Relevant bibliographies by topics / Professionalism

Academic literature on the topic 'Professionalism'

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Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "Professionalism"

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Evans, Linda. "PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS." British Journal of Educational Studies 56, no. 1 (March 2008): 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x.

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Meyers, Christopher, Wendy N. Wyatt, Sandra L. Borden, and Edward Wasserman. "Professionalism, Not Professionals." Journal of Mass Media Ethics 27, no. 3 (July 31, 2012): 189–205. http://dx.doi.org/10.1080/08900523.2012.700212.

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Pichert, James W., Ilene N. Moore, and Gerald B. Hickson. "Professionals Promoting Professionalism." Joint Commission Journal on Quality and Patient Safety 37, no. 10 (October 2011): 446. http://dx.doi.org/10.1016/s1553-7250(11)37056-0.

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Goshomi, Unice. "Midwifery professionals and professionalism." African Journal of Midwifery and Women's Health 16, no. 3 (July 2, 2022): 1. http://dx.doi.org/10.12968/ajmw.2022.0023.

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Corn, Ph.D., CSP, Morton. "Professions, Professionals, and Professionalism." AIHAJ 55, no. 7 (July 1994): 590–96. http://dx.doi.org/10.1202/0002-8894(1994)055<0590:ppap>2.0.co;2.

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Bledstein, Burton J. "Discussing Terms: Professions, Professionals, Professionalism." Prospects 10 (October 1985): 1–15. http://dx.doi.org/10.1017/s036123330000404x.

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“Who's a Professional? Who Cares?” asked a prominent historian nearly a decade ago. In the essay that followed the answer was shrewdly crafted. Because so many Americans have cared to call their occupational activity professional, few have succeeded in bringing to the concept a consistent and coherent interpretation. When nearly everyone “cares,” from gamblers and killers to jet fighters and physicians, the question “who's a professional?” loses its seriousness of meaning. The criticism cut to the bone. It served to question the integrity of the historical field of inquiry. Ironically, if students of the professions can not find a coherent body of knowledge in the subject, a similarity of pattern, then they are using the concept falsely – that is, unprofessionally.
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Hook, Hannah, and Julian Woolley. "A Consideration of Professionalism for Dental Professionals." Primary Dental Journal 10, no. 2 (June 2021): 69–72. http://dx.doi.org/10.1177/20501684211012587.

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Professionalism is an ubiquitous word in dentistry. Whilst we often feel we have an innate understanding of it, there is no single clear definition as to what professionalism in dentistry really means. Therefore, how can we truly comprehend what is expected of us? This article aims to explore current literature regarding professionalism and provide some clarity as to what this means with regards to dentistry in the United Kingdom. Guidance from the General Dental Council’s (GDC) document Preparing for Practice1 breaks professionalism into four categories: (1) patients and the public, (2) ethical and legal, (3) teamwork, and (4) development of self and others. Investigation into each of these categories alongside the GDC’s most recent study Professionalism: A Mixed-Methods Research Study2 enables an unambiguous view of professionalism in dentistry from the GDC’s perspective. Whilst the GDC’s Preparing for Practice and Professionalism: A Mixed-Methods Research Study are good starting points in improving our understanding of professionalism, it is still very much open to interpretation by the individual, owing to lack of a clear-cut definition. Overall, professionalism remains a vague and poorly defined concept in dentistry.
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Alvehus, Johan, Netta Avnoon, and Amalya L. Oliver. "‘It’s complicated’: Professional opacity, duality, and ambiguity—A response to Noordegraaf (2020)." Journal of Professions and Organization 8, no. 2 (July 1, 2021): 200–213. http://dx.doi.org/10.1093/jpo/joab006.

