Service Integration and Management (SIAM™) Professional Body of Knowledge (BoK), Second edition

2021 ◽  
Author(s):  
MICHELLE MAJOR-GOLDSMITH ◽  
SIMON DORST ◽  
CLAIRE AGUTTER
Keyword(s):  
Service Integration ◽  
Body Of Knowledge ◽  
Professional Body

scholarly journals Revitalizing the Quest for Professionalism in Business and Management: Purpose, Knowledge, Behavior, and Expectation

2019 ◽  
Vol 12 (5) ◽  
pp. 40
Author(s):  
A. Georges L. Romme
Keyword(s):  
Management Practices ◽  
Business Schools ◽  
Professional Conduct ◽  
Social Responsibilities ◽  
Body Of Knowledge ◽  
Trading Zones ◽  
Management Discipline ◽  
Professional Body ◽  
And Performance ◽  
Business And Management

One of the biggest challenges of our time is to develop the management discipline into a true profession. In this respect, business schools have been accused for failing to promote better policies and management practices as well as failing to educate students, as prospective managers, about their moral and social responsibilities. This essay outlines a multi-dimensional framework for professionalization, involving the dimensions of purpose, knowledge, behavior, and expectation. Subsequently, this framework is used to define and explore various paths out of the current intellectual stasis of the field of management and business. A key pathway is creating a shared sense of professional purpose and responsibility; another important route involves developing a professional body of knowledge informed by both discovery and validation; third, so-called ‘trading zones’ need to be developed, to offer opportunities for (professionals with) different voices and interests to meet; and the expectations that societal stakeholders have of professional conduct and performance by managers should be raised. Finally, the implications arising from these four pathways for business schools are explored. One of the most challenging implications is the need to improve the alignment between what management professors say they do and what they actually do – as researchers and educators.

Considerations for developing an evidenced-based practice in orthotics and prosthetics

2008 ◽  
Vol 32 (1) ◽  
pp. 93-102 ◽  
Author(s):  
N. Ramstrand ◽  
T.-H. Brodtkorb
Keyword(s):  
Cultural Change ◽  
Evidence Based Practice ◽  
Daily Practice ◽  
Evidence Based ◽  
Professional Groups ◽  
Body Of Knowledge ◽  
Professional Body ◽  
Research Findings ◽  
Evidenced Based ◽  
Evidenced Based Practice

Evidence-based practice has become somewhat of a catchphrase over the past ten years. In this paper evidence-based practice is defined and its importance for the development of the prosthetics and orthotics profession is highlighted. The authors suggest that evidence-based practice needs to be prioritized within the profession and that a cultural change needs to be initiated which supports clinicians in incorporating research findings into their daily practice. In addition, the authors highlight the need for prosthetists/orthotists to become more active in generating research rather than relying on other professional groups to contribute to their professional body of knowledge.

scholarly journals Contemporary factors shaping the professional identity of occupational therapy lecturers

2018 ◽  
Vol 82 (3) ◽  
pp. 186-194 ◽  
Author(s):  
John O’Shea ◽  
Simon McGrath
Keyword(s):  
Occupational Therapy ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Evidence Based Practice ◽  
Professional Autonomy ◽  
Evidence Based ◽  
Structural Factors ◽  
Construction Of Knowledge ◽  
Body Of Knowledge ◽  
Professional Body

Introduction The contemporary factors of neoliberalism and evidence-based practice have implications for professional autonomy and values, education and training, ways of working and construction of knowledge. Occupational therapy lecturers are at the interface between student education and professional practice and therefore have unique insights into the way in which these factors are shaping their professional identity and that of the profession. Method Nine narrative inquiry focused interviews of occupational therapy lecturers from two universities were carried out. Data was interpreted through a Bourdieusian lens of professional habitus, and analysed thematically. Findings The main factors influencing occupational therapy lecturer identity were noted to be relationships between professional identity and artistry; the professional body of knowledge and language; evidencing practice, neoliberalism and changes to teaching and learning. Conclusion The structural factors of neoliberalism, evidence-based practice and associated policies are influencing the occupational therapy professional habitus and, in turn, occupational therapy lecturers’ professional identity. An effective critique of these structural factors is required to maintain the profession’s values and artistry and the knowledge upon which occupational therapy lecturers’ identity is formed and their approaches to teaching and learning are based.

