Approved for public release, distribution is unlimited / This thesis examines civil-military relations during the critical moments of the Czechoslovak history, particularly during the deep political and societal crises in 1938, 1948, 1968, and 1989. Such a method offers an opportunity to analyze civilian control of the military under a situation when the civil-military relations are in deep crisis. By concluding that even under such conditions there were stable civil-military relations in former Czechoslovakia, this thesis affirms the theory of military professionalism as a crucial factor in civil-military relations, as presented by Samuel P. Huntington. Thus, the study of civil-military relations in crises of the Czechoslovak history provides an exceptional opportunity to test the Huntington's model of the equilibrium of objective civilian control in the circumstances of profound societal disturbances. In accordance with the Huntington's theory of stable civil-military relations, this thesis attests that a strong military professionalism, typified by the bonds of traditions, obedience, and patriotic loyalty, plays crucial role in determining stability of civil-military relations, i.e. an objective civilian control of the military. Subsequently, by following this reasoning this thesis also justifies assumption of permanently stable civil-military relations in Czechia, because it intentionally concentrates only on the continuum of the Czechoslovak and the Czech civil-military relations. / Lieutenant Colonel, Czech Air Force

Denna fallstudie har gjorts av Lucas Bergqvist och David Roos inom ramen för magisterprogrammet Ledarskap -  Organisatoriskt, Kreativt och Entreprenöriellt på Linnéuniversitetet i Kalmar. Studiens syfte är att öka förståelsen för hur en ideell organisation kan balansera sin bärande idé med den professionalism och de strukturer som ofta infinner sig i affärsmässiga organisationer samt identifiera vilka möjligheter och begränsningar detta har för ledarskapet inom organisationen.   Det empiriska underlaget som har möjliggjort studien har inhämtats genom sju semistrukturerade intervjuer enligt kvalitativ forskningsmetod. Respondenterna representerar stiftelsen Human Bridge och deras dotterorganisation, den ideella föreningen Lindra. Samtliga respondenter har någon form av ledarroll i sitt arbete.   Human Bridge är en biståndsorganisation som fokuserar på sjukvårdsmaterial medan Lindra bedriver second hand-verksamhet i ett antal butiker för att finansiera Human Bridge biståndsarbete. Human Bridge verksamhet ses ofta bara som en kostnad, vilket respondenterna ibland anser vara ett problem då de samtidigt vill uppfattas som en effektiv och professionell organisation.   Då Human Bridges och Lindras verksamhet i hög utsträckning innehåller ideellt arbete så undersöker vi hur ledarna inom de båda organisationerna hanterar sitt ledarskap i det spänningsfält som råder mellan att leda en organisation som vilar på en bärande idé men samtidigt vill drivas och betraktas som professionell. De ideella insatser som bidrar till båda organisationerna kommer ofta med vissa förbehåll och krav från de ideellt arbetande, detta är enligt respondenterna ibland fullt berättigat. Studien visar att det dock finns utrymme för förbättringar och förändringar i sättet de arbetar på och hur de bedriver sitt ledarskap. I våra slutsatser presenterar vi de möjligheter och begränsningar som vi har identifierat och som Human Bridge och Lindra bör fortsätta med, alternativt förbättra eller förändra, för att kunna vara en organisation vars verksamhet bygger på en bärande idé men ändå betraktas som professionell.   De möjligheter och begräsningar som efter empirisk insamling och analys har identifierats är följande; Utveckla det transformativa ledarskapet för att tydligare koppla betydelsen av det ideella engagemanget till den bärande idén. Försök mäta biståndet, om än i relativa mått för att kunna följa dess utveckling och legitimera verksamheten. Kommunicera tydligare hur Human Bridge och Lindra ämnar använda sig av praktikanter och lönebidragsanställda. Minska beroendet av ideell arbetskraft inom Lindra. Använda smart makt vid beslutsfattande och kommunikation då denna kan situationsanpassas för att  vara förenlig med både bärande idé och professionalism.

