The thesis explores the role of academic education in police professionalisation. Due to its high complexity, specialisation and status, detective work is well-suited for illustrating these developments and the practical and symbolic benefits they can bring to the police and policing as a whole. The overall approach of thesis is iterative. Literature from police studies and sociology of professions provides the conceptual and theoretical framework for the empirical data of 24 semi-structured interviews conducted with 14 police national training coordinators and local police trainers. The increasing academisation of police training and the formalisation of the police-academia relationships suggest police professionalisation has reached a tipping point. This is seen in the current investigative skills training in England and Wales, which is characterised by growing centralisation, standardisation, and emphasis on formalising the professional knowledgebase of investigations and policing – a trend which the Professionalising Investigation Programme exemplifies. While the police (including the investigative specialism) can be shown to display many of the qualities of professions, it has lacked the level of instructional abstraction characterising other professions, typically provided by higher education and, crucially, leading to externally recognised qualifications. Developing academic police education is not without its challenges, chief among them the perceived epistemological and cultural divide between the ‘two worlds’ of police and academia. A successful transformation requires careful consideration of the content and format of the arrangements, investment, support, acceptance and engagement from police, academia and government, and a simultaneous change to cultural dispositions (habitus) and internal and external structures (field). This is worth the effort as a number of practical and symbolic benefits of police academic education can be identified. It has the potential to improve the quality of service by deepening police knowledge and understanding and facilitating community-oriented approaches. More importantly, academic education bestows a rich cultural capital, strengthens and legitimises police expertise, market monopoly, and status in the eyes of the public, other professions and the government. It enables the survival of the profession, giving it the tools to prevail in conflicts over competence and the right to define and interpret policing and its social context. In summary, police professionalisation via academic education can be explained in terms of agency and structure both; as a deliberate occupational upgrading spurred by social and economic aspirations and aimed to reconceptualise and relegitimise policing; and as an inevitable reaction to wider changes and a deeper ontological shift taking place in the society.

The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.

Dans ce travail de thèse, nous étudions les relations entre associations et pouvoirs publics au prisme du dispositif local d’accompagnement (DLA).Dans la première partie de la thèse, nous nous intéressons à la genèse et à la forme du DLA. Nous observons que le DLA est une politique publique de l’emploi, dont la mise en œuvre est déléguée à des structures porteuses, et que son action vise à aider les associations employeuses à pérenniser leurs emplois et consolider leur modèle économique. L’étude de la genèse de cette politique publique montre l’intérêt grandissant de l’État pour le versant économique des associations et la charge en emplois dont elles sont porteuses. Dans la seconde partie, nous nous intéressons à ceux qui la mettent en œuvre, aux agents de cette politique publique. Si nous observons que le dispositif est structuré et cadré, le métier des chargé-e-s de mission DLA est néanmoins « ouvert » ; ils disposent d’importantes marges dans la réalisation de leur travail. Cependant, malgré cette souplesse, ils partagent le souci de l’emploi, et le travail pour l’emploi se fait. Cette analyse nous amène à avancer que le dispositif étudié relève d’une forme de gouvernement par l’accompagnement. Enfin, dans la troisième partie, nous qualifions l’impact du dispositif sur ses bénéficiaires de « professionnalisation contemporaine ». Les « entreprises associatives » sont poussées à structurer l’organisation du travail, à diversifier leurs ressources, mais aussi à se mobiliser pour leurs emplois. Le DLA participe aussi à implanter des dispositifs de gestion dans les associations employeuses : ceux-ci sont aussi bien appropriés de manière stratégique par les dirigeants associatifs que par les pouvoirs publics. Enfin, l’étude des relations entre associations et pouvoirs publics montre que ces derniers sont morcelés, producteurs d’un environnement incertain et concurrentiel pour les associations.La dynamique observée nous offre des enseignements qui dépasse les effets du DLA ; en effet le dispositif ne fait qu’accélérer un processus en cours. Au final, les transformations observées à l’œuvre dans le monde associatif employeur semblent être le résultat des mutations de l’environnement des associations, lui-même grandement déterminé par les pouvoirs publics. / In this thesis, we study the relationship between not-for-profit organisations and public authorities through the lense of the local support measure (DLA, dispositif local d’accompagnement).In the first part of the thesis, we focus on the genesis and shape of the DLA. We observe that the DLA is a policy of public employment, implementation of which is delegated to supporting structures, and that its action is intended to help employing organizations to maintain the jobs they provide and consolidate their economic model. Study of the origin of this public policy shows the state's growing interest in non-govornmental organisations from an economic point of view, specifically their importance in the job market. In the second part, we focus on the people who implement the DLA, the agents of this public policy. Although we observe that the policy has structure, the job description of professionals who implement the DLA remains "open"; they have large margins in the realization of their work. Despite this flexibility, they share the concern for employment and job creation. This analysis leads us to suggest that the subject device to a form of government by the accompaniment. Finally, in the third part, we describe the impact of the DLA on its ‘modern professional’ beneficiaries. The ‘associative enterprises’ are pushed to structure their work organization and diversify their resources, but also to mobilize for their jobs. The DLA is also involved in implementing management systems in the job-providing organisations: these are both strategically appropriated by non-for-profit directors by the authorities. Finally, the study of relationships between associations and public authorities shows that they are fragmented, producing an uncertain and competitive environment for these organisations.The dynamics observed provide lessons that exceed the effects of DLA; indeed, the policy simply accelerates an ongoing process. The changes observed at work in the employing organisations appear to be the result of changes in the environment of such organisations, which is, in turn, largely determined by the government.

