The role of the engineer in the late capitalist society of the last half century has been misunderstood at best. The lack of a consistent job description for engineers in various fields, a lack of job security, and a lack of respect from both industry and society have spawned severe angst in the engineering community. A classic remedy for this situation has been the rallying of engineering practitioners under a banner of increased professionalism. If engineers could make themselves more like doctors and lawyers — the respected members of professional society — they would gain similar respect and job satisfaction. This project analyzes current state of engineering practice as revealed in the self-image of the individual engineer. A survey of popular engineering literature is employed in order to develop a composite self-image of the engineer: the technical hired hand of industry. "Professionalization" is then demonstrated to be useless in the improvement of this situation and furthermore, undesirable in the late capitalist social and economic climate of the late twentieth century. Late professionalism—an alternative to a understanding of professionalism—is offered as a means by which to improve the job satisfaction of engineers in contemporary society. Suggesting that each engineer is free to negotiate the terms, conditions, and length of his/her own employment based on a personal understanding of the job requirements, late professionalism empowers the engineer to adopt a comfortable position in the late capitalist economy. A new metaphor—the commissioned engineer—is employed in support of the late professional understanding of the engineer's occupation. / Master of Science

In the past decade, designing educational environments to support medical professionalism and the development of a professional identity have become prominent issues among medical educators. This dissertation argues that medical professionalism and the construction of a professional identity is a development process. In order for students to acquire this professional identity, educators must understand the tasks associated with this development, the interaction of multiple developmental domains and the role of educational learning environments in shaping the development of professionalism.This case study describes the journey of thirty two medical students as they moved through one year of their medical education. Data for this study were collected over a one year period. Each participant engaged in two interviews that occurred over one year of his/her medical education. Collectively, the experiences documented in these interviews represent all four years of medical education.The interviews were based on the self-authorship interview (Baxter Magolda&King, 2007). Observations and engagement with students in a variety of settings were used to refine and expand insights gained from interviews and to more fully understand participants' actions and intentions in a variety of contexts. The data from interviews and observations were analyzed using the constant comparative method (Glaser&Straus, 1967).Three phases in the journey toward medical professionalism and the construction of a professional identity emerged from the participants' descriptions of their experiences. During this journey, the domains of knowledge, self and others played an important role in students' development. As students moved through the phases of their journey, each of these domains underwent qualitative changes that contributed to the development of medical professionalism and the construction of a professional identity. Throughout this journey, institutional, extra-curricular and personal contexts exposed students to a variety of forces that served to propel students forward in their development.Implications of this study suggest the investigation and documentation of the developmental nature of medical professionalism is an area worthy of continued study. In addition, a careful examination of the learning environment of the first two years is necessary in order to better support and guide students' on this educational journey.

Britain has a culture of long working hours, resulting in significant levels of work-related stress. Teachers are arguably the professional group most likely to experience pathological stress and burnout as a result of working long hours. Research in schools suggests that teachers’ work orientations are strongly influenced by factors of personal identity, social background, career stage and personal resilience to stress. In Further Education (FE) research hitherto has emphasised the impact of Government policy and managerial style on teacher behaviour, and notions of teacher professionalism. There has been less research into the impact of FE teacher identities and attitudes towards work upon their working lives. This thesis investigates the relatively under-researched area of work culture within a single FE College, in an attempt to discover the reasons underlying teacher’s reactions to the pressures of overwork. In-depth, semi-structured interviews were carried out with 13 teachers and managers to investigate teacher responses to the work culture of the College. Based upon existing theoretical models of stress and burnout, three groups of potential determinants are explored: personal identity, the social context of the College, and the impact of external political, economic and social factors. The research confirms the existence amongst College teachers of a culture of working long hours, and identifies examples of stress and burnout. Interview responses support previous research findings concerning the central importance of teacher identity. Interview data underline the importance of personal factors in determining teachers’ responses to workload and their resilience to stress. A model is developed which summarises potential teacher responses to workload stress, and proposes ways in which these may be linked to factors of teacher identity and work cultures. The findings also highlight the pivotal role of managers and work teams in supporting teachers, particularly those most emotionally susceptible to stress.