This essay concerns teacher professionalism and how its prerequisites have been affected by the politcs of the employer organization Swedish Association of Local Authorities and Regions (SALAR). In Sweden, the government has during the last thirty years carried out extensive school reforms, fueled by the paradigm of New Public Management. On the whole, these reforms have contributed to the so called 'de-professionalization' of Swedish school teachers. However, the impact of labour politics has to great lenghts been neglected in political research on teacher professionalism, and that is the gap which this thesis aims to fill. By using a wide range of material, such as collective bargaining agreements, policy documents, debate articles and semistructured interviews, a reconstruction of the SALARs' labour politics has been made. Furthermore, an ideal-typical analytical framework of the two contrasting and competing governance models new managerialism and professionalism was applied on the reconstruction. The results are in short that the organization in many ways has contributed to the de-professionalization process which Swedish school teachers have undergone. By allocating power and authority to headmasters and municipalities, the discretion and legitimacy of theteacher profession itself has been circumscribed. Via these policies, a clearer hierarchy between the profession and its headmasters has come into place. Furthermore, the results indicate that the SALAR promotes organizational norms and values, rather than professional dito. In the light of the now being 'recruitment crisis' and the low attraction of the teaching profession, the results are particurlarly relevant.

Set against a changing backdrop of reforms in higher education and English language teaching (ELT), the thesis explores the notion of professionalism for university English teachers in Vietnam: What is defined as professionalism in this particular period of time? How is professionalism constructed in this context? The research approaches professionalism as a critical concept: A list of aspired traits and features are always value-laden and concern the question of power. From this premise, the thesis discusses a “kaleidoscope” relationship between different actors in the making of professionalism. Using Freidson’s (2001) ideas on the contingencies of professionalism, the study views the notion as a process rather than a product. Professionalism has its own logic that needs to be respected, but this logic is also incidental to other logics for its establishment and development. The study uses embedded case study to address its research questions. Defining the case as professionalism for university ELT teachers in contemporary Vietnam higher education, the thesis studies the notion as articulated at national, institutional, and individual levels. The primary data sources include five national policies, institutional policies and management practices at a university and its foreign languages department, and interviews with six academic managers and eleven ELT lecturers. The data were analysed using thematic analysis approach within constructivist, interpretive traditions. The results show that professionalism for ELT lecturers in Vietnam can largely be characterised as a professionalism of entrepreneurship, measurability and functionality. ELT is largely considered as a tool for international integration. Each type of professionalism project involves several actors (the state, expert groups, the institution, and ELT academics) with their own logic, but they interrelate in responding to the imperatives of the knowledge-based economy and globalisation. How the meaning of professionalism is established and argued for by the different actors in this study reveals that it is not easy to conceptualise the notion in a binary system of “from above” professionalism versus “from within” professionalism; and “organisational” professionalism versus “occupational” professionalism. The complexities of the logics of professionalism – with an ”s”, affect whether a professionalisation project can be perceived as being positive or negative – Is it professionalisation or is it deprofessionalisation? The relativity of “from above” and “from within” reflects the contingencies of professionalism, and also suggests authority power is plural, shifting, and fluid, rather than single, normative, and static. Meanwhile, it means human’s individual power is not of an ultimate freedom but dependent on external conditions. With these considerations, the study proposes interpreting professionalism as a ”social contract”. This helps not only recognise a mutual relationship between the state, the institution, and academics, but also illuminate how each party enables, maintains, and contributes to this relationship.

Classic studies in the Sociology of the Professions have explored knowledge barriers across traditional forms of professionalism, quintessentially represented by medical doctors, lawyers, and university professors. Thus, the impact of distinctive professional identities and communal boundaries on processes of knowledge sharing have been well documented. More recently, however, many scholars have suggested that those classical analyses need to be revisited and reassessed (see for e.g. the recent call for papers of Teelken and colleagues at EGOS 2011, cf. also Evetts, 2006; Noordegraaf, 2007) in the light of three contemporary trends: a changing context of professional practice, the associated erosion of classic forms of professionalism, and the emergence of new forms. While classical studies have laid the foundation of our understanding of the conditions that render knowledge sharing across more established forms of professionalism problematic, the processes and potential barriers across more novel and hybrid forms are less clear (cf. Noordegraaf, 2007). In order to address this gap, this thesis presents a comparative investigation of expert knowledgesharing across professional boundaries in four cross-occupational teams in the English National Health Service; two of them primarily composed of established professionals and two of hybrid professionals. By analysing these two types of cross-occupational teams, this thesis’ contribution is the identification of a different configuration of knowledge barriers affecting the sharing of knowledge within the two forms of professionalism. These findings further highlight the existence of two very different ecologies of (inter) professional knowledge within established and hybrid forms of professionalism. First, distinctive knowledge bases underlie professional practice and interaction in established and hybrid forms of professionalism. For established forms knowledge is more substantive and disciplinary based, whereas for hybrid forms it is general and situated, and characterized by a syncretic use of different disciplines, theories, and information. Second, the types of indeterminacies that permeate the two types of ecologies also vary. While the more established forms of professionalism face higher levels of ambiguity (semantic indeterminacy), the more transient and hybrid forms of professionalism face higher levels of uncertainty (de re indeterminacy). Finally, the nature of professional boundaries is different between these two types. While in established forms of professionalism boundaries are relatively well defined, and hence recognizable; in hybrids forms they are vague and transient.

