دانلود رایگان مقاله لاتین محدودیت سازمان بهداشتی از سایت الزویر
عنوان فارسی مقاله:
محدودیت در سازمان های بهداشتی دانشگاهی
عنوان انگلیسی مقاله:
Boundary-spanning in academic healthcare organisations
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. Institutional logics, boundaries, and tensions
In this paper I draw on three key interrelated theoretical concepts: institutional logics, boundary-spanning, and negotiating institutional tensions. 2.1. Care and science institutional logics Institutional logics are implicit and socially shared rules of the game that describe behaviour in a rule-like way while being so entrenched in a social group that they become taken-for-granted as legitimate. Institutional logics form the basis of what is seen as legitimate behaviour. Legitimacy is conferred to institutional logics through several means including formal rules and regulations, social norms and values, and shared concepts of social reality and meaning (Lander, 2014; Scott, 2008). Institutional logics are embodied in practices and ideas. They can support certain practices while inhibiting others by setting bounds on rationality and restricting perceived opportunities and alternatives. This increases the probability of certain behaviour. Institutional logics are produced and reproduced by the ways that people behave and interact (Deephouse and Suchman, 2008; DiMaggio and Powell, 1983; Dunn and Jones, 2010; Greenwood et al., 2008; Jepperson, 1991; Meyer and Rowan, 1977; Scott, 2008; Wooten and Hoffman, 2008). Institutional logics originate in societal sectors—such as professions, corporations, the market, and family—where social groups cohere and share rules and beliefs (DiMaggio and Powell, 1983; Dunn and Jones, 2010; Friedland and Alford, 1991). Professional groups often create strong social boundaries between groups and coherent social and cognitive worldviews within them. Because of this, professional groups can have a dominant institutional logic that provides actors within the group with vocabularies, identities, and rationales for action (Dunn and Jones, 2010; Ferlie et al., 2005; Gieryn, 1983). Dunn and Jones (2010) identify two main institutional logics within academic health centres: care and science. The purpose of academic health centres is to bring together and ideally integrate these institutional logics. Care institutional logics dominate healthcare professionals’ work and science institutional logics dominate the work of academic professionals. Other individuals such as clinician–scientists—found at the nexus of these two groups—are ostensibly influenced by both institutional logics. Scholars identify several cultural, cognitive, and normative differences between science and care institutional logics. Traditionally, the science institutional logic inhabits a privileged place in society (Gieryn, 1983). It builds on Merton’s (1979) CUDOS—communalism, universalism, disinterestedness, and organised scepticism—as idealisations of the norms of the scientific professions and primarily focuses on generating theory using scientific methods. However, basic forms of research garner greater prestige than applied forms (Barley and Bechky, 1994; Calvert, 2001). Scientific grants and publications form the ‘currency’ and rewards within the science institutional logic (BenDavid, 1960; Haeussler and Sauermann, 2013; Lander, 2014; Löwy, 1987; Wainwright et al., 2006).
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کلمات کلیدی:
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