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European Regulation of Professional Education: A study of documents focussing on architects and psychologists in the EU

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Date
2009-06
Dewey
sociologie économique
Sujet
régulation des professions; Europe; Sociologie des professions
JEL code
H83
Journal issue
European Societies
Volume
10
Number
4
Publication date
09-2009
Article pages
567-595
Publisher
Taylor and Francis
DOI
http://dx.doi.org/10.1080/14616690701871779
URI
https://basepub.dauphine.fr/handle/123456789/819
Collections
  • IRISSO : Publications
Metadata
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Author
Le Bianic, Thomas
Svensson, Lennart
Type
Article accepté pour publication ou publié
Abstract (EN)
Issues regarding professions are exceedingly being negotiated and reregulated at the European level by European professional federations and EU public authorities. These new trends raise questions for the sociological analysis of professions regarding standards of professional education, forms of public regulation, strategies of market closure or autonomy. This paper highlights the policies for and the formal regulation of professional education in the European Union. Data are based on policy documents, directives and agreements with a particular focus on the cases of architects and psychologists. Psychology demonstrates most elements of a professional project, proactively emphasising education, research and academic status and new tasks on an international market. Architecture demonstrates a more established occupation defending the market and emphasising the social status and the ubiquitous and general role of architecture. There has been a shift from “hard” regulation to more “soft” regulation, allowing more room for professional actors to organise themselves and define their rules of mobility, as well as more initiatives from below and within national and supranational associations.

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