Nicolas Tristan Munk, Trine Schifter Larsen, Kristian Larsen
et al.
This article examines how hospital-based professionals establish and negotiate their roles without relying on institutional agendas and logics, representing a reconfiguration of professional boundaries through community-based participatory research. Operating outside traditional clinical settings, we examine through interviews and observations how these professionals interact with elderly residents and researchers in shaping a community-oriented role for health professionals. Using Sida Liu’s concepts of boundary making and boundary blurring, the analysis shows how professional roles are actively enacted through individual reflection and collaborative efforts. Instead of simply reproducing or dissolving familiar roles, boundaries are intentionally reaffirmed, adapted, or co-created in response to the specific context and relational dynamics. The findings enhance boundary work literature by highlighting the micro-social and situational aspects of professional role negotiation. The study also prompts broader questions about how hospital-based professionals can engage in community healthcare practices through flexible, participatory approaches.
Anne Marie Villumsen, Mette Molbæk, Anette Boye Koch
The well-being of children is an explicit goal for both professionals and politicians who seek to set the direction for a sound childhood. However, a major barrier to working with and collaborating on children's well-being is the ambiguity about how well-being appears and is understood in children's everyday lives and in the field of research. Based on an integrative literature review, this article uncovers the field of research on children's well-being in and across day care, school and home in a Scandinavian context. In our analyzes, we have identified 8 different ways of understanding well-being and present a synthesis, where we show the different contexts' primary understanding of and focus in the work with children's well-being. The purpose of the article is to contribute to an increased clarity about well-being as both a concept and a phenomenon. The hope is that the field of practice - based on research - can become clearer on how to understand and work with well-being for every child.
The current state of the labor market in rural areas of Ukraine is highlighted in the scientific study, namely: the presence of a high level of unemployment, significant territorial differentiation, an imbalance between vacant jobs and the required level of qualification of employees, etc.
The role of expanding the spectrum of influence of the knowledge economy on rural development and changes in rural areas caused by the latest technological solutions, such as the use of telecommunications, biotechnology and the Internet, is indicated.
It is substantiated that the gradual technologization of social production based on the use of innovative technologies contributes to the creation of new quality jobs, the growth of demand for qualified generalists capable of entrepreneurial and managerial activities.
It has been proven that the problem of the development of Ukrainian villages lies not so much in the insufficient number of sources of income, but in the absence of entrepreneurial spirit, optimism, initiative, low motivation, insufficient awareness of the rural population about the available opportunities and territories for their implementation, insufficient level of qualifications, etc.
The priority directions for supporting employment in rural areas in the conditions of digital transformations and post-war recovery are outlined, which are as follows: support for the development of infrastructure facilities and new types of activities in the countryside; creation of conditions for continuous training and development of the village’s human potential on the basis of revealing the intellectual, creative and entrepreneurial abilities of the villagers; formation of the investment attractiveness of villages through investing funds in priority types of economic activity that correspond to the educational and qualification level of the rural population; creation of new jobs in new alternative sectors of the rural economy; creation of an accessible system for the formation of digital competences and professional training (in the digital sphere) for the inhabitants of rural areas, while simultaneously spreading the work of business incubators (in the digital sphere) to rural territorial communities and the population of rural areas.
Political institutions and public administration (General)
Ordet ’dannelse’ forekommer ikke i de officielle formålsparagraffer for professionshøjskoler og universiteter; men ordet anvendes flittigt i uddannelsesteoretiske og uddannelsespolitiske diskussioner også om de videregående uddannelser. Begrebet bruges om noget værdifuldt, som de studerende gerne skulle få ud af deres uddannelse ud over snævert faglige kvalifikationer, men som stramme rammebetingelser eller andre uheldige omstændigheder kan stille sig i vejen for opnåelsen af. Begrebet er svært at komme uden om, fordi vi ikke kan undvære mere almene mål for vores uddannelser, men det er også svært at komme til rette med, fordi det angår noget, som modsætter sig mere håndfaste fortolkninger og indbyder til ideologisk overbelastning i enten konservativ eller progressiv retning. Det kan bruges til at pege både på det vigtige, som man ikke længere lærer, og på fortsat frigørelse fra undertrykkende normer. Jeg har ikke overblik over den enorme pædagogiske litteratur, der foreligger om emnet, men vil begynde med (1) at fremhæve nogle træk fra begrebshistorien for derefter (2) at sige noget om, hvordan jeg ser begrebets betydning i dag, hvor alle uddannelser bliver underlagt mere og mere fintmaskede eksterne krav, og hvor de akademiske uddannelser professionsrettes mere og mere, samtidigt med at professionsuddannelserne akademiseres mere og mere.