This study examines preschool teachers' perceptions and experiences of systematic quality work in preschool. The purpose of making preschool teachers' perceptions and experiences visible is that they will provide new knowledge about the perceived reality of systematic quality work and what significance it has in preschool teachers' daily work. The questions in which the study seeks to answer are how preschool teachers perceive the systematic quality work? How preschool teachers perceive the work with documentation as part of the systematic quality work? And in what way preschool teachers feel that the systematic quality work helps them to develop the early childhood education? This is a qualitative study where preschool teachers have been interviewed in which a total of four interviews have been treated in the study. The interviews have been semi-structured with a low degree of structuring. The interviews were then transcribed where a qualitative analysis of the material was made. The theoretical concepts that permeate the analysis are the motives for evaluation, which consist of the control motive, the development motive and the knowledge motive. The results show that there are two themes in which the systematic quality work is understood. Systematic quality work in an overall perspective and systematic quality work from an operational perspective where the motives for evaluation are varied.

Considered as the ―...central organizing method‖ (Fuss, 1991:1) in terms of gender and sexual orientation particularly in the Western world, the heterosexual/homosexual binary, emphasises the centrality of ―compulsory heterosexuality‖ (Rich, 1993:227) in the everyday lives of social and sexual actors. In doing this, homosexuality is not only differentiated from heterosexuality, but may rather be ‗banished‘ to a lower and subordinate stratum of so-called sexual ―respectability‖ (Rubin, 1993:13). Using it as a point of departure, this particular sociological inquiry sought to critically explore the influence of a binary logic on the identity construction of gay male academics and students in South African tertiary education. This study provides an in-depth qualitative discussion of the lived experiences of these men on university campuses in order to redress the limited focus on the subject matter in South African sociology. Informed by the metatheoretical principles of phenomenology and central features of a symbolic interactionist methodology, three specific subthemes guided the research. These included the rationalisation of sexual orientation, self-reflexivity and, as my inductive contribution, a consideration of the deprofessionalisation and/or professionalisation of the gay male academic identity in South African higher education. In adopting Jackson and Scott‘s (2010) conceptualisation of the rationalisation of sexuality, the study sought to explore its role in the identity construction of gay men through, amongst others, ―sexual scripting‖ (Gagnon & Simon, 1973), ―doing gender‖ (West & Zimmerman, 2002), ―using gender‖ (Johnson, 2009) as well as ―doing gay‖ (Dowsett et al., 2008), to (de)construct a ―gay sensibility‖ (cf. Seidman, 2002a) within and between their private and professional contexts. Secondly, such negotiation of their homosexual ―performativity‖ (Butler, 1990) presupposed an undeniable degree of ―reflexiveness‖ (cf. Mead, 1962) on the part of the gay male, to adhere to the expectations of other individuals in a specific social context. Given the findings from a thematic analysis of fifteen (15) in-depth interviews with academics and seven (7) with students, as well as two (2) self-administered questionnaires completed by academics and seventeen (17) by students, the influence of heteronormativity, heterosexism and homophobia, was again reiterated. The participants mostly opted to professionalise their gay male identities (thus differentiate between their private and academic gay male identity), regardless of the fact that their narratives reflected an internal diversity, plurality and potentially non-subordinate otherness, akin to Plummer‘s (1998b) reference to ―homosexualities‖ rather than only one homogenised version of ‗homosexuality‘. Their choice to do so was attributed to a conscious effort to either ‗pass‘ as heterosexual, assimilate into the dominant sexual and gendered culture of the campus, or conform to a stereotypical gay performance in homosexually-segregated academic departments because of anxiety, fear or shame. As such, the potential of mastering an uncategorised ‗queer‘ inclination in tertiary education, becomes all the more difficult, if not improbable. / PhD (Sociology), North-West University, Potchefstroom Campus, 2014

