The present thesis focuses on the development of volunteerism as a part of the professionalization of a nonprofit organization. Case study took place in the organization Pestrá společnost, which is dedicated to the training of assistance dogs and provides social services to the owners of assistance dogs. The organization uses volunteers regularly and on long-term basis. Research in this organization confirms the fact that quality management of volunteerism effectively utilizes the capacity of motivated volunteers and reduces overall financial costs. The theoretical part focuses on the professionalisation of management of volunteering through the selection and training of volunteers with regard to their motivation. It describes how the motivation of volunteers links with the aims of the organization. An organization, which is interested in linking together the motivation of volunteers and its own aims during the process of their selection and training must undoubtedly benefit from this collaboration. The practical part in the form of a case study focuses on a concrete organization. The qualitative part of the research provides specific suggestions for changes and measures that are proposed as the part of the action research. These measures are also implemented and three months after their...

Familjeföretag är den mest förekommande företagsformen i världen och forskningen kring familjeföretag har ökat markant under de senaste årtiondena. I takt med globalisering och företagsmässig tillväxt ställs det allt mer krav på företags ekonomistyrning, vilken oftast har en informell karaktär bland familjeföretag. För att ekonomistyrningen ska behålla sin funktion i detta lyfter forskare fram att den behöver inkludera ett mer strategiskt fokus med strategiska styrmedel som understödjer företagsvisionen, något som kan kräva att familjeföretagen genomgår en professionalisering genom inhämtning av extern kompetens. Huruvida strategiska styrmedel används bland familjeföretag eller inte, saknas det dock kvalitativ forskning om, varpå vi har vänt oss mot en familjeföretagsintensiv region som kännetecknas av hög ekonomisk tillväxt, den så kallade Gnosjöregionen. Studiens syfte är att öka förståelsen för vilken roll strategiska styrmedel har bland familjeföretagen i Gnosjöregionen. Detta har vi ämnat försöka göra genom att fokusera kring tre utvalda strategiska styrmedel, nämligen benchmarking, ABC-kalkylering och balanserat styrkort. Studien har genomförts med hjälp av en kvalitativ metod, där data har samlats in genom semistrukturerade intervjuer. Detta för att öka möjligheten att skapa en djupare förståelse för det undersökta ämnet. Studiens resultat har påvisat att det enda av de undersökta styrmedlen som används formellt är benchmarking, detta genom kontinuerlig prestationsbenchmarking. Vidare har studiens resultat visat på tendenser att de två övriga strategiska styrmedlen ABC-kalkylering och balanserat styrkort används, men att det sker mer informellt. Emellertid ser vi ett ökat intresse och behov för dessa två strategiska styrmedel till följd av företagsmässig tillväxt. Vår slutsats är dock att för att familjeföretag lyckosamt ska kunna implementera dessa tre strategiska styrmedel, så räcker inte professionalisering genom att anställa en extern ekonomichef, utan det krävs en ytterligare professionalisering genom extern kompetens. / Family firms are the most common type of business in the world and the study of family firms has increased significantly over the recent decades. In line with globalization and business growth, the need for management accounting and control have increased which often has an informal characteristic in family firms. Scholars have warned that if management accounting and control is to maintain its relevance it needs to adapt a more strategic focus, through strategic management accounting and control instruments, to underline the vision of the business, which can create the need of professionalization of the family firm, through hiring external expertise. Whether strategic management accounting and control instruments is something that family firms are using or not, has not been investigated with qualitative research, which is why we have focused on a family firm intensive region characterized by high economic growth, the so-called region of Gnosjö. The purpose with this research is to increase the understanding of what role the strategic management accounting and control instruments have within family firms in the region of Gnosjö. We did so by focusing on three specifically chosen strategic management accounting and control instruments, explicitly benchmarking, activity based costing and the balanced scorecard. The study was conducted using a qualitative approach, in which data was collected through semi-structured interviews. This is to increase the ability to create a deeper understanding of the examined subject. The results show that only one of the three surveyed instruments that is being used formally is benchmarking, which is primarily done through continuous performance benchmarking. Furthermore, the study results show tendencies that the two other strategic instruments, activity based costing and the balanced scorecard, is used but in a more informal way. However, we see an increased interest and a need for these two strategic instruments as a result of business growth. Our conclusion is however that if these three strategic management accounting and control instruments are to be successfully implemented in a family firm, professionalization by hiring an external CFO is not enough; instead it requires a further professionalization through external expertise.

