Professional-Organizational Contradictions and Hybridization of Knowledge: Insights from the Study of Engineering and Nursing in Canada

• Published in: Vocations and Learning Vol. 14; no. 1; pp. 75 - 93
• Main Authors: Adams, Tracey, Sawchuk, Peter H.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.04.2021; Springer; Springer Nature B.V
• Subjects: Education; Engineering; Evidence; Foreign Countries; Influence of Technology; Interests; Knowledge; Knowledge Level; Knowledge Management; Learning and Instruction; Mentors; Nurses; Nursing; On the Job Training; Organizational Change; Original Paper; Professional and Vocational Education; Professional Autonomy; Professional Continuing Education; Professional Development; Professional identity; Professionalism; Professions; Skill Development; Sociology; Statistical Distributions; Technical Occupations; Theses; Workplace Learning; Canada; De-professionalization; Sociology of professions; Hybridization of knowledge; Nurses; Engineers; Professions and organizations; Professional knowledge
• ISSN: 1874-785X; 1874-7868
• DOI: 10.1007/s12186-020-09253-1

An extensive body of workplace learning literature documents the changing nature of professional learning, knowledge and work, but the tensions between the distinctive purposes and interests of professions and organizations have not received the same level of attention. The sociology of professions literature in contrast has paid an enormous amount of attention to the contradiction of professions and organizations. This analysis is based on our recent survey ( n  = 2026) and in-depth interview research ( n  = 23) on the subject of the sources, development and use of professional knowledge amongst engineers and nurses in Canada. In this article, we primarily argue a useful contribution to research and debates on these dynamics can be framed by studies of the relations between the distinct purposes and interests of professions and organizations found in the sociology of professions. Specifically we provide evidence of a contradictory professional/organizational hybridization of the sources, development and uses of professional knowledge vis-à-vis changing patterns of education, continuing professional development, learning and knowledge/skill use. In the context of changing work processes and growing workload for engineers and nurses, we argue that professional knowledge is a target for the satisfaction of organizational purposes and interests as well as a resource for professionals defending their traditional purposes and interests. Results show that organizational change has resulted in higher workloads and fewer opportunities for formal on-the-job training and mentorship. The potential implications of hybridized professional knowledge for professions and de-professionalization are discussed.