Keeping ahead of the curve

2014 ◽  
Vol 35 (3) ◽  
pp. 175-198 ◽  
Author(s):  
Maura Corcoran ◽  
Claire McGuinness
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Academic Librarians ◽  
Working Relationships ◽  
Content Type ◽  
Body Of Knowledge ◽  
Personal Motivation ◽  
Professional Body ◽  
The Individual ◽  
Practical Implications

Purpose – This paper aims to present the results of a qualitative study of the continuing professional development (CPD) activities of academic librarians in Ireland. The benefits of CPD, the methods and strategies of engagement, and the role played by professional organisations are examined, with particular emphasis on the attitudes of librarians towards CPD. Design/methodology/approach – In total, 25 academic librarians were interviewed in depth from four universities in the greater Dublin region. A qualitative approach was chosen to allow the collection of data which was rich and informative. Findings – Academic librarians engage in CPD in multiple ways, both formal and informal, but it falls primarily to the individual librarian to find, participate in, or even create such opportunities, which raises the question of personal motivation and drive. Support from employers and professional organisations is key. Barriers to participation in CPD include time, financial restraints and lack of encouragement from employers. Research limitations/implications – The authors are cognisant of the inherent limitations in using interviews as a data collection method, including the possibility of bias. Practical implications – Academic librarians need to exploit innovative and accessible modes of CPD if they wish to navigate the changes occurring within the profession. Professional library organisations must also reinforce their support of their members in this endeavour. Incentives to participate should build on librarians' personal motivation and job satisfaction, likelihood of career progression, and deepening working relationships with non-LIS colleagues. Originality/value – To date there has been no comprehensive Irish study which has addressed the question of how academic librarians engage with the professional body of knowledge through pursuing professional development activities. This research seeks to present an Irish perspective, but also explores issues which are globally applicable within the profession.

Riding the Special Education Technology Wave: Policy, Obstacles, Recommendations, Actionable Ideas, and Resources

2019 ◽  
Vol 54 (5) ◽  
pp. 295-303 ◽  
Author(s):  
Cathy Newman Thomas ◽  
Katherine N. Peeples ◽  
Michael J. Kennedy ◽  
Mary Decker
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Technology Use ◽  
Education Technology ◽  
Transformative Change ◽  
Technology Access ◽  
Body Of Knowledge ◽  
The Status ◽  
Professional Body ◽  
Rapid Pace

This article provides an overview of the literature on special education law and policy and teacher preparation for special education technology use and identifies current issues, focusing on four key obstacles regarding the status of special education technology access and implementation: (a) the mismatch between legal requirements, policy recommendations, and the supports students with disabilities actually receive in schools; (b) the limited professional knowledge about special education technology and few meaningful options for making improvements to this professional body of knowledge; (c) the rapid pace of innovation in terms of availability of new apps, products, and hardware; and (d) the inherent conflicts between the commercial nature of special education technology and best special education technology practice. Recommendations, resources, and actionable ideas toward transformative change are shared with hopes for equitable and meaningful special education technology access and implementation for students with disabilities.

Does academic management accounting lag practice? A cliometric study

2011 ◽  
Vol 16 (4) ◽  
pp. 365-388 ◽  
Author(s):  
Laura D. MacDonald ◽  
Alan J. Richardson
Keyword(s):  
Research Method ◽  
Statistical Approach ◽  
Management Accounting ◽  
Accounting Education ◽  
Research And Practice ◽  
Accounting Practice ◽  
Accounting History ◽  
Body Of Knowledge ◽  
Academic Management ◽  
Professional Body

The schism between accounting practice and the accounting academy has been a lament of accountants for many decades. This schism has two aspects – the schism between research and practice and the schism between education and practice. This article focuses on the later schism and uses a statistical approach to compare the dates of introduction of new management accounting concepts into accounting education and the professional body of knowledge over the period 1967 to 1997. The results indicate that, on average, accounting education lags practice and the length of the lag has increased since the early 1980s. The study contributes to the growing use of cliometrics (quantitative analysis) in accounting history, provides new empirical data on the accounting schism and offers insights for the profession and academy on the pattern of knowledge transfer. The use of new sources and a different research method offer additional insights on the established themes of “relevance lost” and the “accounting lag” in the management accounting and accounting history literatures.

The scholarly radiation therapist. Part one: charting the territory

2008 ◽  
Vol 7 (2) ◽  
pp. 99-104 ◽  
Author(s):  
Nicole Harnett ◽  
Cathryne Palmer ◽  
Amanda Bolderston ◽  
Julie Wenz ◽  
Pamela Catton
Keyword(s):  
Subsequent Development ◽  
Large Degree ◽  
Original Research ◽  
University Departments ◽  
Working Models ◽  
Body Of Knowledge ◽  
Professional Body ◽  
History Of ◽  
Barriers And Challenges ◽  
First Time

AbstractAs radiation therapy practice evolves with advancing treatment and planning technologies, merging of imaging modalities, changing working models and the advancement to higher education, radiation therapists are frequently finding themselves on the frontline of translating new knowledge into practice. To a large degree, this growing involvement in self-directed original research, with associated dissemination of completed results, has led to an increasing number of therapists being encouraged to pursue an academic path in addition to a clinical career. In Canada, radiation therapists are being appointed as faculty to university departments for the first time. It is heartening that such opportunities are increasing; therapists are able to play a profound role in developing an evidence-based professional body of knowledge while at the same time being recognised for scholarly endeavours. However, despite these many positive steps, barriers and challenges to the development of a scholarly culture for radiation therapists still exist. Part one of this two-part series explores the history of the profession and the subsequent development of a scholarly culture.

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