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Abstract In this comment to Noordegraaf’s ‘Protective or connective professionalism? How connected professionals can (still) act as autonomous and authoritative experts’, we argue that Noordegraaf has contributed significant insights into the development of contemporary professionalism. However, we argue for a less binary and more complex view of forms of professionalism, and for finding ways of understanding professionalism grounded in a relational view of everyday professional work. The first section (by Johan Alvehus) suggests that Noordegraaf’s ‘connective professionalism’ is primarily about new ways of strengthening professionalism’s protective shields by maintaining functional ambiguity and transparent opacity around professional jurisdictions. The second section (by Amalya Oliver and Netta Avnoon) argues for viewing professionalism on a range of protection–connection and offers an approach for understanding how connective and protective models co-occur. Both commentaries thus take a relational, dynamic, and somewhat skeptical view on the reproduction and maintenance of professionalism.
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Kamaraj, KavyaGanesh, GirishR Shavi, Shankar Shanmugam, SenthilKumar Sennan, Gunasekaran Lalithambigai, and JenniferMonisha Rajan. "E-professionalism and health-care professionals." Dentistry and Medical Research 11, no. 1 (2023): 1. http://dx.doi.org/10.4103/dmr.dmr_49_22.

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Freathy, Rob, Stephen G. Parker, Friedrich Schweitzer, and Henrik Simojoki. "Professionalism, professionalisation and professionality in Religious Education." British Journal of Religious Education 38, no. 2 (April 6, 2016): 111–13. http://dx.doi.org/10.1080/01416200.2016.1139886.

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Dissertations / Theses on the topic "Professionalism"

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Harris, Andrew Robert. "Professionals developing professionalism : the interactional organisation of reflective practice." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2354.

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Reflective practice remains the dominant model for the professional development of teachers in the early twenty first century. A large body of research discusses this area from various theoretical standpoints, however, despite numerous calls to expand this research position, scant attention has been paid to the question of what happens when professionals attempt to carry out a process of reflective practice through talk. The few studies that have investigated this area claim to find little evidence of reflection occurring. This study directly engages this question by empirically investigating an interactional context where the institutional goal is to reflect on the participants’ professional actions through talk: the post-observation feedback meetings of a TESOL teacher-training certificate course. The study employs the methodology of institutional conversation analysis to uncover the organisation of talk in this context and relate it to the institutional goal of the feedback meetings. It demonstrates that the meetings are organised into a number of phases, each focussing on different ‘types’ of feedback: positive, critical, self, and group. It also demonstrates that the talk within each phase is oriented around a number of feedback topics, each focussing on a specific aspect of the trainee’s practices. Furthermore, that within these feedback topics the trainees engage in interactional processes with the trainers, through which they reflect on their practices in a series of stages: describing their experiences, drawing interpretations and theories from these descriptions, and finally making plans for future actions. The findings of this study explicate a process of reflective practice, as it is instantiated by the participants through talk. By presenting this data, its analysis, and its relationship to previous research, the study adds to our understanding of the interactional organisation of feedback meetings. It also provides the first systematic description of ‘reflective practice as an interactional activity’ and discusses the implications of this process for teacher-training professionals.
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Goepel, Janet. "The practice of inter-professionality: Teachers' and doctors' perceptions of professionalism." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489116.

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This thesis is centrally concerned with the practice of inter-professionality and use particular group of paediatricians and teachers in one city in England to underline this theme. this study is set within the contextual framework of government policy, in particular Every Child Matters (DfES 2003) and examines how it is translated into local policy and ultimately into practice. Additionally, the impact of the professional bodies for doctors and teachers with regard to inter-professional working is outlined. While many national and local policies have dictated considerable structural and organisational changes, this enquiry demonstrates that these alone do not guarantee effective inter-professional collaboration.
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Bulaon, Christopher. "Professionalism in accounting." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-18022016-114359/.

