Amateurism and professionalism in work and learning

Edwards, Richard

doi:10.1108/jwl-08-2013-0059

Cited by 7 publications

(17 citation statements)

References 24 publications

(18 reference statements)

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“…Applying professionalisation heuristically to shed light on 30 years' worth of espoused regulatory intent to bring about improvement in top pay decision-taking interacting with narrative accounts given by those with front-line accountability for this, leads us to focus on a battle suggested in the theoretical literature (Carter and Crowther, 2000) between objective functional interpretation (Lynch et al, 2004) and self-interested practice homogeneity (Edwards, 2014). Linking these phenomena, we examine the resourcing and development of top pay decision-takers to reveal the level of alignment between espoused and enacted practice.…”

Section: Theorisation Of Top Pay Decision-takers' Professionalisationmentioning

confidence: 99%

“…Our analysis, set within the context of debates surrounding professionalisation (e.g. Baluch and Ridder, 2020;Edwards, 2014;Lynch et al, 2004;Namazi, 2018;Parsons, 1939), is informed by qualitative narrative accounts from interviewing NEDs and institutional investors in UK-based FTSE-100 companies, together with their external advisors and senior HR reward practitioners. In the next section we discuss conceptualisation and theoretical perspectives on the variables under study i.e., approaches to specifying Remco accountabilities and make-up, and perspectives on professionalisation.…”

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confidence: 99%

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Resourcing remuneration committees: in the dark or on the dark side of professionalisation?

Shortland

Perkins

2022

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PurposeThe purpose of this paper is to examine how individuals involved in top pay determination view their role and accountabilities, and capability development needs, theorised under the rubric of professionalisation.Design/methodology/approachA qualitative research approach draws upon in-depth interviews with non-executive directors serving on remuneration committees (Remcos), institutional investors, their external advisors, and HR reward experts.FindingsRegulation has addressed remuneration committee resourcing implications but has yet to consider the ramifications for implied professionalisation requirements for the independent actors involved. Non-executives' and institutional investors' professional engagement is potentially hindered by the capability and capacity required for the activities involved and, for NEDs, the reward attached.Research limitations/implicationsFurther research is needed to evaluate professionalisation initiatives by top pay regulators and assess their impact on executive remuneration in practice.Practical implicationsThorough induction, tailored training, and continuous professional development are crucial to quality executive remuneration decision-taking; organisational and regulatory attention to these issues is required along with widening NED selection and recognition criteria.Originality/valueThis paper provides new knowledge on how top pay decision-takers view their role, the competencies required, and necessary professional development needed to achieve organisational competitive advantage. It reveals a potential dark side to top pay decision-taker professionalisation if individuals repurpose themselves as occupants of part-time executive roles undermining corporate executives.

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Section: Theorisation Of Top Pay Decision-takers' Professionalisationmentioning

confidence: 99%

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confidence: 99%

Resourcing remuneration committees: in the dark or on the dark side of professionalisation?

Shortland

Perkins

2022

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“…Edwards says that (Edwards, 2014), on average, amateurism is understood as a form of denigrating. It can also be the idea of activity "for one's love," besides that if the individual does not meet a formal requirement.…”

Section: The Perceptions Of the Students Towards Teachers With A Non-english Backgroundmentioning

confidence: 99%

Perceptions with Non-English Educational Background Competence in English Teaching

Nagauleng

Asrifan

Waris

2021

AIJP

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This research's purposes were: (1) exploring the perceptions of non-English teachers in teaching English at IAIN Manado; (2) assessing the ability of non-English teachers to attain IAIN Manado student qualifications. This study uses a mixed research method based on an exploratory sequence. The research was conducted using IAIN Manado Purposive sampling technique, and the researcher determined the research object by specific criteria. The study results show: (1) They loved how a non-English professor teaches English. They say that if a non-English teacher is amiable in teaching, he often motivates students to learn English. They also value non-English-based lecturers. Students also actively follow teaching and learning activities, (2) Student evaluations also were found in pre-test and post-test data when post-test ratings were increased, with 7 (41.17%) having an average value, 5 (29.42%) with good ratings, 4 (23.0%) with poor scores, and 1 (5.89%) with very good ratings. This means a significant increase in English language learning by non-English lecturers.

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“…This review is of "Amateurism and professionalism in work and learning" by Edwards (2014). In a wide-ranging discussion, the author reflects on current trends in public service delivery and the historical divide between professional and amateur status.…”

Section: Commentmentioning

confidence: 99%

Professionalizing public service delivery

2015

Development and Learning in Organizations: An International Journal

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Purpose – To consider the concepts of amateurism and professionalism, distinguishing these from professional or amateur status. Design/methodology/approach – Outlines the drive for the professionalization of public service delivery in Europe. Explains how the divide between professional and amateur status has developed and considers its implications. Findings – You are about to have an operation: would you prefer a professionally qualified surgeon or an enthusiastic amateur? Professional status provides reassurance about competence, qualifications and standards. The professionalization of service delivery – particularly in the areas of education, health and social care – has been an issue for some time, especially in the UK. But more attention is also now being given to the contribution made by non-professionals such as teaching assistants, family carers and volunteers. Practical implications – Draws attention to the way new technologies are blurring the distinction between amateur and professional in many areas and providing new opportunities for them to work productively together. Social implications – Highlights the ideological tensions underlying the debate about professionalization, qualifications and how public services are delivered. Originality/value – Presents a wide-ranging discussion of the amateur–professional divide, the contributions made by each and the opportunities for further research in this area.

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Amateurism and professionalism in work and learning

Cited by 7 publications

References 24 publications

Resourcing remuneration committees: in the dark or on the dark side of professionalisation?

Resourcing remuneration committees: in the dark or on the dark side of professionalisation?

Perceptions with Non-English Educational Background Competence in English Teaching

Professionalizing public service delivery

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