Intra-professional collaboration and organization of work among teachers: How entangled institutional logics shape connectivity

Parding, K; Gavin, M; Wilson, R; Fitzgerald, S; Jakobsson, M; McGrath-Champ, S

Intra-professional collaboration and organization of work among teachers: How entangled institutional logics shape connectivity

Parding, K Gavin, M

Wilson, R

Fitzgerald, S Jakobsson, M McGrath-Champ, S

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Publisher:: OXFORD UNIV PRESS
Publication Type:: Journal Article
Citation:: Journal of Professions and Organization, 2024, 11, (1), pp. 83-98
Issue Date:: 2024-02-01

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Field	Value	Language
dc.contributor.author	Parding, K
dc.contributor.author	Gavin, M https://orcid.org/0000-0001-6796-5198
dc.contributor.author	Wilson, R https://orcid.org/0000-0002-2550-1253
dc.contributor.author	Fitzgerald, S
dc.contributor.author	Jakobsson, M
dc.contributor.author	McGrath-Champ, S
dc.date.accessioned	2024-11-14T06:42:00Z
dc.date.available	2024-11-14T06:42:00Z
dc.date.issued	2024-02-01
dc.identifier.citation	Journal of Professions and Organization, 2024, 11, (1), pp. 83-98
dc.identifier.issn	2051-8803
dc.identifier.issn	2051-8811
dc.identifier.uri	http://hdl.handle.net/10453/181910
dc.description.abstract	Intra-professional collaboration is essential as it enables professionals to learn, develop, and define the terms of the profession in their own way. Yet conditions for collaboration are shaped by how work is organized and governed. This article examines how conditions for intra-professional collaboration, where work takes place with colleagues within the same profession in same or similar roles, are perceived by teachers, in relation to how work is organized, by drawing on empirical insights from a study on teachers working in education systems defined by market-driven reforms. Our findings nuance ideas of professional connectedness by showing how the organization of work, affected by 'entangled institutional logics' (Blomgren and Waks 2015; Alvehus and Andersson 2018) and market-based governance reforms, shapes intra-professional collaboration. Our contribution is thus to take departure from established understandings of connectivity, that is, 'related to others and outsiders' (Noordegraaf 2020) by examining connectivity within professions, showing how there continues to be a struggle between the profession, organization, and market which shapes conditions for intra-professional work within the teaching profession. Our analysis of intra-professional collaboration holds significance for emergent understandings of connectivity (see Adams et al. 2020a; Alvehus, Avoon and Oliver 2021: 201; Kanon and Andersson 2023) by underscoring how the contemporary organization and management of work shape the conditions that enable, or augment, inwards connectivity and the ability for professionals to collaborate in meaningful ways.
dc.language	English
dc.publisher	OXFORD UNIV PRESS
dc.relation.ispartof	Journal of Professions and Organization
dc.relation.isbasedon	10.1093/jpo/joae003
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	3505 Human resources and industrial relations
dc.subject.classification	3507 Strategy, management and organisational behaviour
dc.title	Intra-professional collaboration and organization of work among teachers: How entangled institutional logics shape connectivity
dc.type	Journal Article
utslib.citation.volume	11
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Business
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Management Discipline
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Climate Risk and Resilience (CCRR)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Climate Risk and Resilience (CCRR)/Associate Members
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-11-14T06:41:59Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	11
utslib.citation.issue	1

Abstract:

Intra-professional collaboration is essential as it enables professionals to learn, develop, and define the terms of the profession in their own way. Yet conditions for collaboration are shaped by how work is organized and governed. This article examines how conditions for intra-professional collaboration, where work takes place with colleagues within the same profession in same or similar roles, are perceived by teachers, in relation to how work is organized, by drawing on empirical insights from a study on teachers working in education systems defined by market-driven reforms. Our findings nuance ideas of professional connectedness by showing how the organization of work, affected by 'entangled institutional logics' (Blomgren and Waks 2015; Alvehus and Andersson 2018) and market-based governance reforms, shapes intra-professional collaboration. Our contribution is thus to take departure from established understandings of connectivity, that is, 'related to others and outsiders' (Noordegraaf 2020) by examining connectivity within professions, showing how there continues to be a struggle between the profession, organization, and market which shapes conditions for intra-professional work within the teaching profession. Our analysis of intra-professional collaboration holds significance for emergent understandings of connectivity (see Adams et al. 2020a; Alvehus, Avoon and Oliver 2021: 201; Kanon and Andersson 2023) by underscoring how the contemporary organization and management of work shape the conditions that enable, or augment, inwards connectivity and the ability for professionals to collaborate in meaningful ways.

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http://hdl.handle.net/10453/181910