Thesis (MPhil (Sociology and Social Anthropology))--Stellenbosch University, 2008. / The NGO sector is continuing to diversify, experiencing increasing competition from the for-profit market and pressure from the state looking for support through service delivery. There are growing internal and external calls for the development of appropriate evaluation methods within NGOs, intended to provide a much needed transparency, and to monitor and evaluate the sector’s accountability, legitimacy, and credibility – the very politics of its image and identity. As a result many NGOs are adapting their strategic behaviour to increase their efficacy to meet these new challenges. Professionalization or corporatization is said to be transforming NGOs into new regimes of efficiency, leading to their absorption of increasingly commercial practices. How professional NGOs go about their business has become as important as what they do. Using an ethnographic approach and participant observation, this study reveals the many constraints and opportunities one such NGO faced as it employed strategies to professionalize, and the various forms of organising it exhibited in its political, economic and social context. I explore the social interface between the organisation and its environment, and again between the staff members and the organisation itself. The study explores the connectedness between the broader context and the local experience, which in turn informs the NGO’s shifting strategies. An ‘embedded’ understanding provides insight into the evolution of social processes behind the production of everyday life within the professional NGO, exploring how it arrives at a certain coherence in the face of multiple realities at the local level. Development literature is used as a point of departure before applying anthropological theory as a lens through which to interpret the research questions. I place the NGO in a historical context and depict the political nature of the state-NGO relationship within a contract culture and competitive market. Discourses around surviving the embedded contradictions within accountability and legitimacy are explored. I reveal the pains of institutional and cultural evolution within the organisation under the push to professionalize as staff search for meaning and agency in everyday practice. And finally, I describe how the professional NGO negotiates an identity through both the external and internal politics of representation. There is no simple trajectory for professional NGOs. I find instead a competitive fight for survival and increasing dependence on political and economic savvy. The professional NGO has to constantly re-define and re-affirm its mission, while staff members weather the effects of this ongoing change and are forced to continually reconcile the very meaning of their work and identity to make sense of this experience. As an organisational study this contributes to an understanding of one professional NGO’s survival strategies in context, its organisational culture as an activity, and individual sense-making and identity formulation in the local setting. This study hopes to reveal what is gained and lost through employing the strategy to professionalize, and add to a growing body of research narrating the evolution within the NGO sector, informing questions currently being asked by state, business, and civil society groups.

Depuis plus de trente ans, le Québec a pris position en faveur d’un mouvement de professionnalisation de l’enseignement. Ce choix se fonde principalement sur la volonté de moderniser les systèmes d’éducation grâce à la consolidation d’une expertise du travail enseignant. Elle a donc engendré toute une série de réformes visant à formaliser les pratiques des enseignants, à les appuyer sur les résultats de la recherche et à développer un code de pratiques responsables. Cependant, dans une perspective critique, ce processus de professionnalisation entre également dans le cadre plus large d’un processus de rationalisation étatique. Il exige de plus en plus des enseignants de faire preuve d’efficacité à tout prix, mais cette exigence ne tient pas compte de l’incertitude de l’action et des valeurs en jeu. Cette thèse vise à analyser, à partir d’une perspective critique, la conception de l’articulation entre la recherche et la pratique sous-jacente au mouvement de professionnalisation en vue de proposer une conception plus adéquate en regard de la réalité pratique: la traduction. Ce faisant, la thèse propose une réflexion sur le rôle transformateur du langage dans tout processus de transmission des connaissances. L’approche de la traduction s'inspire à la fois de la tradition herméneutique et de la critique poststructuraliste, et remet en question la conception du langage comme véhicule transparent de la pensée et des connaissances. À la lumière de ce cadre, je propose une analyse empirique (analyses discursive et sémiotique) des mécanismes de traduction qui assurent le passage du monde de la recherche vers le monde de l'enseignement. Cette partie repose sur une analyse comparative d’articles provenant de la revue Vie pédagogique, analyse qui se concentre sur les processus de traductions à l’œuvre dans trois