Professionalism is a term frequently used in organizations yet perceptions of what it means differ from person to person. Given its frequent use and its link to various job outcomes, such as organizational commitment (Bartol, 1979), there is a need to have a universal definition of professionalism. While there are existing models of professionalism these models are typically developed for a specific field or industry. Thus, there is also a need for a comprehensive model of professionalism that can be used across multiple fields and industries. This study worked to develop a model of professionalism that creates a comprehensive model that addresses both of these issues using eleven existing measures of professionalism as its foundation. Four dimensions of professionalism were identified via these models and defined using a combination of existing research and researcher expertise. These dimensions were divided into elements which were used as items in a measure to validate the new model. A five-factor model demonstrated the best fit and was found to have both convergent and discriminant validity.

The purposes of the investigation were to determine if status of professional sports and professional athletes increases as male participation increases, if perceived status of 'athlete' increases with participation in sports that contain 'male' attributes, and if gender differences are related to status indicators. Sixty-eight students were administered a status-determinants questionnaire. A one-way ANOVA (gender) and a 2 x 12 ANOVA (gender x sport) were employed to determine status ratings of sports. A 3 x 2 (increase/decrease/no change x gender) Chi square was employed to determine status of sports, perceived masculinity of males/femininity of females, and status of the athlete related to gender attributes of sports.

This thesis investigates how external sources inform and impact Somaliland’s national teacher education policy making processes. In this research, external factor is mainly constituted by INGOs that are helping Somaliland’s education and teacher education re-construction which are considered to be part of wider global-national interactions. The conceptual frameworks of policy making processes, policy transfer, lesson drawing and policy learning are used to develop the theoretical perspectives that inform the research question. Constructivist’s qualitative research approach which utilises critical discourse analysis as the principle methodology has been used to gain an understanding of the discursive construction of meaning about Somaliland’s education reforms and analyse the discourses of teacher education and teacher professionalism that are evident in three contemporary education reform policy documents and interview data. This thesis considered policy making processes as a contested, dynamic and multidimensional phenomena and has acknowledged the centrality of power and resources in policy making processes. The analysis of the research data constructed Somaliland’s education reforms as a discourse of human capital. This had implications for the strategies for managing change, quality and improvement perception, and reconceptualisations of teacher education and teacher professionalism. The thesis concludes with concerns about the contextual visibility to implement the new discourses of education and teacher education and calls for increased policy learning, capacity building, resource increase and modernisation of institutions as well as change of the culture of work.

Professional learning, commonly referred to in policy and practice as continuing professional development, is presented to teachers as both a requirement and an entitlement in current education policy (Gewirtz, 2002; Ball, 2003). This work explores the ways in which professional learning is experienced by three teachers, and the meanings they attribute to those experiences. The study adopts a narrative approach to these accounts (Clandinin, 2013; Clandinin and Connelly, 1996; 1998; 2004) and is underpinned by the recognition of the complexity in the interplay between the individual teacher and their social context specifically focusing on “the relationship between the state, the ideologies of professionalism, and lived interiority” (Hey and Bradford, 2004: 693). The methodology was developed to overcome the problem of policy and aspects of practice that fail to focus on the effective involvement and engagement of teachers in professional learning: the teachers have become “missing persons” (Evans, 1999: i). The research process placed the meaning made by the teachers of their past experiences, and the way they understood them in the present, at the centre of the research (Kelchtermans, 2009; MacLure, 1993). Data were collected as part of a collaborative process with teachers who shared and analysed their narratives of professional learning through a series of research conversations. The teachers gave accounts of the people and incidents that they understood to be significant in influencing their professional learning, in relation to their expectations of themselves and of professionals and people more generally. In doing so they drew on both professional and personal contexts (Makopoulou and Armour, 2011). There were significant challenges in relation to ethics, analysis and re-presentation. This study illustrates the complexity and contingency of teachers’ professional learning through their understanding of themselves and their interaction with, and response to, significant people and incidents (Kelchtermans and Vandenberghe, 1994). Their “stories to live by” (Clandinin and Connelly, 1998: 149) illuminate the ways in which teachers explain the complexities and contingencies underpinning their experiences of professional learning. The data illustrate the crucial role that context plays in understanding professional learning (Clandinin and Connelly, 2000: 27) and the challenges teachers face in balancing their roles as policy subjects and policy actors (Ball, Maguire, Braun and Hoskins, 2011a and b). This work makes a unique contribution to the field of professional learning by using the detailed individual cases of each teacher to illustrate general concerns for the development of effective policy and practice. It also contributes to the methodological debates around the use of narratives as a means of understanding the “human condition” (Arendt, 1958). The data challenge us to consider the possibilities that narrative accounts and analyses offer for the generation of knowledge in this area with implications for both teachers and other professionals, and policy and practice.

