This book considers professional culture in relation to place and affect. All law students from across Britain and its empire had to train in London at four legal societies known as the Inns of Court. Unlike other professions that underwent systematic reforms, the Inns of Court remained guild-like associations that offered no systematic training. Instead of inculcating legal knowledge, the societies relied on affective rituals to create a sense of belonging among members—or, conversely, to marginalize those who did not fit the profession’s ideals. This book examines the societies’ active efforts to maintain an exclusive and masculine culture in the face of sweeping social, political, and demographic changes across the nineteenth and twentieth centuries.

This chapter considers how and why the societies resisted women even after their admission to the Inns in 1919 and the strategies women law students and barristers deployed to navigate the resolutely masculine culture of the Inns. It argues that beyond their gender, women’s political commitments and social networks mitigated the degree of acceptance or resistance they faced from members of the societies. The chapter also examines the Inns’ fraught reconciliation of the societies’ concerns about overseas students with the new presence of women in their common rooms, gardens, and halls. It considers the complicated mapping of intersectional identities onto the existing culture of the Inns and traces how members of the Inns manipulated space to privilege, protect, include, or exclude female members, colonial members, or female colonial members.

Sociocultural approaches form a theoretical tradition that explains learning, identity development, and knowledge creation not merely as cognitive or as purely internal psychic processes. Rather it understands these educational phenomena relationally as practices that belong simultaneously to the development of the individual as well as to the society and its cultural ways of life. Commencing from these ideas, this chapter argues that undergraduate research and inquiry-based learning can be investigated as ways of ensuring student participation in and engagement with practices of doing research. A sociocultural view on these practices raises awareness of the broader context in which education develops, and how such development is influenced by all kinds of cultural and material relations. Higher education is not only understood within the boundaries of the university or the college. It can also be studied as culturally shaped by professional practices and ethics, or by epistemic cultures that form different manners of knowing. The focus on practices is important because it is a key to the reconstruction of ‘how we know what we know’ as a resource for student learning.

Chapter 8 addresses the question of how and to what extent translation practices have become professions. In sociology, a profession is understood as an occupation that has been formally established, with boundaries determined by a canonized body of knowledge and formulated ethics, methods and technologies and recognition and authority given by the state. In contrast, translation occupations mostly form a heteronomous field that lacks formalized standards and controls. The chapter argues that this reflects a tension between professionalization as defined in sociology and ‘the rules of art’ or ‘the intellectual field’ as described by Bourdieu. In the latter, norms and value-scales depend on practitioners’ ethos and images rather than on institutional parameters.

The prescribing of medicines by a range of health professions is pivotal to the success of the future NHS. Prescribing is a key enabler of specialist and advanced practice, and health professionals that can prescribe medicines are crucial members of healthcare delivery teams. Widening the prescribing of medicines to some professions in addition to the medical profession has changed the role boundaries of those prescribing professions, necessitating changes to relationships between those involved in the patient’s care. The teams in which prescribers work are across the full range of professions, extending beyond traditional boundaries, and include consideration of housing, education, employment as well as physical, mental and social health. This diversity has introduced a need for further integrated working and collaboration across the system. Excellent teamwork, clinical governance, communication and information sharing are crucial, as is the need for team members to have a clear understanding of one another’s roles and the ability to communicate with one another.

This chapter’s analysis of post-revolutionary professional continuities is sensitive to the logics of the expertise-derived autonomy, leverage, and agency of the professional, the scholar, and the torchbearer of the enlightenment that are characteristic of modern societies, broadly and narrowly, of a totalizing revolutionary order, where those very agents of knowledge are subjected to ideological stigma. A full-variance cross-regional analysis provides baseline evidence of a self-reproducing nature of professional knowledge – in space and in time. While this exercise helps us partially account for regional heterogeneity in the social structure, a linear account would not do justice to the nuances of professional–personal life cycles given the checkered nature of professional reproduction; the heterogeneity in adaptation within employment sites and among social groups; and the horizontal network ties aiding social possibilities and effecting shifts within networks. The chapter provides a conceptual framework sensitive to the formal professional channels of social reproduction, namely (1) the “organization man” channels, capturing the established professions; (2) the proto-professional arenas peculiar to states with a radical social agenda, which I label the “pop-up” sphere; and (3) the “museum society,” where persecuted intellectuals, cultural figures, and the literati found safe havens. It also deploys insights from social network analysis to explore horizontal and spatial aspects of the social ties that facilitated the educated estates’ adaptation.