concepts centraux du mouvement de professionnalisation : la pratique réflexive, la compétence et la collaboration. Elle met en lumière la manière dont le cadre actuel de la professionnalisation est réducteur, totalisant, et nie le caractère traductif du langage et de l’activité humaine. Je conclus avec une reconceptualisation de l'enseignement en tant que traduction et acte de profession de foi. / For over thirty years, Quebec has taken a stance in favour of a movement for the professionalization of teaching. This position is based primarily on the desire to modernize the educational system by reinforcing teaching skills, and it has spawned a whole series of reforms whose aim is to formalize teaching practices, to strengthen them on the basis of research results and to develop a code of responsible practices. Viewed from a critical perspective, this process of professionalization can be understood as being part of a wider process of state rationalization. Thus, the state increasingly demands that actors prove effective at all cost. This demand, however, does not take into account the reality of teaching, which is based in a large part on the uncertainty of action and of the values at stake. This dissertation attempts to analyze, from a critical view point, the conception of the relationship between research and practice underlying the professionalization movement, in order to offer an alternative conception - translation - that seems more appropriate in view of practical reality. In doing so, it reflects on the transformative role of language in processes of knowledge transfer. The "translation approach", which is the theoretical framework of our critical analysis, is informed by both the hermeneutic tradition and poststructuralist critique, and calls into question the notion that language is a transparent means for conveying thought and knowledge. In light of this framework, the thesis presents an empirical analysis (semiotic and discourse analysis) of the translation mechanisms that ensure the passage from the world of research to the world of teaching. Towards this end, various articles from the journal Vie pédagogique are submitted to a comparative analysis that focuses on the processes of translation at work in three central concepts of the professionalization movement – reflective practice, competence and collaboration – in order to highlight how the current framework of professionalization is reductive, totalizing, and how it denies the translational nature of language and of human activity. To conclude, the thesis offers a reconceptualization of teaching as translation and as an act of profession of faith.

La professionnalisation de l’enseignement a connu un essor important depuis la fin des années 1980, et ce dans plusieurs contextes sociaux. Depuis cette époque, la recherche sur le savoir des enseignants s’est développée dans le but de définir la nature des connaissances devant être à la base de l’enseignement, ce qui, en même temps, a changé les modèles de formation à l’enseignement. Les provinces canadiennes se sont vues insérées dans ce mouvement de professionnalisation de l’enseignement qui a induit des réformes et des changements dans les programmes de formation des enseignants. Cette recherche doctorale porte sur la professionnalisation, les savoirs et les programmes de formation des enseignants dans deux provinces canadiennes, le Québec et l’Ontario. Son objectif général était de cerner, dans une perspective comparative, comment les politiques de professionnalisation de la formation à l’enseignement développées par ces deux provinces ont été interprétées ces dernières décennies dans les programmes de formation au sein des universités. Pour ce faire, nous avons analysé, plus spécifiquement, trois enjeux qui touchent les savoirs des enseignants : les conceptions professionnelles et les savoirs dans la formation à l’enseignement; les standards et les référentiels de compétences encadrant cette formation; et les savoirs qui se trouvent dans les programmes de formation à l’enseignement primaire dans ces deux provinces. De ce fait, nous avons cherché à répondre à la question générale de recherche suivante : Comment les politiques de professionnalisation de la formation à l’enseignement développées par le Québec et l’Ontario ont-elles été traduites dans les programmes de formation universitaire? Et aux questions spécifiques suivantes : 1. Quelles sont les conceptions dominantes de la professionnalisation qui se dégagent des politiques éducatives ontariennes et québécoises? (1.1. Quelle est l’évolution des politiques éducatives qui encadrent la formation et la certification des enseignants dans ces deux provinces? 1.2. Comment évoluent les savoirs à la base de la formation des enseignants? Quels référentiels de compétences ou standards ont été proposés? 1.3. Quelle est la vision officielle actuelle du professionnel à former?) 2. Que deviennent les conceptions de la professionnalisation une fois traduites en programmes de formation dans les universités québécoises et ontariennes? (2.1. Comment sont conçus les savoirs professionnels dans les programmes de formation? 2.2. Est-ce qu’il y a des modalités d’articulation des cours théoriques et pratiques? Quelle est la place des stages? La place de la recherche? 