Genom en kvalitativ studie har vi undersökt hur journalister i Sundsvall själva ser på problemet som tidigare undersökningar och studier visar, att invandrare och muslimer framställs negativt av media. Vi har genomfört samtalsintervjuer samt analyserat redaktionernas policydokument och med hjälp av dessa har vi kommit fram till att Sundsvalls tre redaktioner inte är representativa gentemot sin publik, att redaktionerna saknar kontakter och språkkunskap gentemot invandrarna i staden. Samt att de även saknar tillräcklig kunskap om det nya svenska folkets kultur och traditioner något som gör att deras rapportering av minoriteten ger en negativ bild.

Class of 2009 Abstract / OBJECTIVES: To determine if there is a correlation between student involvement in pharmacy organizations and self-reported professional development. METHODS: A cross sectional, prospective, print-based questionnaire was submitted to students in their last didactic year of the Doctor of Pharmacy program at one university. The questionnaire was administered during a well attended, regularly scheduled class and students self-assessed their professionalism on the Behavioral Professionalism Assessment and provided data on their degree of involvement in pharmacy professional organizations. RESULTS: The questionnaire was completed by 78 of 84 students (a 93% response rate). Nearly 94% of participants reported that involvement in pharmacy organizations played some role in their professional development and approximately 30% of these students based this opinion on participation, leadership, and networking opportunities offered by professional organizations. A significant positive correlation between self-reported professionalism and involvement (i.e., the number of: brown bags/health fairs and organizational meetings attended, p<0.05 for each) was identified. CONCLUSIONS: A relationship was identified between professionalism and involvement at one college of pharmacy. Further research should be conducted at other colleges of pharmacy to determine if these data can be generalized to the larger pharmacy student population.

Speaking to a local radio station in the 1960s, with the glitz, glitter and glamour of televised professional wrestling at its height, one old, retired Cumbrian wrestler declared that ‘wrestling…was a game for the field not the stage'. This statement, condensed and potent as it is, could stand in for the questions this thesis asks and seeks to answer: why did wrestling develop as a professional, performed ‘sporting entertainment'? To answer this question, existing theories of social and sports history are combined with cultural studies methods and applied to Pierre Bourdieu's notion of fields. Chapters one and two surveys the birth of a fielded society and the growth of spectator and professional sport as part of a wider cultural field in the eighteenth and early nineteenth centuries. Considering many sports during this time had relationships with the theatre, circus and fairground, the seemingly logical expansion of professional sport was closer to that of professional wrestling. Sport, however, did not develop in this way. Chapter three explore the reasons for this and posits that the genesis of the sporting field, demonstrated by the growth of sporting bodies and the perpetuation of amateur ideal, dominated the field. Control of wrestling, however, for various reasons, was not gained in this manner. Chapter four examines the consequences of this when professional wrestling became a fully performed sport in the interwar years. Finally, chapter five assesses the relationship between the sporting field and television in the late twentieth century. Wrestling as a ‘sporting entertainment' is of interest precisely because it displays a ‘discarded possible' of how professional sport may have grown had it not been for the institutions and ideologies active within the field during the late nineteenth- and early twentieth-century. It also demonstrates the often precarious nature of fields and concludes that sport's meanings, pleasure and values are not as consistent as are first assumed.

The study is located within a Scottish human service context, with human services being defined as predominantly work directly with people (service users; patients; volunteers; clients) across public and third sector settings. It draws on narratives from six distinct disciplines including social work, education, police, community learning and development, educational psychology and nursing. Whilst participants reflected on their journeys to becoming a professional, they explored how opportunities, both given and taken to lead throughout their careers, may have influenced their understanding and experience of professionalism, professional identity and leadership. Narratives frequently identified participants’ overwhelming desire to enter and remain within human service professions being driven by a social justice agenda, with an inherent desire to ‘make a difference’. Participants articulated how leadership opportunities had provided them with greater confidence and an ability to improve standards within their field, often from an early stage in their career. This in turn had often strengthened their sense of professional identity. Findings suggest participants made very strong connections between the concepts of professionalism and leadership, particularly when leadership was understood as distributed throughout the organisation. Distributed, dispersed, collaborative or ‘leadership at all levels’ are terms often used interchangeably to describe ‘a pooling of ideas and expertise to produce services and leadership energy that is greater than the sum of individual capabilities’ (Patterson, 2010:6). This type of leadership therefore, not only recognises the ability of people within non-traditional positions of power or who are not at the top of their organisational hierarchy, to become leaders, but also recognises the collaborative nature of such interactions. Based on the findings, a key recommendation suggests that within human service contexts, a re-conceptualisation of professionalism, which incorporates models of distributed leadership, should be adopted. This would have the capacity to unleash latent leadership potential within professionals who want to ‘make a difference’ and would be like ‘pushing on an open door’. It is further argued that such a consideration could support the development of leadership strategies in human services although the author cautions that organisational cultures can both promote or inhibit effectiveness and impact.