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According to the works of the French philosopher Émile Durkheim (1964), much of today\'s modern society is founded on the basic tenets of professionalization. Yet the significance of professionalism is often taken for granted and lost in ambiguity. The aim of this study is to thus identify and understand the perceptions of professionalism, with the context of the case being the accounting community at the University of Sao Paulo. A series of open-ended interviews were performed with ten participants with varying levels of academic and market work experience. The data was then coded and analyzed to look for categorical emerging themes and patterns among the responses. Findings indicate a highly diverse set of views regarding how professional status is attained and how professionalism is demonstrated. The close association between the results and existing professions literature signal a wider acceptance and societal internalization of professional principles. Professionalism in Accounting was found to be relative to a variety of factors including market work experience, professional characteristics, and career goals. Comparisons were also made between various professional environments including FEA vs. other colleges, Accounting vs. other fields and Brazil vs. other countries. These comparisons suggest an influence of environment on professional standards and the demonstration of professional behavior. Further research is needed to study how perceptions of professionalism may differ among other professional accounting groups and how the professional transformation process in accounting education may be improved to better prepare accounting graduates before entering the field.
De acordo com as obras do filósofo francês Émile Durkheim (1964), grande parte da sociedade moderna de hoje baseia-se nos princípios básicos da profissionalização. No entanto, o significado de profissionalismo é muitas vezes tida como certa e perdido em ambiguidade. O objetivo deste estudo é identificar e, assim, compreender as percepções de profissionalismo, com o contexto do caso, sendo a comunidade de contabilidade da Universidade de São Paulo. Uma série de entrevistas abertas foram realizadas com dez participantes com diferentes níveis de experiência acadêmica e mercado de trabalho. Os dados foram então codificadas e analisadas para procurar categóricas temas emergentes e padrões entre as respostas. Os resultados indicam um conjunto altamente diversificado de pontos de vista a respeito de como status profissional é atingido e como profissionalismo é demonstrado. A estreita associação entre os resultados ea literatura existente profissões sinalizar uma maior aceitação social e internalização de princípios profissionais. Profissionalismo em Contabilidade foi encontrado para ser em relação a uma variedade de fatores, incluindo experiência de trabalho no mercado, características profissionais e objetivos de carreira. Comparações também foram feitas entre vários ambientes profissionais, incluindo FEA vs. outras faculdades, Contabilidade vs. outros campos e Brasil contra outros países. Essas comparações sugerem uma influência do ambiente sobre os padrões profissionais ea demonstração do comportamento profissional. Mais pesquisas são necessárias para estudar como as percepções de profissionalismo pode ser diferente entre outros grupos profissionais de contabilidade e como o processo de transformação profissional em educação contábil pode ser melhorado para melhor preparar os formandos de contabilidade antes de entrar no campo.
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Rowland, Andrew W. "What is Professionalism? The Validation of a Comprehensive Model of Professionalism." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1741.

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Professionalism is a term frequently used in organizations yet perceptions of what it means differ from person to person. Given its frequent use and its link to various job outcomes, such as organizational commitment (Bartol, 1979), there is a need to have a universal definition of professionalism. While there are existing models of professionalism these models are typically developed for a specific field or industry. Thus, there is also a need for a comprehensive model of professionalism that can be used across multiple fields and industries. This study worked to develop a model of professionalism that creates a comprehensive model that addresses both of these issues using eleven existing measures of professionalism as its foundation. Four dimensions of professionalism were identified via these models and defined using a combination of existing research and researcher expertise. These dimensions were divided into elements which were used as items in a measure to validate the new model. A five-factor model demonstrated the best fit and was found to have both convergent and discriminant validity.
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Ceiriog-Hughes, David Jeremy. "Cultural professionalism : a comparative study of teacher professionalism in England and France." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242300.

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Lidström, Tina. "Lärares professionalism ur ett OECD-perspektiv : En kritisk diskursanalys om lärares professionalism." Thesis, Linköpings universitet, Pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-153281.