2.3. Y a-t-il des différences entre ce que les enseignants sont censés apprendre selon le contexte ou, au contraire, une base de connaissances uniformisée est-elle visible entre ces deux contextes différents? Où se situent les différences?). Cette recherche pose ainsi la question du savoir formel à la lumière de la sociologie des professions, plus particulièrement à travers l’approche néo-wébérienne. Cette approche se situe à l’interieur de l’approche « critique » en sociologie des professions et s’inspire de Weber pour analyser la professionnalisation selon les enjeux économiques, politiques, historiques et académiques qui permettent à un groupe de métier de se voir octroyer une « fermeture sociale » et de réussir à se « professionnaliser ». En nous basant sur ce cadre théorique, et à travers une analyse de 70 documents politiques et de recherche, ainsi qu’une comparaison de programmes de formation dans 25 universités (12 au Québec et 13 en Ontario) et 1030 descriptifs de cours, nous avons établi des différences entre les deux provinces dans l’évolution de la conception du savoir enseignant et son influence sur les modèles de formation qui en ont découlé. Par exemple, nous avons démontré comment les conceptions des années 1950-1960 de la science pédagogique au Québec et de l’éducation libérale en Ontario ont conduit à des modèles de professionnalisation différents dans ces deux provinces. Au Québec, l’importance des compétences psychopédagogiques a amené un modèle de formation des enseignants plus « professionnalisé », tandis qu’en Ontario on a gardé un modèle combiné « académique » et « professionnel ». Nous avons également analysé et comparé le rôle de l’État dans la professionnalisation de l’enseignement, de même que son rôle actuel d’encadrement de la formation, ce qui nous a permis de constater qu’il y a une gouvernance politique au Québec et une gouvernance corporative en Ontario. Enfin, grâce à l’approche néo-wébérienne, cette recherche a permis d’établir une contribution nouvelle, sociologique et comparative, à l’évaluation critique de la formation des enseignants au Québec et en Ontario, notamment en mettant en relation l’évolution historique et sociologique du savoir; le rôle de l’État et les standards de formation et de certification des enseignants; ainsi que les modèles de formation et le savoir formel provenant de la formation et de la recherche universitaire. / The professionalization of teaching and teacher education has been a significant movement since the late 1980s in many social contexts. Since then, research on teachers' knowledge developed with the main objective of defining the nature of the knowledge base of teaching, which, at the same time, changed teacher education models. Canadian provinces were not spared by this movement, which induced reforms and changes in teacher education programs. This doctoral research focuses on the professionalization of teaching and teacher education, and on teachers’ knowledge base, in two Canadian provinces: Quebec and Ontario. Our general objective was to identify, in a comparative perspective, how universities in these two provinces translated the policies of professionalization of teaching and teacher education, as well as the evolution of teachers’ knowledge, into teacher education programs during recent decades. To this end, we analyzed, more specifically, three issues relating to teachers’ knowledge: the conceptions of teaching as a profession and the knowledge base for teaching that should respectively guide and be included in teacher education programs in each of the provinces; the standards and skills that frame these programs; and the knowledge base that is actually present in teacher education programs (primary/junior). Thereby, we set out to answer the following research questions: How have the policies for the professionalization of teacher education developed by Quebec and Ontario been translated into university training programs? More specifically: 1. What are the dominant conceptions of professionalization emerging from Ontario and Quebec educational policies? (1.1. What has been the evolution of the educational policies governing teacher education and certification in these two provinces? 1.2. How has the knowledge base of teacher education evolved, and what competency frameworks or standards have been proposed? 1.3. What is the current official vision of the professional teacher to be trained) 2. What happens to the conceptions of professionalization when translated into teacher education programs in universities in Quebec and Ontario? (2.1. How is the professional knowledge base conceived in teacher education programs? 2.2. Are there ways of articulating theoretical and practical courses? What is the place of the practicum and research in the programs? 