general. The theoretical and disciplinary framework of this thesis is principally that of the sociology of professional groups, but reference is also made to the sociology of identity as well as to education and training sciences.