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Copyright of Tourism & Rural Development Studies / Turisztikai és Vidékfejlesztési Tanulmányok is the property of CampInvest Kft. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to examine how managers of non-profit football clubs in New Zealand manage volunteer coaches, in the context of a sport being driven to professionalise by the national body. Eight managers, referred to as Directors of Football and from different parts of New Zealand, were interviewed with a specific focus on how they manage their volunteer coaches. The study found that club managers feel considerable pressure from the national body, and are adapting to nationally-driven professionalisation demands through managing paid coaches with business-like methods, but retaining the awareness on providing a positive fulfilling experience for volunteer coaches. These findings are important for understanding how systemic professionalisation plays out at the club level. National bodies, or others imposing professional requirements, need to be aware of the additional resourcing pressure these place on managers. This study extends our understanding of systemic and occupational professionalisation and of how clubs adapt to externally imposed demands. Coaching has become established as both a professional career path and a voluntary social good, and managers have adapted to supporting both of these types of coaches. [ABSTRACT FROM AUTHOR]

In the light of the new Education Act dedicated to preuniversity education that came into force in Romania in 2023, prospective teachers are to be offered two alternative pathways to enter their profession: a twelvemonth or eighteen-month master’s degree. Timewise, those determined to embrace the teaching career will have to comply with these provisions starting with the 2027-2028 school year. Considering these specific regulations belonging to the recent legal framework governing education in Romania, our paper aims at investigating the advantages and disadvantages of the options given to future teachers, so as to tentatively predict whether past obstacles might be overcome. By briefly outlining both the tendencies and realities of initial teacher education at international and European levels and by presenting the evolution of initial teacher education in Romania in the post-communist era, we lay the basis for our small-scale investigation. The responses of our interviewees (school inspectors, school principals, experienced teachers, academics) point not only to the imminent threats and inherent weaknesses, but also to the long-term prospects of this educational reform, as professionalising the teaching industry advances the profession as a whole and goes a long way to create better opportunities for student success.

The focus of this paper is social care managers’ views on the impact of the statutory registration of social care workers in Ireland. The findings suggest that registration is welcomed by social care managers who believe that it will impact positively on societal recognition of social care workers as professionals and that it will improve accountability within the sector. However, the findings also suggest that there is confusion regarding information about registration and issues remain in the sector regarding multiplicity of titles, roles, and duties of social care workers. We conclude that the opening of the register is only a further step towards the professionalisation of social care in Ireland and that more action is needed to address inconsistencies within the field of work.

Why do business leaders, senior politicians and civil servants move to leading positions in EU civil society? The article addresses this question through thirteen unique life-work history interviews with leaders of some of the most prominent EU civil society organisations (CSOs). Inspired by sociological approaches in EU civil society research, the article combines insights from the literature on EU lobbying and CSO professionalisation with the Bourdieusian concept of capital to explore the specific social resources that EU civil society and individual elite actors gain through the process of boundary crossing. It shows how EU civil society gains predominantly cultural capital (organisational and procedural knowledge), social capital (professional and personal networks), and symbolic capital (status and publicity), while individual elite actors gain primarily a form of civil society-specific symbolic capital that is associated with the alleged goodness of civil society and the act of ‘doing good’ that might facilitate policy influence. The article provides original, first-hand insights into how the civil society sector seeks to strike a balance between passion and professionalism and raises important normative questions about the integration of elites across economic, political, and civil society fields in Brussels. [ABSTRACT FROM AUTHOR]

This introduction to a special section brings together three papers first presented at a panel, 'Medical Professions in South Asia: Historical and Contemporary Analyses', at the 26th European Conference on South Asian Studies, held in Vienna, Austria and online, in July 2021. All three papers deal with aspects of the professionalisation of biomedical doctors in India since its independence in 1947. The authors bring together historical and sociological approaches to illuminate the growth of specialisms, patterns of practitioner–patient interactions and efforts to maintain occupational closure and maintain status in the face of growing challenges. The introduction concludes with a discussion of the relevance of these papers for the sociology of health and illness in India and beyond. [ABSTRACT FROM AUTHOR]

