经理人职能与职业化发展研究

有关文献研究表明,现代化社会的职业经理人承担着一些企业家的职能。要获得社会信任,经理人职业必须发展专业知识和职业伦理,走职业化的道路。本文回顾了西方经理人的职业化历程,从人力资本和社会契约论等方面解释了职业经理人权力所具有的合法性基础,指出推动经理人群体职业化,是解决发展中国家企业家能力短缺问题的重要途径。     

Do Professional Sports Unions Fit the Standard Model of Traditional Unionism?

Current literature generally highlights the unique differences between sports and traditional unions. In particular, the contrast between the two types of unions’ approaches to the free market when it comes to wage determination—sports unions fought the “reserve clause” to obtain free market outcomes while traditional unions fought to circumvent the market for wages—has been widely cited. The purpose of this paper is to highlight the hitherto neglected comparisons between sports and traditional unions. With respect to both economic and non-economic issues, professional sports unions share far more in common with their traditional counterparts than the labor and sports economics literatures would lead one to believe.

推进新教师专业成长的思考

新教师的专业成长是一个持续不断的促进过程,也是教师不断提升自我的学习过程。推进新教师顺利实现专业成长,培养专业认同感,是学前教育研究者和每一位教师的重要课题。本文主要围绕完善新教师入职培训支持体系、加强师徒陪带机制建设、幼儿教师自身的努力学习、职前学校有效学习等方面探讨了推进新教师专业成长的几点策略,期望能够对新教师的专业成长提供有益的思考和借鉴。     

公共领域的构建与公共知识分子的责任

公共领域是介于国家和社会的自由交往空间,旨在通过理性和自由的讨论从而形成公共舆论,并以此为载体实现对社会问题的“信号”功能和对政治系统的监督和批判功能。中国公共领域的建构和发展需要以公共知识分子为主体。但中国目前公共知识分子主体性角色发挥面临两个困境,一是知识体制的专业化使知识分子与公共性产生脱离;二是功利主义的侵蚀使许多公共知识分子缺乏公共关怀精神。公共知识分子要履行好作为建构公共领域主体的神圣使命必须克服公共知识分子只有公共关怀却没有专业素养的弊端和只有专业素养却没有公共关怀的狭隘。     

管窥组织在职业生涯管理中的角色

当今组织在职业生涯管理中扮演何种角色,对员工的职业发展和组织的事业成败,起着至关重要的作用。本文在介绍了相关职业生涯理论的基础上,着重分析了组织应该在职业生涯管理中扮演的角色问题。     

基于数学教育观的“理解”之理解

"理解"是解释学的核心概念。基于哲学解释学的理解观,我们认为,理解本质上是以概念和关系为核心的意义复原、生成过程和存在方式,而存在方式就是认知过程与结果的相互融合。它具有主体性、相对性、差异性、循环性等基本特征。关于"理解"含义的认识与把握,对研究确定数学质量标准、数学教师专业标准以及提高数学教学质量起着关键性的作用。数学知识的系统性、严密性决定了知识之间的复杂的内在联系,要善于从整体上、本质上掌握相互关系,通过举例说明或讲故事、数学语言翻译、系统讲授、合理评价和反思等表现形式,采取梳理、综合、分类、对比、转化等方法不断提升理解者的理解水平。教师的智慧表现于教学过程,不仅要注重学习者的理解形成的过程,还要关注思考过程、探究过程中的理解。     

Picturing social work,puzzles and passion: exploring and developing transnational professional identities

ABSTRACT

Exploring and in turn developing professional identity is a challenge faced by social work programmes, nationally and internationally. This paper developed from the authors’ shared research interest in how social workers and students of social work develop and express their professional identities. We report findings from a workshop designed to explore how a group of social workers from different countries conceptualised social work identity, including the effects of transnational and cultural contexts. Our starting point drew on theoretical concepts developed in Wiles’s research, in which the term professional identity is used to convey multiple meaning, and the method developed in Vicary’s research which uses drawing to elicit data. We found that a collective identity is shared across national boundaries albeit, and ironically, that this shared identity has components that are not cohesive and are continually being redefined. In the participants’ own words, the notion of social work identity is always just out of reach conceptually, or ‘over the horizon’. Tensions in identity were also revealed, alongside a sense of passion or deep commitment. These findings complement and add to the existing literature on exploring and developing professional identity in social work.     

Identity development among social workers,from training to practice: results from a three-year qualitative longitudinal study

During their training, social work students embark on a process of professional identity (PI) development which will continue to evolve even after graduation. While the literature has begun to point out factors that may facilitate PI development, research that documents the various processes and narratives of identity development is scarce, including in social work. Because PI is known to be influenced by many aspects pertaining to personal, educational and occupational contexts, and because those contexts can be varied, it becomes important to explore PI development from initial training to professional practice and map which aspects may be influencing the experience, and how they do so. Drawing on a longitudinal qualitative methodology, we explore the experience of six young social workers and map the development of their professional identities over the course of nearly three years. Meetings during their final year of undergraduate studies, and again after 6 and 18 months of employment, reveal some of the aspects that emerged as fundamental facilitators of or impediments to a strong PI. This article concludes by suggesting ways to foster a stronger sense of PI among social workers going forward.     

Working in Complexity: Ethics and Boundaries in Community Work and Mental Health

While codes of ethical conduct are important, they do not always fit neatly in the organic community settings in which some workers engage. Professional standards from accrediting bodies are easy to sign up to, yet much more difficult to put into practice. Drawing upon community connection practice in recovery-oriented mental health work, this article names the professional boundary tensions peculiar to less structured fields of engagement. We suggest that for workers in these fields, there has been a disconnection between the theory, the experience, and the public discourse of professional boundaries. We argue that such disconnection can create uncertainty, anxiety, and secrecy, creating exactly those cultures we wish to avoid. Ultimately this leads to greater harm for vulnerable individuals, as well as the workers and organisations that serve them. The alternative is to engage in what we name a “risky conversation,” to expose this disconnect and engender a new type of professionalism.