Toward a Theory of Professionalization

Abstract

A model of professionalization based largely on the power view is presented. As a test of a portion of the model, professional power is defined in terms of two dimensions of attitudinal autonomy. Autonomy from client and autonomy from employing organization are studied in a sample of 1,000 students representing eight different occupations (medicine, law, education, nursing, social work, librarianship, engineering, and business administration) in order to discover a systematic empirical referent for the concepts true, semi-, and mimic profession. As hypothesized, distinct attitudinal power profiles did emerge as characteristic of individuals socialized to various occupations.

The information systems profession: myth or reality?

“…A number of contemporary approaches to theorizing about the professions have been developed [17], based on (a) the characteristic features of a profession, (b) the power of the profession over clients, -policymakers, educators and the public, and (c) the process by which professional work is conducted. Forsyth and Danisiewicz [17] adopt the view that power is the central element of professions, and support Freidson's [IS] notion of professional autonomy as a useful index by which to explore the relative "professional status" of various occupations. They suggest that professional autonomy is manifested in two forms: control over the client and autonomy from the employing organization.…”

“A True Profession”

“…I have serious concerns about this impact because, like Hageman and Meyer, 6 I represent a physical therapy program with a strong mission to educate therapists to practice with a rural, often economically and educationally disadvantaged population. The physical therapist education program at my institution has participated in many state and federally funded initiatives to address this issue.…”

The Clinical Doctorate: A Framework for Analysis in Physical Therapist Education

“…The mission statement of an institution is, in our view, of paramount importance to the professionalization of physical therapy and to the implementation of the DPT degree. 16,27 We strongly argue that the institutional mission should be congruent with and inclusive of professional doctoral degrees based on ўўўўўўўўўўўўўўўўўўўўўўў rigorous scientific and theoretical foundations, interdisciplinary interactions, and a commitment to societal service. Comprehensive implementation of this mission across multiple programs provides the physical therapist student with the opportunity to become truly immersed in an academic and professional milieu.…”

“…These attitudes are consistent with the development of lifelong learning behaviors, career goals, and professional identification so crucial to the long-term development of the profession. 1,27 The DPT would appear to be an appropriate professional degree for educating physical therapists as scientific, reflective practitioners. 36 We contend that students need to make distinctions between traditional academic work at the graduate level and professional doctoral education.…”