The late Habsburg period (1867–1918) created a constitutional dual monarchy of Austria-Hungary. This paper discusses the role of psychiatry in Cisleithania, both as a developing profession and as a distinct 'policy field'. Tension between psychiatry's academic professionalisation and the creation of public institutions as signature projects by individual crownlands created complex relationships between psychiatry and politics. In federalist Cisleithania, psychiatrists became very 'political': whether employed by the state or a crownland influenced their position on policy, despite claiming that their expert knowledge was 'scientific' and 'objective'. The conflicts between asylum-based and academic psychiatrists mirrored those between the central state and the crownlands. This led to intractable delays in mental health law reform, eventually resolved by Imperial decree in 1916. [ABSTRACT FROM AUTHOR]

Ethical youth work is 'good' youth work but how do youth work practitioners collectively determine what is 'good'? This article presents findings from four-country surveys of youth workers' attitudes and understandings of what constitutes 'good', that is to say 'ethical' practice. The article presents the principles that youth workers say underpin ethical practice in Australia, Estonia, Iceland, and Ireland. The first three countries have well established Codes of Ethics and/or Practice and Professional Associations, while Ireland does not. A survey of youth work practitioners funded by Erasmus Plus, was conducted across the four countries (n = 405). A comparative analysis of data across countries revealed consensus around key characteristics of youth work practice such as the participation, empowerment, and safety of young people. These core principles form the basis of good and ethical action by practitioners. In countries which have codified these principles, these Codes were reported to be useful tools to support practitioners in their work. The survey further suggests that reflective practice is important in the application of ethical codes to concrete practice situations acting as a form of collective accountability and praxis. To conclude, we consider the implications of these findings for professionalism, and professionalisation in youth work nationally and internationally. [ABSTRACT FROM AUTHOR]

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The professionalisation of child and youth care (CYC) has long been an important milestone for the profession. This article will further add to the voices of child and youth care workers (CYCWs) about this process. It focuses on and explores the perspectives of CYCWs in eThekwini, KwaZulu-Natal, South Africa, on the process of CYC professionalisation. The researchers conducted an in-depth qualitative study using semi-structured interviews with 12 purposely selected CYCWs from different children’s homes in eThekwini. Their perspectives showed that there is still a lack of understanding of the concept and that there are aspects of CYC professionalisation that still have not been achieved while others have. The research findings revealed that the process of CYC professionalisation is important for the growth, status, and continuous stability of the CYC profession. The researchers concluded that the research findings highlighted will offer important insight for the stabilisation of the CYC profession. [ABSTRACT FROM AUTHOR]

This article analyses two furniture design exhibitions at the Belgian Saint Luke schools, organised in the 1980s within the programme of interior design. It demonstrates the pivotal role played by these exhibitions in the self-identification of interior design as a standalone discipline. Because of its relatively late emergence, the dialectic relationship with more established disciplines—most notably architecture—have heavily impacted interior design's claims to professionalism. The history of institutions with programmes in both fields offers clear insight into this phenomenon. The prominence attributed to furniture design in the 1980s student exhibits resulted from an epistemological rivalry with the architecture program. This article revisits the pedagogical practices at the heart of both exhibits, and considers them as a continuation of the teaching methods that had constituted the institutional foundations of the Saint Luke school network. As the drawing and designing of furniture served to codify specific design knowledge inherent to the discipline of interior design, the untimely recovery of this pedagogy aimed to legitimise the professional knowledge held by interior design graduates. [ABSTRACT FROM AUTHOR]

The process of upgrading the status of translation practice to a publicly recognised profession, also known as the process of professionalisation, is taking place at varying degrees across the globe. While scholars have taken great interest in the professionalisation of translation practice throughout the past decade, research on the topic remains fragmented. Using the systematic literature review methodology, this paper presents a comprehensive review of the topic. The objective is to identify, analyse and synthesise the theoretical approaches and aspects that underpin research on the professionalisation of translation practice. The review identified three main theoretical approaches (trait, control, signalling) and six aspects of professionalisation (status, signalling devices, certification, institutional intervention, principles of good practice, education and training). The synthesis found a severe lack of theoretical engagement as well as a failure to note the uniqueness of the field of translation – which is rooted in the notion of multilingualism/multiculturalism – and how it differs from other occupations in terms of professionalisation. We also raise the question of whether existing professionalisation models are compatible with and applicable to the field of translation. Finally, we offer suggestions for further advancing research on the professionalisation of translation practice in terms of theory and practice. [ABSTRACT FROM AUTHOR]