2.3. Are there any differences in what teachers are expected to learn depending on the context or, on the contrary, is a standardized knowledge base visible in these two different contexts? Where can we find these differences?). This research thus raises the question about the teachers’ formal knowledge in the light of the sociology of professions, particularly through the neo-Weberian approach. This approach is situated within the “critical” approach in the field of the sociology of professions and is inspired by Weber to analyze professionalization according to the economic, political, historical and academic stakes that allow a group of workers to be awarded a “social closure” and to succeed in their “professionalization” process. Based on this theoretical framework, and through the analysis of 70 political and research documents, and a comparison of teacher education programs in 25 universities (12 in Quebec and 13 in Ontario) and 1030 courses descriptions, we identified a number of differences between these two provinces in the evolution of the official conception of the teachers’ knowledge base and its influence on the teacher education models that ensued. For example, we demonstrated how the conceptions of teachers’ knowledge in the 1950s and the 1960s (pedagogy as science in Quebec, and liberal education in Ontario), have influenced current models of professionalization in the two provinces. In Quebec, the importance of psycho-pedagogical skills led to a more “professionalized” teacher education model, while Ontario maintained a combined “academic” and “professional” model . We also analyzed and compared the role of the State in the professionalization of teaching as well as its current role of supervision of teacher education. This led to the finding that the governance of teacher education and the teaching profession is political in Quebec and corporatist in Ontario. Overall, the neo-Weberian approach enabled us to make a new contribution, sociological and comparative, to the critical examination of teacher education in Quebec and Ontario, in particular by linking the historical evolution of teachers’ knowledge, the role of the State, the teacher education models, and the current formal knowledge base for teaching that comes from university research and programs.

This thesis explores how three socialist newspapers tie in to the Swedish media system and – presumably – is influenced by it. The newspapers have each strong connection to three political parties, so the precise aim of thesis is therefore to examine the independence between the party and its media; and how strongly it can bee defined as Swedish party press in a more traditional sense. The analysed material consists of six qualitative interviews with two co – workers from each paper: including the editors in chief.The basis is partly Kai Kronvalls et al theories surrounding Swedish party press; because the thesis explores how the papers supposedly has changed. And partly theories based on the assumption that media is always reflected by the social and political structure to which it operates. The latter theories have in turned outlined ’press theories’ (Four Theories of the Press) for which it is said that the media is a base of and, more recently, models of how the media works in western countries as a whole (Daniel C. Hallin and Paolo Mancini).The thesis showed some difference between how each newspaper can be defined as party press, but in general the independence was weak. This can be explained with how the Swedish media culture in particular has conserved press affiliated with separate (political) groups.

Existing accounts of the music profession argue that between 1750 and 1850 musicians acquired a new identity as professional ‘artists’ and experienced a concomitant rise in their social and cultural status. In the absence of sustained investigation, it has often been implied that these changes affected male and female musicians in similar ways. As this thesis contends, this was by no means the case. Arguments in support of female musical professionalism, artistry, and their function in public life were made in this period. Based on the gender-specific nature of the female voice, they were an important defence of women’s public engagement that has been overlooked by gender historians, something which this thesis sets out to correct. However, the public role and professionalism of female musicians were in opposition to the prevailing valorisation of female domesticity and privacy. Furthermore, the notion of women as creative artists was highly unstable in an era which tended to label artistry, ‘genius’ and creativity as male attributes. For these reasons, the idea of female musicians as professional artists was always in tension with contemporary conceptions of gender, making women’s experience of the ‘rise of the artist’ much more contested and uncertain compared to that of men. Those advocating the female singer as professional artist were a minority in the British musical world. Their views co-existed alongside very different and much more prevalent approaches to the female singer which had little to do with the idea of the professional artist. Through examining debates about female singers in printed sources, particularly newspapers and periodicals, alongside case studies based on the surviving documents of specific singers, this thesis builds a picture of increasing diversity in the experiences and representations of female musicians in this period and underlines the controlling influence of gender in shaping responses to them.

