Reproduction de : Thèse de doctorat : Sciences de gestion : Lyon 3 : 2003. / Titre provenant de l'écran-titre. Bibliogr.

Thèse de doctorat : Sociologie : Nancy 2 : 2004. / Bibliographie.

Institutional theory is utilized to understand the role of the state in determining who among overlapping professions are allowed to compete in healthcare markets. Hypotheses are tested using a professional licensing policy innovation that influences the evolution of markets for healthcare services. This first paper demonstrates how the power of incumbent and challenging professional associations, the characteristics of a state's labor market, and previous adoptions by neighboring states affect a state's propensity to embrace or resist state legislation of professionally-contested healthcare licensing legislation over a 10-year observation period. The results of this research have implications for understanding state healthcare market innovations, the power of professional associations, and institutional theory. Two subsequent papers address the effects of this competition on training programs in the challenging profession.

The purpose of the research is to examine the wage-gap that occurs among men and women working in health professions. The data used for this research is drawn from the 2004 Current Population Survey (CPS). Data analysis reveals that there is a 61% wage-gap that occurs among men and women in health professions. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Sociology.

No description available.

The research began by examining professions, both historically and as they are today. It went on to investigate the nature of professional practice and professional competence. In particular, it attempted to throw fresh light on how professional competence is acquired and maintained. The research consisted of an extensive literature study and empirical work which included in- depth interviews with practitioners from 20 different professions. This was followed by a series of larger-scale postal surveys across six of these. The chosen professions ranged from traditional ones, including the Church, the Bar and Medicine, to newer professional-type occupations, such as Training, Personnel Management and Information Technology Consultancy. A total of 80 people were interviewed and a further 372 completed survey questionnaires. Following a review of existing models of competence, a new, 'provisional model of professional competence' was developed. This drew on a number of earlier models and related concepts, and was influenced by both reflective practitioner and competence based approaches to professional development. The new model was exposed to expert and academic criticism through a series of conference and journal papers, comments being received from a total of 70 people. The model was also tested empirically, after which a revised version was developed. The empirical stage of the research had a number of strands, in addition to being used for testing the model. It examined the nature of modem professions and tested the validity of certain characteristics traditionally associated with professions - altruism, autonomy, self- regulation, etc. It also examined the nature of professional practice and tested the validity of two competing epistemologies - 'technical-rationality' and 'knowing-in-action' (reflective practice). It investigated how professional competence is acquired, examining the contribution made by both formal development programmes and various kinds of informal experience to which practitioners are exposed. It sought to identify the conditions and environments that are important to professional learning, especially in early practice. Finally, it looked at how professionals maintain their competence through personal learning and continuing professional development (CPD). Both qualitative and quantitative methods were employed throughout. Analysis of results led to the identification of 12 general learning processes or 'learning mechanisms'. These formed the basis of a taxonomy which was used to classify the range of informal learning experiences and events reported by respondents. Outputs from the research included: "a new model of professional competence; "a taxonomy of informal professional learning methods; "a proposed new (or modified) epistemology of professional practice; "a proposed new paradigm of professional development, together with a linked self- development paradigm; an exemplar professional development model; and "a number of practical suggestions for improving professional development programmes. The research has contributed to knowledge by throwing new light on the nature of both professional practice and professional competence, and providing insights into the ways in which people become effective in their professional roles

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In nineteenth-century Upper Canada (Ontario), professional work was a primary means by which men could improve their social status and class position. As increasing numbers of men sought entry into these learned occupations, current practitioners sought new ways of securing prominent positions in their chosen professions and asserting themselves as having expertise. This dissertation studies the activities and experiences of the five physicians who, as the first medical superintendents (head physicians) at the Provincial Lunatic Asylum, Toronto from 1840 to 1865, sought such enhanced professional status. Opened in January 1841 as a public welfare institution, the Toronto asylum was housed initially in a former jail; in 1850 it was relocated to a permanent building on Queen Street West. During the asylum’s first twenty-five years of operation physicians Drs. William Rees, Walter Telfer, George Hamilton Park, John Scott, and Joseph Workman successively held the position of medical superintendent at the institution. Given the often insecure status of physicians working in private practice, these doctors hoped that government employment at the asylum would bring greater stability and prestige by establishing them as experts in the treatment of insanity. Yet professional growth in Upper Canada during the Union period (1840-1867) occurred within the context of the colony’s rapidly changing socio-political culture and processes of state development, factors that contributed to the ability of these doctors to “professionalize” as medical superintendents. Rees, Telfer, Park, and Scott would never realize enhanced status largely due to the constraints of Upper Canada’s Georgian social culture in the 1840s and early 1850s. During the 1850s, however, demographic, political, and religious changes in the colony brought about a cultural transition, introducing social values that were more characteristically Victorian. For Joseph Workman, whose beliefs more reflected the new Victorian culture, this cultural shift initially involved him in professional conflicts brought about by the social tensions occurring as part of the transition. Nevertheless, by the 1860s, changes in government led to the development of new legislation and departmentalization of welfare and the public service that led him to gain recognition as a medical expert in a unique field.

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Thesis (B.A. Hons. 1979) from the Department of Psychology, University of Adelaide.