Professions are regulated in the public interest, but precisely what the term “public interest” means can vary across time and place. Research exploring changes to professional regulation in the West has begun to identify such shifts: for instance, highlighting the emphasis on consumer satisfaction and public protection over other potential meanings of the public interest. To understand these societal shifts and their implications for professional regulation, this article first reviews neo-Weberian theories of rationalization, and empirical literature. Subsequently, it presents findings from interviews with regulatory leaders across six Canadian provinces to determine if the trends in rationalization identified are reflected in leaders’ accounts of professional regulation in the public interest. Interviews reveal that many leaders define the public interest in ways consistent with technical rationality, including a safety lens and consumer orientation; however, there is also evidence of broader meanings and values. The implications of these findings are discussed.
Based on an ethnographic fieldwork in the municipality of Tønder, Denmark, this article addresses what it means to grow up far from the major centres of education, but subject to explicit expectations to every young person of the need to take education. The massive focus on education affects the individual's self-perception and experiences of local opportunities and limitations as well as the life-forms and social cohesion that forms the base of provincial communities. The article focuses on undesirable implications of the ’education-imperative’, yet also argue that schools and educational institutions can help to counter some of the challenges that people in the provinces face by the development of a more place-sensitive educational approach.
Har norsk økonomiutdanning fått et paradigmeskift med nye fag for etikk, samfunnsansvar og bærekraft? Faglig innovasjon for bærekraftsmål ved 15 institusjoner for økonomi og administrasjon i Norge kan tyde på det. Universitets- og høgskolerådets strategiske enhet for økonomi og administrasjon (UHR-ØA) i Norge gav i 2018 anbefaling om ny faglig satsing på etikk, samfunnsansvar og bærekraft. Det var første gang på lang tid at bachelorstudiets faglige søyler ble utvidet fra de fire disiplinene: Bedriftsøkonomi, samfunnsøkonomi, administrasjonsfag og metodefag. En ny faglig stolpe ble etablert: Etikk, samfunnsansvar og bærekraft (ESAB). Alle 15 institusjoner som utdanner kandidater i Norge innen økonomi og administrasjon i Norge ble anmodet om å innføre kurs på 7.5 – 15 studiepoeng dedikert til ESAB-fag. Artikkelen baserer seg på tekst og kvantitative data fra institusjonsundersøkelser fra 2012, 2017 og 2020 om hvordan norske institusjoner «bottom up» har endret sine fagporteføljer og kurs for å bidra til ansvarlig utdanning. Artikkelen viser også effekter av «top down» anbefalinger om gi alle studenter ESAB-undervisning fra UHR-ØA. Data og problemstilling er drøftet med Frank Geels’ multi-level perspective, Andrew Abbots begrep om profesjonell kunnskap og jurisdiksjon og elementer fra institusjonsteori.
The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis. The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession.
Lene Teglhus Kaufmann, Marie Aakjær, Ulla Skjødt
et al.
The article introduces the Fieldlaboratory as a participatory research method for creating knowledge on and with people whos lives are inflicted when new technologies are introduced to practice. Based on empirical material from a research and developmental project with the aim to examine how a network of seniors can be supported by a digital platform, the method is discussed in relation to the use of laboratories in design research and classical anthropological ideas on field work. The article argues that knowledge production in the Fieldlaboratory is based on recognising the new context provided by the intervention of a digital platform, as well as both the present and the possible future.
