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Books on the topic 'Professionalization by research'
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1
1959-, Thomas Janice, and Project Management Institute, eds. Professionalization of project management: Exploring the past to map the future. Project Management Institute, 2004.
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Chan, Janet B. L. Learning the craft of policing: Police training, occupational culture & professional practice : final report to the New South Wales Police Service and the Australian Research Council. s.n., 1999.
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3
Reay, Trish, Elizabeth Goodrick, and Bob Hinings. Institutionalization and Professionalization. Edited by Ewan Ferlie, Kathleen Montgomery, and Anne Reff Pedersen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198705109.013.1.
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Health care systems are both highly institutionalized and highly professionalized. We suggest that both characteristics should be considered to understand the underlying power dynamics and how organizational change can occur. Although these characteristics have mostly been considered separately, we identify three ways they are being brought together and show how each reveals different underlying power dynamics that in turn suggest different explanations of organizational change. To conclude, we set out three avenues for future research that will continue to advance our knowledge of change in health care.
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Glasman, Joël. What is the Concept of Professionalization Good for? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676636.003.0003.
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Drawing on archival material and oral sources from historical research on the Togolese police, this chapter argues that the notion of professionalization, until now a hidden passenger of police studies, is not a useful analytical category to make sense of police organisations. Like many of the notions used in police support and Security Sector Reform projects, it is both teleological and Eurocentric, and as such creates analytical problems. The underlying presupposition is that African police are still not professional enough; and professionalization is often equated with adherence to strict bureaucratic standards. Yet this chapters shows that the bureaucratizsation of late colonial Togolese police was also perfectly in line with a rise in police violence and the neglect of legal norms.
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History, Reflection, and Narrative: The Professionalization of Composition 1963-1983 (Perspectives on Writing: Theory, Research, Practice). Ablex Publishing, 1999.
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6
Dupuy, Béatrice, and Muriel Grosbois, eds. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.9782490057757.
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In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that people’s communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained.
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Kwame Harrison, Anthony. Introduction to Ethnography. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371785.003.0001.
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This introductory chapter introduces ethnography as a distinct research and writing tradition. The author begins by historically contextualizing ethnography’s professionalization within the fields of anthropology and sociology. While highlighting the formidable influences of, for example, Bronislaw Malinowski and the Chicago school, the author complicates existing understandings by bringing significant, but less-recognized, influences and contributions to light. The chapter next outlines three principal research methods that most ethnographers utilize—namely, participant-observation, fieldnote writing, and ethnographic interviewing. The discussion then shifts from method to methodology to explain the primary qualities that separate ethnography from other forms of participant-observation-oriented research. This includes introducing a research disposition called ethnographic comportment, which serves as a standard for gauging ethnography throughout the remainder of the book. The author presents ethnographic comportment as reflecting both ethnographers’ awarenesses of and their accountabilities to the research tradition in which they participate.
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Freeland, Richard M. Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.001.0001.
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This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.
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Rios, Jane Adriana Vasconcelos Pacheco, and Luciana de Araújo Pereira. Cenários e Perspectivas da Profissão Docente. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-487-6.
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This publication shares perspectives built on teacher training, educational policies, the profession and other educational settings related to teaching, learning and research. From a collection of texts, it reveals walks through research and pedagogical experiences built in the school's daily life, which is an incarnated and reconfigured scenario in the lives of teachers who appear in publications as authors and/or as collaborators of search. It is an e-book that emerges from the debates held in the Thematic Group gathered at the Colloquium on Teaching and Diversity in Basic Education, organized by the Diverso Research Group, from the State University of Bahia – Uneb and which presents texts that dialogue with the current scenario of the Teaching Profession, considering the professionalization processes with a focus on the teaching career at its different levels and teaching modalities, in addition to enabling the broadening of the debate about the collective organization of the category in view of the current educational policies and teaching working conditions in a scenario in which the new political and sanitary agendas call the profession to destabilizations, uncertainties and ruptures.
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Simon, Josep. Physics Textbooks and Textbook Physics in the Nineteenth and Twentieth Centuries. Edited by Jed Z. Buchwald and Robert Fox. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199696253.013.22.
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This article focuses on physics textbooks and textbook physics in the nineteenth and twentieth centuries, with particular emphasis on developments in France, Germany, Britain, and the United States. It first examines the role that physics textbooks played in the early stages of the professionalization of the history of science before presenting a general overview of the genesis of textbook physics in the nineteenth century. It also looks at major textbooks produced in France and the German states while making some reference to British and American textbooks. Finally, it considers recent scholarship dealing with textbooks in the history of physics. The article shows how our views on textbooks have been shaped by events that have established particular hierarchies between scientific research and science education, and between universities and schools. It argues that the study of textbooks would benefit from greater reflexivity.
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Padilla, Guillermo Zermeño. Mexican Historical Writing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199225996.003.0023.
