The Reproduction of the Rule Regime in Licensure Examination Through the Communicative Practices of Personnel of a Regulatory Body: An Ethnomethodological Study

Abstract

This study explored the communicative practices of personnel assigned in licensure examinations and how their communicative practices reproduce rule regime in licensure examination administration. The research framework used in this Study is the Socio-Cultural Tradition of Communication Theory, which theorizes communication as the (re)production of social order (Craig, 1999). Using this framework, this Study assumed that rule regime is reproduced by the communicative practices established from the participants. The use of Ethnomethodology as a qualitative research method in this Study explored the participants’ acts of communication in licensure examinations towards surfacing themes that described their communicative practices. Eight (8) participants were identified in this Study, each with rich experiences in their specific roles in the licensure examination administration. The participants’ narratives were subjected to Grounded Theory Method (GTM) and Thematic Analysis for data interpretation.

Fifteen (15) communicative practices of assigned personnel in licensure examinations emerged in the analysis: (1) roaming around; (2) resolving issues; (3) retaining professional composure; (4) reviewing exam statistics; (5) re-checking documents; (6) securing retrieval procedures; (7) reprimanding; (8) reporting incidents and violations; (9) reporting issues; (10) reminding procedures to prevent cheating; (11) removing prohibited materials or items in the examination room; (12) rendering support to ensure consistency; (13) the wearing of respective badges; (14) referring issues to higher authority; and (15) ensuring the record of accountable persons.

These communicative practices reproduced five dimensions of the rule regime in the licensure examination: (1) rule alignment; (2) rule implementation; (3) rule compliance; (4) rule preservation; and (5) rule authority.

Roaming around, resolving issues, and retaining professional composure align knowledge and actions with the rules. Reviewing exam statistics, re-checking documents, and securing retrieval procedures of examination paraphernalia are performed to ensure that rules are implemented. Reprimanding, reporting of violations, and reporting of issues are done when rules are not complied. Reminding procedures to prevent cheating, removing prohibited materials or items in the examination room, and rendering support to ensure consistency are meant to preserve the integrity of the examination process. Finally, by putting in place respective badges, referring issues to higher authority, and recording of accountable persons, the established authority is recognized.