This paper contributes to the literature on the professionalisation of NGOs in the context of the rise of ‘business-minded’ approaches whereby donors establish a market environment in which NGOs compete for funding by demonstrating their achievement of targets and implementing globally recognised management models. Theoretically, we use the distinction between ‘economies of performance’ and ‘ecologies of practice’ to explore how NGOs simultaneously ‘perform’ themselves publicly as meeting expected professional standards while simultaneously producing themselves practically through ‘unprofessional’ means. Limited global health and development literature addresses professionalisation as an empirical practice and experience. We report on an ethnography of a Bill and Melinda Gates Foundation-funded, HIV-targeted intervention NGO in western India, drawing on six months of participant observation and 17 interviews with NGO workers. The organisation meets ‘business-minded’ success criteria but does so through informal, personal, hierarchical arrangements at odds with the professionalisation model. Frontline workers are demotivated by their professionalisation experience, are suspicious of the performance of success, and find ways of achieving their vocation despite a system which they feel does not recognise the value of human relationships. Showing that ‘business-minded’ approaches do not necessarily rule out informal, potentially ‘corrupt’ ways of working, we argue against the ‘professional-unprofessional’ binary.

This study aims to examine the role of professionalisation in the competitiveness of medium-sized family and non-family firms in Hungary. Many domestic studies have looked at the competitiveness of SMEs, but few have distinguished among them based on ownership. This research builds on the professionalisation of family firms and resource-based theory, exploring the different resource and capability combinations of family and non-family firms and their different types of strategies in terms of competitiveness. The authors identified variables related to professionalisation on the database of the Competitiveness Research Centre at Corvinus University of Budapest, on which they conducted principal component and then cluster analysis. The results obtained were compared with the Firm Competitiveness Index. The results show that family firms focus on their relationship building, knowledge management and innovation capabilities, while their nonfamily competitors focus on operational excellence and leadership capabilities to reach a higher competitiveness index. [ABSTRACT FROM AUTHOR]

This article examines YouTubers' 'bot like' behaviour on Twitter and conceptualises it as a defiance of platform power in delimiting the boundaries of 'authenticity'. This entrepreneurial capture of 'botness' is understudied and deserves attention. We focus on a platform with a clear monetisation scheme, YouTube, and on patterns of 'inauthentic' behaviour in how people shared YouTube videos on Twitter during the early stages of the COVID-19 pandemic (February–May 2020). The global coronavirus crisis forced social media platforms to take unprecedented (mostly automated) steps to moderate content and to introduce new policies on 'appropriate' conduct, which we argue may have an impact on emerging social media content creators' attempts to boost visibility online. [ABSTRACT FROM AUTHOR]

In this article, I examine the concept of professionalisation in sex work as a strategy shaped by political activism that aims to empower and mobilise sex workers to fight for labour rights. Using a participant-based action research approach, I investigated one sex worker professionalisation programme in Germany to better understand how the design, training and goals of the programme reflected ideas and priorities from the Association for Erotic and Sexual Service Providers, a nationwide sex worker rights organisation in Germany. Through my analysis, I found that the programme for professionalisation was mainly oriented around criticism against the new German Prostitute Protection Act (2017), framing data protection as a sex worker rights issue, and encouraging critical resistance to authorities enforcing the Act. Based on these themes, I offer two new perspectives on the aims of the programme in relation to empowering and destigmatising sex workers. First, the tools of resistance offered through the programme as a way of empowering sex workers were confounded by sex workers' individual situations that limited their ability to practice resistance. Second, the politics of funding for the programme, guided by the goal of ensuring sex workers are less of a public health risk, may interfere with the broader goal of destigmatising sex work. [ABSTRACT FROM AUTHOR]

After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with sharing knowledge and digital learning impacted perceived professionalisation during the pandemic and how this relationship is mediated both by schools' strategies to improve learning and by schools' collective efficacy. For this study N = 280 school principals from Germany, Austria, and German-speaking Swiss cantons participated in two online questionnaires in 2020 and 2021. Results from the structural equation model reveal that schools' pre-pandemic experiences with knowledge sharing and digital learning are positively indirectly related to the schools' perceived professionalisation in the first and second year of the pandemic. The relationship is mediated by the schools' collective efficacy in dealing with the pandemic and the schools' use of strategies to improve teaching. The results highlight the importance of building school improvement capacity and supporting schools in digital learning to navigate through unexpected emergencies like a pandemic. [ABSTRACT FROM AUTHOR]