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Syftet med studien var att beskriva, analysera samt problematisera diskursen, med tillhörande kunskap, om lärares professionalism. Studien genomfördes med utgångspunkt i dokument från organisationen OECD. Med inspiration från Norman Faircloughs modell för kritisk diskursanalys studerades ett OECD-dokument och analyserades i relation till Faircloughs och Michel Foucaults teorier samt tidigare forskning. Studiens resultat visade att en konceptualisering av lärares professionalism framträder inom OECD-diskursen samt att kvalitet, professionalism som kollektiv angelägenhet och i synnerhet effektivitet är centrala teman. I detta uttrycks kvalitet och kollektiv professionalism vara medel för att uppnå målet effektivitet. Studiens resultat visade vidare att de diskurstyper som framträder är en konceptualiseringsdiskurs, en stöddiskurs, en kollektivitetsdiskurs, en kvalitetsdiskurs, en effektivitetsdiskurs samt en policydiskurs. I studien framgår även att lärares professionalism tillskrivs en särskild betydelse vilket medför skapandet av en viss kunskap inom OECD-diskursen. Denna kunskap förefaller ha sin utgångspunkt i ett särskilt sätt att se på lärares professionalism. Studien visade slutligen att insatser kring lärares professionalism uttrycks, av OECD, vara prioriterade för nationell policy. Inom ramen för detta skrivs lärares professionalism fram som ett fokus för policy i termer av att "lösningar" kring detta även uttrycks vara lösningar för ett utbildningssystem "i kris".
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Kanthasamy, Preethi. "Contested VOICES OF PROFESSIONALISM." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1227204927.

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Mossop, Liz. "Defining and teaching veterinary professionalism." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12694/.

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Despite extensive research and discussion around the notion of medical professionalism, veterinary professionalism is an understudied area. The aim of this study was to define the concept of veterinary professionalism and analyse the hidden curriculum of a new veterinary school, in order to produce a new curriculum of professionalism. This study used a constructivist grounded theory method to develop the definition. An iterative approach, using interviews and focus groups, collected information from a range of stakeholders including veterinary surgeons, professional bodies, veterinary nurses and clients. Sampling was theoretical and concluded when theoretical saturation had been reached. An analysis of the hidden curriculum of a new veterinary school was also undertaken using a cultural web model to perform a thematic analysis of focus group narratives from staff and students. The outcomes from both studies were combined to develop a curriculum of veterinary professionalism. The normative definition of veterinary professionalism produced places the attribute of balance as the central component. Veterinary surgeons are constantly managing the requirements and expectations of their clients, the animals under their care, society and the veterinary practice that provides their employment. The ability to balance these demands and therefore demonstrate professionalism is helped by attributes which are: efficiency, technical competence, honesty, altruism, communication skills, personal values, autonomy, decision making, manners, empathy, confidence and acknowledgement of limitations. The components of the veterinary school’s hidden curriculum emerged within the framework of the cultural web and the development of professional identity was a consistent theme. The school’s central paradigm was found to be a community that is hard working and friendly. Routines and rituals were readily identified, as were both positive and negative role models. The curriculum of veterinary professionalism produced is an integrated, spiral curriculum involving strategies such as early clinical experience and critical event analysis to guide student reflections and shape their development as professionals. Four core professional skills of communication, ethical reasoning, reflective practice and learning skills are central to the curriculum. These are used to reinforce the values and behaviours included in the definition of professionalism. The definition of veterinary professionalism should also contribute to discussions around the position of the profession in society. The central behaviour of balancing responsibilities between clients, animals, the practice and society appears to be uniquely positioned, and may have application in other professionalism contexts. The presented curriculum is a good starting point for any veterinary school wishing to teach veterinary professionalism, alongside consideration of their hidden curriculum.
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Danchev, Delia Winifred. "Counselling psychologists' perspectives on professionalism." Thesis, City University London, 2005. http://openaccess.city.ac.uk/8511/.