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This chapter explores Mexican historical writing. One cannot understand the evolution of Mexican historiography after 1940 without taking into consideration the consolidation and political hegemony of the regime established after the Mexican Revolution in the 1930s, most notably in the government of president Lázaro Cárdenas. In addition to the international and domestic economic, political, and cultural factors, it was the convergence of exiled Spanish republican intellectuals and intellectuals of the Mexican Revolution after 1938, which ultimately sparked the appearance of academic historiography in Mexico, and whose influence still dominates the current functioning of the principal institutions of history. The chapter then describes how Mexican historiography entered a process of professionalization and institutionalization in the 1940s, leading after the 1960s to a pluralization of the fields of historical research under the influence of new Western trends such as social history.
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Haas, Elisabeth. Mentoringprozesse in der Lehrer:innenausbildung. Gelingensbedingungen für Schulpraktika. Verlag Julius Klinkhardt, 2021. http://dx.doi.org/10.35468/5907.
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School mentoring in Austria is structurally anchored in the curricula of the new teacher trai-ning with the establishment/implementation of pedagogical-practical studies. Partner schools of universities of teacher education and universities offer students space for learning experience through practice and opportunity to complete the curricular parts of school in social environ-ment of schools. Mentors accompany and support the professionalization process and enter into a mutual learning and developmental relationship against the background of curricular re-quirement structures as well as subjective interpretative patterns. Transformational mentoring with a categorical breakdown to guide self-reflection is presented and discussed as a possible form of mentoring.In the research approach, interviews with mentors and students were conducted and evaluated with Grounded Theory. The central result of the study is that those involved in the dyadic rela-tionship want to build up or want to enter into a profession-specific learning and development process with the aim of furthering their own effectiveness and professionalism. Emanating from these studies, (training ) models for mentoring programs were constructed.
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Gleason, Philip. Contending with Modernity. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195098280.001.0001.
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How did Catholic colleges and universities deal with the modernization of education and the rise of research universities? In this book, Philip Gleason offers the first comprehensive study of Catholic higher education in the twentieth century, tracing the evolution of responses to an increasingly secular educational system. At the beginning of the century, Catholics accepted modernization in the organizational sphere while resisting it ideologically. Convinced of the truth of their religious and intellectual position, the restructured Catholic colleges grew rapidly after World War I, committed to educating for a "Catholic Renaissance." This spirit of militance carried over into the post-World War II era, but new currents were also stirring as Catholics began to look more favorably on modernity in its American form. Meanwhile, their colleges and universities were being transformed by continuing growth and professionalization. By the 1960's, changes in church teaching and cultural upheaval in American society reinforced the internal transformation already under way, creating an "identity crisis" which left Catholic educators uncertain of their purpose. Emphasizing the importance to American culture of the growth of education at all levels, Gleason connects the Catholic story with major national trends and historical events. By situating developments in higher education within the context of American Catholic thought, Contending with Modernity provides the fullest account available of the intellectual development of American Catholicism in the twentieth century.
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Scott, Juliette R. Legal Translation Outsourced. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190900014.001.0001.
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This highly interdisciplinary practitioner research explores the outsourced legal translation environment, with a view to optimizing fundamental aspects of procurement—commissioning and performance. The results of a global survey are analysed: participants comprised 84 principals, for the most part from leading law firms and corporations, and 303 legal translation practitioners (41 countries, 6 continents). Concepts from corporate agency theory are used to shed light on market dysfunctions, such as a tortuous chain of supply, while perspectives from genre theory, comparative law, and functionalist translation studies are applied to offer a multidimensional model for legal translation performance, and to foreground its risks and constraints. Fitness-for-purpose is examined as a workable quality criterion associated with translation briefs supplied. Professionalization and empowerment are raised as key factors with potential to significantly improve target text quality. Extensive fieldwork has brought to light ‘hot spots’ for risk, such as severely impeded information flows, insufficient interaction between market actors, and deficient translation briefs. The groundwork for dissemination to practice has already been laid, for example using a briefing template specifically developed for the outsourcing of legal translation, set to benefit commissioning clients by increasing the fitness-for-purpose of translated texts. The types of legal texts outsourced have proved in many instances to be highly sensitive, which further emphasizes the gravity of the problem and the need to take action.
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Úcar, Xavier, Pere Soler-Masó, and Anna Planas-Lladó, eds. Working with Young People. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937768.001.0001.
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The book offers a new outlook on social, cultural and educational work with young people. It is the perspective of social pedagogy: a theoretical and practical perspective that has been developing in continental Europe over the last 150 years. Social pedagogy poses a way of acting that places young people at the center of socio-educational work, putting their decisions and actions into value. It aims to accompany them in their life process of personal construction within the framework of the community in which they live. The book is organized into three large blocks of chapters. The introduction aims to prepare readers for the social pedagogy approach to work with young people. It briefly outlines its current situation in the world and, relate it to the main professions in which it is embodied in different socio-cultural contexts: social pedagogy, social education, and social work. The first block presents the framework and socio-pedagogical, theoretical, and practical parameters in which work with young people takes place in Europe and Latin America. The second block of chapters deals with youth policies and the training and professionalization of educators and those who work with young people. The last block focuses on some socio-educational practices with young people that include youth justice, social inclusion process, youth participation in digital life or transition to adult life. The book is based on a wide perspective of young people from cultural diversity. All the contributions of this book are based on research and practical experiences.