The Experts below are selected from a list of 264 Experts worldwide ranked by ideXlab platform

Alexandra Lakind - One of the best experts on this subject based on the ideXlab platform.

Kate Maccrimmon - One of the best experts on this subject based on the ideXlab platform.

Hector Perera - One of the best experts on this subject based on the ideXlab platform.

  • recent developments in the accounting profession in new zealand a case of Deprofessionalization
    The International Journal of Accounting, 1996
    Co-Authors: Sivakumar Velayutham, Hector Perera
    Abstract:

    Abstract The international accounting literature is replete with references to the importance of professionalization of accounting in its development. While professionalization of accounting is progressing at a rapid rate in many developing countries, the recent developments in some western industrialized countries seem to suggest a different trend. This paper proposes to investigate these developments and provide a critical analysis focusing on one western industrialized country (i.e., New Zealand). Evidence is provided in the paper to show that (a) the boundaries between accountancy and other occupations are becoming increasingly blurred; (b) the dominance of accounting controls in organizations is being challenged; (c) the profession does not control access to accounting knowledge; and (d) the profession is unable to prevent government intervention in the areas of work standards, and bureaucratic controls in the work place. The paper argues that the recent changes in the accounting profession in New Zealand suggest a trend towards Deprofessionalization.

Geraldine Smyth - One of the best experts on this subject based on the ideXlab platform.

  • when they don t use it they will lose it professionals Deprofessionalization and reprofessionalization the case of refugee teachers in scotland
    Journal of Refugee Studies, 2010
    Co-Authors: Geraldine Smyth
    Abstract:

    This article discusses issues faced by refugees and asylum seekers in Scotland who were teachers in their country of origin as they seek to re-engage professionally. Refugees are frequently placed in low paid unskilled jobs, yet have often been well educated in their original country. This article draws on research conducted between 2006 and 2008, by the RITeS (Refugees Into Teaching in Scotland) project, funded by the West of Scotland Wider Access Forum (West Forum). In order to teach in Scotland, a candidate needs to register with the General Teaching Council for Scotland (GTCS). This process has presented difficult challenges for refugee teachers, many of whom require intensive support to access the profession in Scotland. Additional structural barriers to employment are created by refusing to allow asylum seekers, who do not have leave to remain, to engage in paid employment. This article adopts a critical approach to the data gathered and explores the personal, cultural, institutional and structural barriers to employment faced by this particular group. The article draws conclusions and recommendations related to the reprofessionalization of a wider range of refugee professionals. As such it offers insights into the post arrival experiences of professional refugees.

  • ‘When They don’t Use it They will Lose it’: Professionals, Deprofessionalization and Reprofessionalization: the Case of Refugee Teachers in Scotland
    Journal of Refugee Studies, 2010
    Co-Authors: Geraldine Smyth
    Abstract:

    This article discusses issues faced by refugees and asylum seekers in Scotland who were teachers in their country of origin as they seek to re-engage professionally. Refugees are frequently placed in low paid unskilled jobs, yet have often been well educated in their original country. This article draws on research conducted between 2006 and 2008, by the RITeS (Refugees Into Teaching in Scotland) project, funded by the West of Scotland Wider Access Forum (West Forum). In order to teach in Scotland, a candidate needs to register with the General Teaching Council for Scotland (GTCS). This process has presented difficult challenges for refugee teachers, many of whom require intensive support to access the profession in Scotland. Additional structural barriers to employment are created by refusing to allow asylum seekers, who do not have leave to remain, to engage in paid employment. This article adopts a critical approach to the data gathered and explores the personal, cultural, institutional and structural barriers to employment faced by this particular group. The article draws conclusions and recommendations related to the reprofessionalization of a wider range of refugee professionals. As such it offers insights into the post arrival experiences of professional refugees.

Lorenzo Giudici - One of the best experts on this subject based on the ideXlab platform.