This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms of three metaphors of understanding: meanings, practice and identity. Professional learning is interpreted in terms of how the teachers learn the episteme, techne and phronesis of their science teaching. I propose that professional learning occurs when teachers engage in virtues-based personal reflection and/or public discourse around episteme, techne and phronesis in the spaces 'in-between' the metaphors of community. This proposition raises implications for the accessibility of professional learning and the relationship between community and organisational boundaries.

In this thesis it is argued that the migration of ideas and personnel from Britain to colonial Australia resulted in the reproduction of two distinctive medical archetypes, namely, the soldier/saviour and the generalist (family) physician and surgeon. These have been both conceptualised as” ideal type” carriers or expediters of two rival forms of medical professionalism. They each emerged in the ‘modern’ era as institutional products of distinctive educational processes and work practices available for doctors in 19th and 20th century Britain and Australia. While Freidson (1988) asserts one of the problems of dealing with studies of professionalism is that researchers have failed to clearly define work patterns, he could be seen as being close to Foucault (1973) whose emphasis was on the different social spaces in which practitioners worked. I show firstly that the career of the ‘imperial’ army medical officer was revived in the 19th century so that in colonial contexts they could alternate between military and civilian servicing, especially as administrators and managers in public office. The soldier/saviour was also associated with the 19th century revival of Masonic and quasi-Masonic military and religious orders, consecrated by royal sovereigns and exported to Australia. In contrast, the Scottish pedagogues and other generalist doctors coming to Australia from Britain were influenced by Edinburgh University’s Medical Faculty’s humanist traditions and design of the “modern” medical curriculum producing the generalist physician and surgeon who met community needs. Within wider imperial social relations, these generalist doctors were looked upon as ‘dissenting’ or counter-hegemonic. The aim of this thesis is to examine these archetypes in terms of their characteristics of rationalisation to analyse and understand their professional differences historically as well as in the contemporary period. The significance is that one does not often come across studies which specifically look at doctors within the same society in such terms. Furthermore, by locating them within wider hegemonic and counter-hegemonic social relations, links between ideas about medical professionalism and issues of human rights become evident. This follows the World Health Organization’s directives to treat health or medical issues and human rights as a cross-cutting research activity. To my knowledge, no study has been undertaken in Australia of the background and impact of these different traditions.

<p>Studien syftar till att beskriva HR-personers upplevelser av innebörden och nyttan av nätverk. Den skildrar även deras tankar kring betydelsen av hanteringen av en tyngre arbetssituation. Slutligen undersöks innebörden och svårigheten att arbeta professionellt inom HR. Materialet från fem djupintervjuer genomgick en induktiv tematisk analys. Resultatet visar att nätverk framförallt handlar om att underlätta för den egna individen. Nätverken som återfanns var sociala och yrkesmässiga. Tyngre arbetssituationer inbegriper brist på resurser, psykiska påfrestningar och negativa förändringar i organisationen. Vid situationer av en mer känslig natur vänder individen sig främst till externa personer. Stöd inom organisationen erhålles via VD, ledningsgrupp, chefer och den egna arbetsgruppen. En hållbar lösning nås effektivast genom ett fokuserat och systematiskt arbete. Professionalism baseras främst på erfarenhet och innefattar ett föredömligt och konsekvent handlande, integritet samt ett bidragande till företagets resultat. Resultatet anses användbart i den privata sektorn för nyutbildade eller yrkesverksamma HR-personer i ett förberedande respektive reflekterande ändamål.</p>