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This thesis is presented in four parts: an introduction, a critical literature review, an empirical research study, and a case study. The first part introduces the thesis and highlights the linking theme of ethical practice. It also clarifies the provenance of the research study, introduces the researcher, and comments on the writing style of the thesis. The critical literature review examines the ways in which ethics have been applied to counselling psychology. Firstly, the literature asserting the value-laden nature of therapeutic practice is explored. This is followed by a consideration of principle ethics, the frameworks through which principles have been applied to practice, the advantages of virtue ethics, cultural ethics, and finally the increasing focus on social ethics. The review concludes that a closer engagement with moral philosophy would be beneficial for counselling psychology. The empirical research study explores counselling psychologists' perspectives on professionalism. Following a pilot study involving two participants, fourteen counselling psychologists were interviewed by means of semi-structured interviews. The interviews were transcribed and analysed using social constructionist grounded theory methodology. An overall theme of ethical practice in its widest sense emerged from the data. The main findings were an "arc" of professional identity that emerged from participants' histories of work in social contexts and positions of dissent; a pattern of professional identity involving a stable central core of ethical practice and a penumbra of professional legitimacy; and the identification of tensions between the perspectives of the participants and traditional forms of professionalism. The research concludes that ethical practice is the defining factor of participants' professionalism. Habermas's theory of communicative rationality is suggested as ,a philosophical basis for ethical practice and as an appropriates substitute for the scientist-practitioner model. I The case study explores therapeutic work with a student who had been refused refugee status. It considers the development of a therapeutic relationship in a context of fear and powerlessness. It also reviews the ethical obligations of being a witness in therapeutic and judicial processes.
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Wyper, Dan. "Competing notions of teacher professionalism." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45724.

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While public school teachers in British Columbia are almost universally referred to as professionals, the meaning of teacher professionalism is not easily established nor widely agreed upon. In this study, I will argue that this lack of consensus is a major factor contributing to the ongoing political struggle over the control of public education in this province. To that end, I have attempted to develop an understanding of teacher professionalism and the differing and often competing ways in which it is conceptualized by various stakeholders in British Columbia’s public education system. Using a conceptual framework based on the academic literature addressing professionalism in general and teacher professionalism more specifically, this study will critically analyze the perspectives of these stakeholders on multiple dimensions of teacher professionalism such as teacher autonomy and teacher regulation. Using case study methodology and critical discourse analysis, I address the following questions: (1) what discourses are competing in framing the central issues that define the current debate around teacher professionalism?, and (2) how do different stakeholders in the public education system in British Columbia use a particular discourse to frame central issues in the debate surrounding teacher professionalism, and for what reasons?
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Books on the topic "Professionalism"

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Marshall, Jacquelyn. Professionalism. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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author, Gewirtz Sharon 1964, ed. Professionalism. Cambridge, UK: Polity, 2015.

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Hricik, David. Professionalism. [S.l.]: Section of Litigation, 1994.

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Kanes, Clive, ed. Elaborating Professionalism. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-2605-7.

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Jørgensen, Ulrik, and Søsser Brodersen, eds. Engineering Professionalism. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-752-8.

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Monrouxe, Lynn V., and Charlotte E. Rees. Healthcare Professionalism. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119044475.

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1951-, Cunningham Bryan, ed. Exploring professionalism. London: Institute of Education, University of London, 2008.

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Grant, Michel. Unionism, professionalism and professionals: A study in perceptions. Kingston, Ont: Industrial Relations Centre, Queen's University, 1992.

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Teaching and learning professionalism: Report of the Professionalism Committee. [Chicago, Ill.]: American Bar Association, Section of Legal Education and Admissions to the Bar, 1996.

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Work, occupations & professionalism. Whitby, ON: de Sitter Publications, 2010.

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Book chapters on the topic "Professionalism"

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Luke, Ian, Tanya Ovenden-Hope, and Alison Milner. "Policy, professionals and professionalism." In Thriving as a Professional Teacher, 9–24. Abingdon, Oxon : New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315206219-2.

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Charalambous, Charalambos Panayiotou. "Professionalism." In Career Skills for Doctors, 53–86. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13479-6_4.

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Mason, Rosemarie. "Professionalism." In How to Develop Your Healthcare Career, 37–53. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119103202.ch3.

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Vivanco, Luis, and Roberto Delgado-Bolton. "Professionalism." In Encyclopedia of Global Bioethics, 2312–19. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-09483-0_353.

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Vivanco, Luis, and Roberto Delgado-Bolton. "Professionalism." In Encyclopedia of Global Bioethics, 1–9. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05544-2_353-1.

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Graskemper, Joseph P. "Professionalism." In Professional Responsibility in Dentistry, 111–16. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118785584.ch16.

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Manning, Jennifer M. "Professionalism." In The Path to Building a Successful Nursing Career, 147–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50023-8_9.

