Changes and Challenges in Theories and Concepts for Professions and Professionalism

Friday, 20 July 2018: 17:30-19:20
RC52 Sociology of Professional Groups (host committee)

Language: English

Professional work involves knowledge, expertise, service, power and authority. It also involves trust, justice, fairness, education, training and equality. But change is a constant feature of professional, knowledge-based service sector work. Contemporary social, economic and political change is affecting the structures and cultures of professions and different forms of professionalism are being developed. New questions are being asked about professions and professionalism and some established theories seem less relevant in contemporary time periods, policy contexts, areas and geographical regions. Also new knowledge-based occupations develop which pose new questions and challenges to and for existing theories of professionalism.

This session invites abstract proposals which support and/or challenge existing theories and interpretations and welcomes new interpretations and suggestions of new concepts for professions and professionalism in a changing world.

Session Organizer:
Julia EVETTS, School of Sociology and Social Policy, University of Nottingham, United Kingdom
Julia EVETTS, University of Nottingham, United Kingdom
Oral Presentations
Europeanisation and the Emergence of ‘New’ Knowledge-Based Occupations
Teresa CARVALHO, University of Aveiro and CIPES, Portugal; Sara DIOGO, University of Aveiro and CIPES, Portugal
Agency Work. How Policemen Develop Connective Repertoires Whilst Working.
Teun MEURS, HAN University of Applied Sciences, Netherlands
Distributed Papers
Professions As the Critics of the Status Quo
Helena FLAM, Institute of Sociology, University of Leipzig, Germany
Theories of Professionalism and Theories of Entrepreneurship – Alignments and Differences in Contemporary Capitalism
Anne KOVALAINEN, University of Turku, Finland; Seppo POUTANEN, University of Turku, Finland
Toward a Feminist Sociology of Expertise
Jennifer BRADY, Mount Saint Vincent University, Canada