Considered as the ―...central organizing method‖ (Fuss, 1991:1) in terms of gender and sexual orientation particularly in the Western world, the heterosexual/homosexual binary, emphasises the centrality of ―compulsory heterosexuality‖ (Rich, 1993:227) in the everyday lives of social and sexual actors. In doing this, homosexuality is not only differentiated from heterosexuality, but may rather be ‗banished‘ to a lower and subordinate stratum of so-called sexual ―respectability‖ (Rubin, 1993:13). Using it as a point of departure, this particular sociological inquiry sought to critically explore the influence of a binary logic on the identity construction of gay male academics and students in South African tertiary education. This study provides an in-depth qualitative discussion of the lived experiences of these men on university campuses in order to redress the limited focus on the subject matter in South African sociology. Informed by the metatheoretical principles of phenomenology and central features of a symbolic interactionist methodology, three specific subthemes guided the research. These included the rationalisation of sexual orientation, self-reflexivity and, as my inductive contribution, a consideration of the deprofessionalisation and/or professionalisation of the gay male academic identity in South African higher education. In adopting Jackson and Scott‘s (2010) conceptualisation of the rationalisation of sexuality, the study sought to explore its role in the identity construction of gay men through, amongst others, ―sexual scripting‖ (Gagnon & Simon, 1973), ―doing gender‖ (West & Zimmerman, 2002), ―using gender‖ (Johnson, 2009) as well as ―doing gay‖ (Dowsett et al., 2008), to (de)construct a ―gay sensibility‖ (cf. Seidman, 2002a) within and between their private and professional contexts. Secondly, such negotiation of their homosexual ―performativity‖ (Butler, 1990) presupposed an undeniable degree of ―reflexiveness‖ (cf. Mead, 1962) on the part of the gay male, to adhere to the expectations of other individuals in a specific social context. Given the findings from a thematic analysis of fifteen (15) in-depth interviews with academics and seven (7) with students, as well as two (2) self-administered questionnaires completed by academics and seventeen (17) by students, the influence of heteronormativity, heterosexism and homophobia, was again reiterated. The participants mostly opted to professionalise their gay male identities (thus differentiate between their private and academic gay male identity), regardless of the fact that their narratives reflected an internal diversity, plurality and potentially non-subordinate otherness, akin to Plummer‘s (1998b) reference to ―homosexualities‖ rather than only one homogenised version of ‗homosexuality‘. Their choice to do so was attributed to a conscious effort to either ‗pass‘ as heterosexual, assimilate into the dominant sexual and gendered culture of the campus, or conform to a stereotypical gay performance in homosexually-segregated academic departments because of anxiety, fear or shame. As such, the potential of mastering an uncategorised ‗queer‘ inclination in tertiary education, becomes all the more difficult, if not improbable. / PhD (Sociology), North-West University, Potchefstroom Campus, 2014

The purpose of this study was to highlight and analyze the interaction between recreation instructors and class teachers during ordinary school time. The study is based on a qualitative method in form of semi-structured interviews and observations in three different schools. We have used the positioning theory and complemented it with Goffman´s theory and professionalization theory for analysis of interviews. One of the conclusions of the study was that the recreation instructor often ends up in a subordinate position towards the class teacher. However, there was a difference regarding the professional role of the experienced towards unexperienced recreation instructor. This happened both intentionally and unconsciously from roles that can be difficult to break out from.