Comment penser conjointement la (re)production et le changement en matière d’inégalités des sexes ? Telle est la question abordée dans cette thèse, au prisme de l’analyse des protagonistes impliqué-e-s dans l’accompagnement des démarches de promotion de l’égalité professionnelle femmes/hommes au sein des organisations. À partir d’une expérience personnelle envisagée d’un point de vue réflexif et d’un large corpus de données écrites et orales, dont une centaine d’entretiens, cette thèse propose d’étudier trois dynamiques (d’institutionnalisation, de marchandisation et de professionnalisation) perceptibles au sein de l’ « espace de l’égalité professionnelle », en France, depuis le milieu des années 1960. L’analyse met d’abord en exergue une « institutionnalisation molle » de l’égalité professionnelle dans le contexte français, au cours de la période considérée. Elle révèle ensuite le caractère « incertain » du marché des prestations de services et du marché de travail au sein de l’ « espace de l’accompagnement à l’égalité professionnelle ». Elle souligne, enfin, la difficile structuration d’un espace investi par des protagonistes issu-e-s d’horizons divers, mobilisant des conceptions variées de l’égalité, de l’expertise et de l’ethos professionnel. Deux facteurs paraissent dès lors jouer un rôle fondamental pour comprendre ces phénomènes, ainsi que le constat posé d’une difficile reconnaissance du caractère « professionnel » de l’activité étudiée : l’emprise du genre sur le fonctionnement de cet espace et le discrédit qui pèse plus généralement sur le féminisme, en France. Cette thèse permet ainsi d’éclairer certains enjeux scientifiques et sociaux qui se manifestent autour des activités dédiées à la promotion de l’égalité entre les femmes et les hommes. De plus, s’inscrivant dans une approche favorisant le dialogue interdisciplinaire, elle fait écho aux préoccupations de plusieurs communautés de recherche, au premier rang desquelles les études genre, la sociologie de l’action publique, la sociologie économique et la sociologie des professions. / Is it possible to analyse simultaneously the (re)production and transformation of gender inequalities? This thesis aims to address this question, by focussing on women and men who are invested in accompanying organisations towards the promotion of equal opportunities in employment. By taking a reflexive stance on the author’s personal experience and by constructing a rich corpus of written and oral data, including almost one hundred interviews, this thesis uncovers three social processes (institutionalisation, marketization and professionalization), which have characterised the “equal opportunity in employment field” in France, since the mid-1960s. The research underscores the weak institutionalisation of equal opportunity measures in the French context over the period studied. It also reveals the “uncertain” nature of the job and business opportunities related to accompanying organisations in the promotion of equal opportunities in employment. The thesis illustrates the difficulties associated with organising a field that is invested by individuals originating from very diverse horizons, with varied know-how and qualifications. Two factors seem to play a major role in determining the denial of the “professional” nature of the activities studied here: the highly gendered characteristics of the field in question and the more general discredit of anything associated with feminism in France. This thesis sheds light on the scientific and social issues that are raised by activities related to the promotion of equal opportunities in employment. From a trans-disciplinary perspective, it echoes contemporary discussions within several research communities, including: Gender Studies, Social Policy, Economic Sociology and Sociology of the Professions.