How to analyse professional responsibility in a climate of accountability?

Author(s):

Tone Dyrdal SolbrekkeTomas Englund

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 03 A, NW 02 Paper Session

Paper Session

Time:

2009-09-28

14:00-15:30

Room:

HG, HS 23

Chair:

Jeroen Onstenk

Contribution

The overall purpose of this paper is to elaborate an analytical framework and methods for the study of current conceptions and practice of professional responsibility. A main concern is how professional programmes prepare for and how work place settings cater for and stimulate professional responsibility. The point of departure of the discussion is that to a significant extent the quality of modern life and the policy for an inclusive society which offers equal opportunities for all people depends on various professions as providers of welfare and development (Durkheim 1957/2001, Parsons 1968). In this picture teachers and nurses are particularly interesting mass educated welfare professions. Both groups play an important role as gatekeepers of the welfare state. They administer huge public resources, interpret regulations, distribute goods and interfere in people’s lives (Brint 1994, Bertilsson 1990, Eriksen, Grimen og Molander 2008). Against this background, it is of importance to investigate how these professional groups apply their professional competence and live out their professional responsibility in practice (Freidson 2001) in rapidly changing times. To act in a professionally responsible manner in today’s context, characterized by its pluralism and contesting ideas and when concepts like “evidence-based policy making”, “quality assurance”, “data-driven decision making”, and “evidence-based teaching” are increasingly intruding the language of professionalism, is a complex matter. Neoliberal economic agenda that includes competition, choice and privatisation puts professions as well as inidvidual professionals under a constant pressure of efficiency and a need to adapt to a more competitive world while they also are required to meet the needs of patients, students and local communities. The ‘autonomy’ of the professions has frequently been accompanied by goals and standards of quality defined by politicians resulting in demands for greater ‘oversight’, ‘transparency’ and ‘accountability’ (Dubnick 2006, Svensson 2008). These circumstances thrust teachers and nurses into conflicting interests, new dilemmas and challenges (Stronach et al 2002).Typically, for nurses, the claims for efficient treatment of more patients may compete with the need to provide a good caring situation for the sick person. For teachers, the need to produce the best results in international comparative educational tests, like PISA and PIRLS, may conflict with the values of “inclusion” and “equivalence” and participation for all students in education.

Method

The aim of this paper is twofold. First, we elaborate a conceptual perspective on ‘professional responsibility’. We draw on the classical ideas from Durkheim and Parsons to more recent perspectives on professionalism (Barnett 1997, Brint 1994, Molander & Terum (eds) 2008, May 1996, Englund 1996, Solbrekke 2007, Svensson 2008). Secondly, for the comparative study of the two professions in Sweden and Norway, we develop an approach inspired by the analytical and conceptual framework developed by researchers at the Carnegie Foundation for the Advancement of Teaching, USA. This emphasizes the relational interplay between professional identity, responsibility, bodies of knowledge and community (Sullivan & Rosin 2008) and is analysed in light of how 1) academic knowledge base, 2) the value of professional practice and 3) the value of ethical standards, social roles, and responsibilities of the profession (Sullivan 2005) prepare professionals for cognitive achievement in the discipline, practice proficiency, and professional integrity.

Expected Outcomes

By using ‘accountability’ and ‘responsibility’ in a rather open but theoretically grounded way where professional ‘accountability’ tend to represent new kinds of effectiveness and standardization of work and ‘responsibility’ a broader meaning of a moral dimension (Svensson 2008) we specify this field of force between professional ‘accountability’ and ‘responsibility’ and the implications for the integrity of professions and a holistic conception of professional responsibility. By exploring the possibility of a shared conceptual and analytical framework, we intend to gain more insight into the complex field of current ‘professional responsibilities’ while also suggesting a way to overcome cultural and conceptual differences – typical challenges to comparative studies.

References

Barnett, R. (1997). Higher Education: A Critical Business. Buckingham: SRHE & Open University Press. Bertilsson, M. (1990). The welfare state, the professions and citizens. In R. Torstendahl, & M. Burrage, (Eds.) The Formation of Professions. Knowledge, State and Strategy. pp. 114-133. London: Sage Publications. Brint, S. (1994). In an Age of Experts. Princeton: Princeton University Press. Dubnick M. Promises, pervasions and perversions in the age of accountability. Magazines Business. 01.05.2006: 35-38 Durkheim, E. (1957/2001). Professional Ethics and Civic Morals. London: Routledge. Englund, T. (1996). Are professional teachers a good thing? In I.Goodson, & A. Hargreaves, (Eds.) Teachers’ Professional Lives. pp. 75- 87. London: Falmer Press. Eriksen, E.O., Grimen, H. Molander, A. (2008). Making Welfare State Professionals Accountable: The Problem of Discretion. Paper presented at the 5th Interim Conference of the International Sociological Association: Sociology of Professional Groups. Challenges to professionalism. Limits and benefits of the professional model. Centre for the Study of Hrofessions, Oslo University College 12th - 13th September 2008. Freidson, E. (2001). Professionalism: The Third Logic. Cambridge: Polity Press. May, L. (1996). The Socially Responsive Self. Social Theory and Professional Ethics. Chicago: The University of Chicago press. Molander, A. & Terum, L. (Eds.) (2008). Profesjonsstudier. [Studies of Professions]Oslo: Universitetsforlaget. Parsons, T. (1968). Professions. International Encyclopedia of the Social Sciences, vol 12. s. 536-47. New York: The Free Press and Macmillian. Solbrekke, T.D. (2007).Understanding Conceptions of Professional Responsibility, Doctor dissertation. Oslo: The Faculty of Education, University of Oslo, No 88. Stronach, I., Corbin, B., McNamara, O., Stark, S., Warne, T. (2002). Towards an uncertain politics of professionalism: teachers and nurse identities in flux. Journal of Educational Policy. 17 (1) 109-138. Sullivan,W. (2005). Work and Integrity. The Crisis and Promise of Professionalism in America. San Fransisco, Jossey-Bass. Sullivan, W. and Rosin, M.S. (Eds.) (2008). A New Agenda for Higher Education. Shaping a Life of the Mind for Practice. San Fransisco: Jossey-Bass, The Carnegie Foundation. Svensson, L. (2008). Professions and accountability. Challenges to professional control and collegiality.Paper presentert på den 5th Interim Conference of the International Sociological Association: Sociology of Professional Groups. Challenges to professionalism. Limits and benefits of the professional model. Senter for profesjonsstudier, Høgskolen i Oslo 12th - 13th September 2008.

Author Information

Tone Dyrdal Solbrekke

University of Oslo

Institute for Health Science and Nursing/Educational Research

Oslo

158

Tomas Englund

Örebro University, Sweden

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