Il est d’actualité de parler de l’engagement politique des femmes en France dans un contexte qui se voudrait paritaire. A travers leurs biographies, leurs trajectoires militantes et électives, leurs carrières ainsi que l’exercice de leurs pratiques s’inscrivant dans ce champ particulier : qu’est-ce qui détermine une femme à se professionnaliser en politique ?Ainsi, pourquoi y a-t-il encore trop peu de femmes en France à briguer des mandats électifs alors que ces dernières se montrent sensibilisées aux problèmes que connaît notre société et, ont la volonté d’apporter des modifications à l’évolution sociale, tant par le biais de leurs actions qu’à travers leurs votes pour lesquels elles se mobilisent en nommant des représentants garants d’une politique déterminée. De toute évidence, les femmes sont totalement ancrées dans la politique puisqu’elles en débattent et en font comme n’importe quel-le citoyen-ne. Leur participation aux élections en témoigne. Dans ce cas, pourquoi sont-elles aussi peu intégrées dans le système politique ? Qu’est-ce qui freine alors leur participation publique ?Pour ce faire, notre étude traitera de la socialisation et de la professionnalisation des femmes dans le champ politique si particulier où pouvoir est synonyme de virilité, à travers une comparaison genrée des carrières féminines et masculines. / It is timely to talk about the political involvement of women in France in a context that would be equally represented. Through their biographies, their paths activists and elected office, their careers and the exercise of their practices undertaken in this particular field : what determines a woman to become professional in politics ?Thus, why there are still too few women in France to run for elective office while the latter show themselves aware of the problems facing our society and are willing to make changes to social evolution, both through their actions and through their votes for which they are mobilized by appointing representatives to guarantee a given policy. Clearly, women are totally entrenched in politics as they debate the issue and make it like any other citizen. Their turnout attests. In that case, why are they so poorly integrated into the political system ? What will lock their public participation ?To do, our survey will deal with the women’s socialization and professionalization in the peculiar political universe where the power is synonymous with manliness, through a gendered comparison of the feminine and masculine careers

This thesis aims to reflect the stage of professionalteachers start first grade of primary school. It deals with pedagogical activities and responsibilities of primary school teachers and professional support you as a teacher stating clearly set out to professional qualities of a teacher or profilig on a new teacher education program teacher training in it. One of them is an innovative program Reading and Writing for Critical Thinking (RWCT). The aim of my thesis is the finding of such problems facing today's beginning teachers, helps them to overcome what level of involvement in RWCT own approach to teaching, the influence of the quality of knowledge of the principles and methods of the program RWCT in conception of educationon, on job and The professionalization of teacher. Keywords: Beginning teacher, support for beginning teachers, the quality of teachers, teaching approaches, educational program RWCT, RWCT teacher, teacher professionalization.

This master thesis deals with the phenomenon of journals published by local municipalities, defined in a recent amendment to the Press Act in the legal order of the Czech Republic as "journals of territorial administrative units". According to the press law the purpose of these journals is to deliver information about the self- governing unit while providing adequate space for presenting opinions and views of all ideological spectrum of the local council. These journals were recently criticized for being abused by the ruling political representation and being misused as a form of political PR rather than an independent news platform. My research is focused on their gradual professionalization that was recently encouraged by the changes in the Czech law. The research is based on a survey of editors of these journals. In the survey I investigated the background of the content production of these journals, various aspects of their organization, details about staff editors and their reflection on the topic, as well as control mechanisms that are set to ensure the statutory requirements of objectivity and impartiality. In addition to the survey, I also present a brief case study of the Hobulet magazine, published in the Prague 7 district, which is considered to be a progressive example of the genre. The...