This thesis explores the existence and outlook of a European officer class in the mid- to later 18th century by studying the army officers of Britain and the Habsburg Monarchy from the War of the Austrian Succession to the eve of the French Revolutionary Wars. It illuminates the character of such an officer class of ‘Military Europe’ with its own cultural customs and practices. Furthermore, it details similarities, differences and peculiarities of both officer corps. This is achieved by analysing the social and national composition of both armies, with a focus here on the Habsburg Army due to the fact that it took in great numbers of foreigners and that the muster lists give an indication of how great the proportion of nobility was. A comparison with the British case shows striking similarities but also obvious differences. In a further step the ability of individuals for social advancement and national mobility is scrutinised on both sides. In this context, the state’s care for its officers and their social security is also taken into account. One possibility to acknowledge the officers’ service was to raise their status, either by ennoblement or through increasing the prestige of the uniform in court and society, its transformation into an ‘Ehrenkleid’ (garment of honour). As officers increasingly became servants to the state, rather than noble retainers and military enterprisers, they were also subject to professionalization efforts by the sovereigns. What becomes apparent, however, is that the officers did not only react to such measures but that at least a significant part of them actively worked on improving the service, thereby exhibiting a growing professionalism. In order to explore the coherence of the officer corps in those armies, with officers all following the same codes and accepting each other as equals, the thesis looks into core values (including honour, duty, courage and loyalty) binding them together and separating them from the enlisted men. The thesis will also offer a glimpse of their engagement with civilian society and culture as well as their role as ‘foot soldiers of Enlightenment’. On a European level, interaction between these officers proves their general acceptance of and respect for each other, while at the same time acting as state representatives in wartimes. Their interaction with non-European and non-state military forces and their leadership marks out the fluid boundaries of military Europe, but also exhibits the pervasiveness of European military culture.

Massage was professionalised in Britain in 1895 by the Society of Trained Masseuses (STM), a small group of nurses and midwives mainly concerned with giving general massage to neurasthenic women. By the end of the First World War the massage profession had been transformed - a key participant in the rehabilitation of the nation’s wounded soldiers; publically, medically and politically acclaimed; and a specialism fully embryonic of physiotherapy. This thesis examines the professionalisation of massage from c.1880-1920. It argues that in order to fully understand the development of the profession in this period we have to move away from institutional teleologies, linear narratives of ‘medical control’ and embrace the myriad of socio-cultural, economic, political and professional forces driving and shaping this process. To explore these wider forces this thesis looks beyond internal institutional dynamics and examines a number of locations where massage was practised. Beginning with an examination of how massage was translated from a traditionally lay-treatment into the language of medical orthodoxy, this thesis considers its adoption into British medicine, its development as a practice and a profession, and its entry into the First World War. Fiercely contested both medically and ethically throughout the period, the practice of massage offers a new lens through which to examine the complex socio-cultural and professional negotiations shaping the course of professionalisation. This thesis argues that debates about massage, gender and intimacy were intricately woven into the formulation of professional boundaries, conditioning the relationship between patient and masseuse as well as the masseuse and medical practitioner. Focus on practice also yields insights into broader socio-economic and political concerns about disability, productivity and military efficiency. It situates the evolution of massage, practically and professionally, as part of the wider development of rehabilitation within society and medicine during this period. By contextualising the early professionalisation of massage in this way, this thesis offers new perspectives on the complex interplay between the development of physiotherapy, society and medicine.