Education is abundant in practical texts regulating, reflecting, guiding, and documenting. Nevertheless, practical texts often pass unnoticed in educational studies. This article discusses how poststructural documentary analysis can use practical texts for problematizing naturalized problematizations in education. Hence, the article takes educational problematizations of immigrant pupils as an example and objectifies it as a social question shaped by and shaping education. Then, key characteristics of practical texts, and how a text corpus can be established, is developed. In conclusion, the article advances a non-evaluative critique of education deploying systematic yet insubordinate analytical experimentation through aesthetic-effective montaging and (re)problematizations.
In this article, we inquire into the role played by language and core, politicized concepts in inter-professional coordination around expert work in transition. Empirically, we analyze how engineers and landscape architects cooperate around and compete for work related to rainwater management and climate adaptation in cities. We draw on qualitative empirical material, including around 30 in-terviews with involved professionals, focusing on the significance ascribed to the concept of "LAR", local drainage of rainwater, in the wider climate adaptation field since the 1990s. Using Andrew Abbott's (1988, 2005) theory of professions, we show how the story of LAR embodies a wider dynamic of 'proto-jurisdictional' emergence, with new professional roles and languages. Ab-bott places control over work tasks center stage in analyzing professional relations; and this includes 'ecological' considerations for how professions relate to political and academic institutions. On this basis, we show how professional actors use the specific LAR concept as a way of claiming compe-tence and forge alliances with others in the climate adaptation field. In reference to Abbott's notion of the 'knowledge systems' of professions, the implication we draw is that we need to understand professional languages in relation to broader jurisdictional struggles and translations between politi-cal and academic discourses.
The main approaches to constructing a conceptual model of professional orientation of the population regarding the choice of an investigator’s profession have been provided. It has been noted that the productivity of the offered model is provided by modern principles and approaches of career guidance. Among the main approaches the author has defined: socio-economic, psycho-physiological, psycho-pedagogical and differentiated approaches.
The main structural elements of the given model have been studied: the purpose, basic principles, main tasks, conditions (regulatory, organizational and methodical, psychological and pedagogical) and factors (objective and subjective), objects and subjects of vocational guidance; methods, forms and means of its implementation at each stage of the phase of professional personal identity.
It has been emphasized that a special role in exercising the career guidance regarding the selection of police professions should be directly attributed to employees of various police departments, educational institutions with specific learning conditions and the cadets who study there.
It has been noted that depending on the stage, when the professional orientation activity is carried out (primary, secondary, tertiary), a complex of appropriate methods and forms is used that gradually leads to the young person’s realization of conscious, independent, motivated professional choice on the basis of individual abilities, needs and interests.
It has been emphasized that the balance of all elements and processes of the indicated conceptual model is the basis for achieving optimal results at each stage of professional personal identity.
Law in general. Comparative and uniform law. Jurisprudence
Artiklen handler om, hvilken betydning lærere tillægger innovation i folkeskolens undervisning. Baggrunden er et casestudie af et innovationsprojekt, som fandt sted i perioden 2010 til 2014 på fem skoler i Odense kommune. Projektet havde bl.a. til formål at udvikle en innovationsbaseret naturfagsdidaktik, der kunne styrke de deltagende elevers naturfaglige og innovative kompetencer. Denne artikel fokuserer på, hvordan de lærere, der deltog i projektet, fortolkede begrebet innovation, og hvordan de transformerede det til en egentlig undervisningspraksis. Det vises, hvordan lærerne i transformationspro- cessen gør innovation til et spørgsmål om ’metode’, der efter projektets egen jargon betegnes som ”ISI-metoden”. Det konkluderes, at denne ISI-metode afspejler lærernes praktiske fortolkninger af innovation i undervisningen, men samtidig også afspejler de makropolitiske tendenser. Derved fremstår innovation tæt forbundet med livslang læring, motivation og kompetenceudvikling.