This chapter considers how facets of occupations and professions manifest in routine dynamics. Whilst the salience of occupations and professions on routines has been recognized in extant research on routine dynamics, it remains largely scattered. To illuminate the salience of occupations and professions in the literature on routine dynamics, which is multifaceted, we focus on three prominent research themes: skilful accomplishment (i.e., how actors perform tasks), interdependence (i.e., how actors collaborate to accomplish tasks) and truces (i.e., how actors compete to make exclusive claims to perform certain activities). We turn to the literature on professions and occupations to draw out theoretical and empirical intersections with research advocating routine dynamics. The analytical framework, comprised of a becoming lens, a doing lens and a relating lens corresponds with and provides the basis to advance research themes within routine dynamics. We suggest a stronger emphasis on occupations and professions holds promise for deepening knowledge about routine dynamics, which we articulate by proposing several avenues for future research, including the expansion of the concept of routines and a distinction between organizational and professional routines.

This chapter focuses on an important work of Angelo Poliziano, called Lamia. In it, Poliziano does two things relevant to the humanities today: he offers a new way of thinking about the enterprise of philosophy as it was understood since antiquity – the search for human wisdom and a wise style of life. In doing so, he suggests that academic philosophy as practiced in universities is not enough in the project of gaining wisdom and living wisely. Second, he suggests that philology – the deep, borderless reading of texts – represents a master discipline and one that is in fact more in line with philosophy’s authentic mission. Poliziano makes his most trenchant points by using narratives and fables, rather than syllogistic argumentation. In so doing, he makes a case for philology as an overarching discipline of disciplines and sets forth a new way of looking at philosophy

Thriving societies do not necessarily depend on high levels of wealth but on equality. First, access to employment is a key driver to create more equal societies; but the world of work is changing, becoming more automated, and less secure. Automation is likely to reduce employment opportunities, raising questions about the meaning of work in people's lives as well as how decent livable incomes can be guaranteed for all. To equip learners to navigate an uncertain and disrupted landscape of work must therefore be a central learning goal if societies are to thrive. Second, in a context where societies are becoming more not less unequal, the health of democracy must be central to education's purpose. Democracy as a driver towards equality is in trouble in many parts of the world. If it is to be renewed, learners need to understand its fundamentals and become committed to its renewal. Therefore a second learning goal in pursuit of thriving societies is to prepare young people to invent and inhabit a democracy which is participative, auhtentic and meaningful. The two levers for thriving societies – good work and democracy – must be nurtured in education's explicit purposes.

This collection of essays, by leading scholars and practitioners from a range of countries, pays homage to a pre-eminent figure in the field of intellectual property: Sam Ricketson. Inspired by the breadth of Ricketson’s work, the contributions explore issues from a perspective that looks across the field – in particular, across the regimes, jurisdictions, disciplines and professions of IP. Topics explored across the regimes include the nature of IP subject matter, overlaps in protection, historical connections between copyright and patents and the transplantation of civil law moral rights to common law copyright. In across jurisdictions, chapters address, inter alia, the application of private international law to cross-border IP disputes, the Berne Convention and AI-authored works, how countries might exit the Berne Convention and dispute settlement under TRIPS. The intersection of copyright and privacy laws, the relationship between privacy, personality and trade mark laws, the teaching of IP and human rights and the conduct of empirical and historical research in IP are among the matters considered across disciplines. Contributions across professions include the participation of scholars in IP policy making, the IP textbook in legal practice, and the role of expert evidence in IP litigation.

In the four decades following the death of Tsar Nicholas I in 1855, long-repressed cultural energies broke loose across imperial Russia. The Great Reforms of Alexander II, which began in 1861 with the Emancipation of Russia’s serfs, introduced transformative changes in law, politics, society, the economy, and the army. Creative endeavor also stirred. Freedom was in the air, and artists and writers imagined it for themselves and for the nation. They developed new content and forms of expression and assumed greater control over their creative lives. By the end of the century, literature and the arts had rejected the unitary model of state-sponsored patronage and transitioned to become free professions, although funding from state and Church remained important. Simultaneously, print culture extended outward to a growing public. Part I treats the meta-theme of freedom and order by examining the how the Fools and rebellious heroes of tradition were modernized and harnessed to the topics of the day. Issues of inclusion and boundaries surfaced as lines between and among the legal estates blurred and civic participation broadened. Publics and audiences for the arts transformed, and expectations about the roles of artists and the arts changed accordingly.