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Newton, Bruce W., Jay H. Menna, and Patrick W. Tank. "Professionalism." In How to Become an Effective Course Director, 1–3. New York, NY: Springer New York, 2008. http://dx.doi.org/10.1007/978-0-387-84905-8_12.

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Szczurek, Linda. "Professionalism." In A Surgeon's Path, 221–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78846-3_45.

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Clikeman, Paul M. "Professionalism." In Called to Account, 177–88. Third edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429449475-23.

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Conference papers on the topic "Professionalism"

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Currie Little, Joyce, Grazyna Paliwoda, Piotr Soja, Mary J. Granger, Roger Boyle, Jill Gerhardt-Powals, John Impagliazzo, et al. "Integrating Professionalism and Workplace." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.571917.

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Tsvyk, Vladimir, and Vinera Mukhametzhanova. "Ethical Basis of Professionalism." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.179.

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Ikoku, C. U. "International Variations in Professionalism." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 1989. http://dx.doi.org/10.2118/19627-ms.

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Morris, P. W. G. "Professionalism in project management." In IEE Half-Day Colloquium on `Professionalism in Project Management'. IEE, 1997. http://dx.doi.org/10.1049/ic:19971254.

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Noris, Iqbal Afrizal. "Improvement of Teacher Professionalism." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.30.

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Corser, Rob. "The Ongoing Dilemma of Professionalism." In 106th ACSA Annual Meeting. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.am.106.12.

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Gillum, Jack D. "Professionalism, Responsibility & Engineering Ethics." In Second Forensic Engineering Congress. Reston, VA: American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/40482(280)7.

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Kuitert, Lizet, Marleen Hermans, and Simon van Zoest. "Professionalism of construction client organisations." In 24th Annual European Real Estate Society Conference. European Real Estate Society, 2017. http://dx.doi.org/10.15396/eres2017_394.

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Terziev, Venelin, and Marusya Lyubcheva. "VOCATIONAL EDUCATION - PROFESSIONALISM, COMPLIANCE, CHALLENGES." In ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202210.

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Zhang, Lan. "Evolutionary Professionalism of Civil Servants." In 2nd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/jahp-17.2017.53.

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Reports on the topic "Professionalism"

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Lyons, Oscar, Richard Canter, and Anne Bishop. Professionalism: definitions and principles. BJUI Knowledge, November 2019. http://dx.doi.org/10.18591/bjuik.0364.

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2

Ouedraogo, Emile. Advancing Military Professionalism in Africa. Fort Belvoir, VA: Defense Technical Information Center, July 2014. http://dx.doi.org/10.21236/ada609337.

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3

Voegele, Jacob. A Renewed Look at Ideology and Legislative Professionalism. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.92.

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4

Schornick, John N. Military Professionalism: The Army Officer of the 90s. Fort Belvoir, VA: Defense Technical Information Center, May 1991. http://dx.doi.org/10.21236/ada236906.

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5

Swain, Richard. The Obligations of Military Professionalism. Service Unsullied by Partisanship. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada536413.

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6

Climer, C. T. Maintaining the Professionalism of the U.S. Army Officer Corps. Fort Belvoir, VA: Defense Technical Information Center, March 2010. http://dx.doi.org/10.21236/ada517927.

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7

Snider, Don M., John A. Nagl, and Tony Pfaff. Army Professionalism, The Military Ethic, and Officership in the 21st Century. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada372493.

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8

Zabneva, E. I. The socio-philosophical nature of the management of professionalism of municipal employees. Ljournal, 2019. http://dx.doi.org/10.18411/soc-fil-priroda-fii-cult-2019.

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9

Gray, David R. New Age Military Progressives: U.S. Army Officer Professionalism in the Information Age. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada393537.

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10

Zabneva, E. I. Theoretical and methodological approaches to the study of the development of professionalism of municipal employees as a factor of social efficiency of the local government system. Ljournal, 2018. http://dx.doi.org/10.18411/zabneva-teoretiko_metodologich.podhod-2018.

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