Notre thèse s'appuie sur des travaux en sciences de l'éducation et en sociologie (Huberman, 1995 ; Fullan, 1998 ; Fullan et Hargreaves, 2012) qui défendent l'idée selon laquelle le travail en réseau des enseignants serait le levier de leur développement professionnel. Notre étude analyse les modalités du travail en réseau des enseignants du secondaire dans le réseau des établissements de l'Agence pour l'Enseignement Français à l'Étranger (AEFE) au Liban. En effet, nous défendons l'idée que les spécificités et la complexité inhérentes à ce réseau, et engendrées par la diversité des statuts et des styles de direction de ses établissements, questionnent avec beaucoup d'acuité la problématique de l’articulation entre la formation continue des enseignants, leur développement professionnel et le travail en réseau. Notre objectif principal est de mieux comprendre le fonctionnement de chacun des établissements du réseau de l'AEFE au Liban, les modalités de la mise en place de la formation continue au sein de ce réseau et la perception de son efficacité par les enseignants qui en bénéficient, afin de vérifier si ces dispositifs de formation, tels qu'ils existent actuellement, amènent effectivement les enseignants à travailler en réseau et contribuent à leur développement professionnel. Compte tenu de la complexité des paramètres à prendre en considération, la méthodologie appliquée s'appuie sur une double approche qualitative et quantitative. La combinaison de ces méthodes nous a permis de dresser une cartographie de l'ensemble des interactions au sein du réseau ainsi que des dynamiques de travail en réseau réellement observables sur le terrain. Les résultats de notre étude montrent que, malgré les directives des textes officiels, la formation continue dans le réseau de l'AEFE au Liban favorise peu le développement professionnel de ses enseignants. La coopération en réseau entre les enseignants ou les établissements est partielle. Ces phénomènes empêchent les enseignants de changer leur posture à l'égard de leur métier et d'embrasser un nouveau modèle de développement professionnel. De plus, les dispositifs de formation continue proposés par l'AEFE au Liban ne remplissent pas complètement leurs missions et ne fonctionnent pas en synergie comme ils le devraient. Cela entrave la mise en place d'une véritable « culture de réseau ». Le paradigme de « la culture de cités », emprunté au champ de la philosophie politique, permet de mieux comprendre plusieurs enjeux et causalités complexes. Les modèles de cités qui fonctionnent en systèmes selon des principes définis et variés constituent une véritable « grammaire » des liens politiques et sociaux. Ils fournissent le cadre nécessaire aux interactions entre ses acteurs et assoient leur conception du bien commun. Nous montrons comment ces modèles de gouvernance de cités, qui peuvent varier ou s'entrecroiser en fonction de facteurs conjoncturels, sont pertinents pour étudier les styles de direction des établissements, la manière dont ils s'inscrivent dans le réseau de l'AEFE et y inscrivent ou pas le travail en réseau de leurs enseignants. Nous proposons un nouveau paradigme qui permettrait au réseau des établissements de l'AEFE au Liban de passer d'une « culture de cité » à « une culture de réseau ». Il s'agirait d'élaborer un modèle de formation qui remette en dialectique le travail en réseau intra- et inter-établissements avec une dynamique de travail en synergie de l'ensemble des dispositifs de formation continue. Les parcours de l'élève et de l'enseignant seraient placés au cœur de la réflexion et des modalités de mise en œuvre du travail en réseau des enseignants comme vecteur de développement professionnel pourraient être redéfinies.... / Study of networking among teachers within the schools of The Agency for French Education Abroad in LebanonRésumé : This dissertation draws on a number of research studies in education and sociology (Huberman, 1995 ; Fullan and Hargreaves, 2012). It is based on the fact that teachers’ networking can be a lever for their professional development. Our research study examines the modalities of secondary school teachers’ interactive dynamics in the AEFE (Agency for French Education Abroad) school network in Lebanon. This specific network which comprises 43 schools across the country is known for being one of the biggest AEFE networks in the world. Its particular geopolitical and multicultural structure helps reflect the excellence and the visibility of French education abroad. Indeed, the inherent specificity and complexity of this network, characterised by its various leadership styles, questions the articulation between teacher training, professional development and networking. Our aim is to better understand how each school operates. Our goal is also to understand teacher training modalities within the school network and the teachers’ perceptions of their efficacy. More precisely, we need to know whether the current three teacher training programmes foster teachers’ networking and enhance their professional development. We have selected a stratified sample of 10 schools. Our representative sample consists of secondary school teachers, school principals, assistant head teachers and academic advisors. Our work is based on the findings of an exploratory survey on head teachers conducted in three AEFE schools in 2010-2011. We have designed many questionnaires : 423 were completed by teachers and coordinators, 380 others were completed by 380 students. We have conducted 51 interviews with schools principals, assistant head teachers, academic advisors as well as AEFE representatives. Given the complexity of the parameters to be taken into consideration, our methodology is both qualitative and quantitative. Statistical analysis tools were designed, sociogrammes and thematic analysis methods were applied as well. The frequency of occurrences in the interviewees’ utterances were analysed. The combination of analysis methods helped us draw a map representing teachers’ interactive dynamics of the school network.Our research findings show that, despite the directives and official texts, the AEFE teacher training programmes offer little support that fosters teachers’ professional development. There is little cooperation between teachers. These phenomena prevent teachers from embracing a professional development model. Furthermore, the three teacher training programmes do not really fulfill their mission since they are not synergistically connected, which hampers the emergence of networking culture. The paradigm of « imaginary cities » belonging to political philosophy helps better understand complex causalities and challenges. We show evidence that governance models can vary or overlap depending on several cyclical factors. These governance models correspond to the various leadership styles in the AEFE network and affect teachers’ networking practices. We suggest a new paradigm which enables the AEFE school network to shift from a culture of « city governance » to a « networking culture ». Our paradigm consists of a teacher training programme which establishes a dialectic unity between intra- and inter-establishment networking and synergy between the teacher training programmes. The student’s academic path as well as the teacher’s professional path will be at the heart of this paradigm. This will launch the essential foundations of a networking culture which fosters teachers’ professional development. Moreover, this new model can be implemented worldwide in other school networks which might be confronting similar issues.