In search of a professional identity: higher education in Macau and the academic role of faculty

2015 ◽  
Vol 72 (1) ◽  
pp. 101-113 ◽  
Author(s):  
Zhidong Hao
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Academic Role

scholarly journals Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

2021 ◽  
Vol 11 (3) ◽  
pp. 9-33
Author(s):  
Sotiria Pappa ◽  
Josephine Moate
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Educators ◽  
Sense Of Self ◽  
Language Awareness ◽  
Face To Face ◽  
English Medium Instruction ◽  
The Relationship

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.

scholarly journals Personal Brand Development Aimed At Improving Employment Opportunities – The Role of Higher Education

2021 ◽  
pp. 309-330
Author(s):  
Mirna Marković ◽  
Azra Bašić ◽  
Ajla Čelik ◽  
Ilvana Đešević ◽  
Adna Međedović
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Potential Role ◽  
Employment Opportunities ◽  
Health And Wellbeing ◽  
Global Challenges ◽  
Brand Development ◽  
Personal Brand ◽  
Market Needs

Uncertainty, unfolding in the most extreme forms in the period of one of the greatest global challenges– a threat to the health and wellbeing of people, caused by the pandemic, is gaining a form difficult to conceive in temporal and conceptual terms. In the perception of students, the young people on the brink of the first employment, the uncertainty primarily reflects in the estimate of possibilities of finding a job and opportunities to construct a professional identity. This paper examines the potential role of personal branding in the improvement of student opportunities to find the desired job, as well as the importance of higher education institutions as strategic partners in the process. This paper, among others, also emphasizes the importance of empowering students towards the recognition of the role of their knowledge and competencies acquired during the studies; the role which does not correspond to banal, oversimplified reduction of the role of education as means to meet the labour market needs.

scholarly journals Describing pre-professional identity in higher education: A case study of exercise science students

2021 ◽  
Vol 18 (6) ◽  
pp. 174-192
Author(s):  
Kelly Clanchy ◽  
◽  
Clare Minahan ◽  
Elizabeth Cardell ◽  
Andrea Bialocerkowski ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Online Survey ◽  
Personal Factors ◽  
Exercise Science ◽  
Theoretical Understanding ◽  
Nuanced Understanding ◽  
Age Range

Pre-professional identity (PPI) is an understanding of the skills, qualities, conduct, culture and ideology of a students’ intended profession. Understanding PPI is valuable for students and higher-education providers to provide insight into motivation for- and to promote engagement in- learning. Describing PPI is challenging, particularly for evolving health professions. This paper describes a process undertaken to understand PPI, using exercise science (ES), a new and evolving health profession, as a case study. Mixed methods were used to describe three aspects of PPI: 1) student cohort characteristics; 2) personal factors influencing PPI; and 3) perceived career direction. Final year ES students participated in an online survey and a focus group (n=305; 59% male; 75% age range of 20-24 years). Factors contributing to the development of PPI included the desire to help others; interest and experience in sports/exercise. Students had the strongest understanding of the PI domains of affiliation, money and structure and limited understanding of the role of scientist and researcher. Two outcomes were derived from the study findings to advance the theoretical understanding of PPI: 1) a 3-item framework that describes factors specific to students’ PPI; and 2) a worked case study demonstrating how this framework was applied to gain a nuanced understanding of PPI in ES. Our framework can be applied to increase student and higher education providers understanding of PPI and the motivations underpinning student decision-making in higher education.

scholarly journals Redefining Academic Identity in an Evolving Higher Education Landscape

2017 ◽  
Vol 14 (2) ◽  
pp. 16-34
Author(s):  
Sharon J. Flecknoe ◽  
◽  
Julia K. Choate ◽  
Elizabeth A. Davis ◽  
Yvonne M. Hodgson ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Identity ◽  
Considerable Change ◽  
Traditional Teaching ◽  
Written Narratives ◽  
Academic Role ◽  
Global Trend

During a period of massive upheaval to the higher education sector, the traditional academic role has undergone considerable change. One element of these changes has been the broad introduction of Education-Focused (EF) or equivalent academic positions, which focus on educational excellence, with a requirement for high quality teaching and associated scholarly research. This paper reports on the reflections of a group of bioscience academics as they transitioned from a traditional teaching and research position to an EF academic position at a research-intensive Australian university. Through analysis of written narratives, the insights of these academics, including their concerns and potential opportunities, were explored. Given the global trend toward EF and similar positions, this study provides valuable insights into the evolving nature of academic identity, and in particular the role of EF academics in enhancing curricula and in providing educational leadership. Additionally, this study provides perspective for universities to plan optimally for future introduction of EF positions. Facilitating opportunities for support, mentorship and career progression of EF staff will promote best practice in teaching and learning.

THE ROLE OF A HIGHER EDUCATION DIPLOMA IN THE PROFESSIONAL CAREER OF THE SPECIALIST IN THE FUTURE

2020 ◽  
Vol 3 (1) ◽  
pp. 456-466
Author(s):  
Kateryna Kolesnikova ◽  
Dmytro Lukianov ◽  
Tatyana Olekh
Keyword(s):  
Higher Education ◽  
Professional Career ◽  
The Future

FAITH–BASED COMMUNITIES AND POLITICS IN DULLSTROOM-EMNOTWENI: LOCAL STORIES OF IDENTITY

2016 ◽  
Vol 1 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christina Landman
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Special Focus ◽  
Traditional Role ◽  
Cultural Conflicts ◽  
Local Identities ◽  
Political Interests ◽  
Local Municipality ◽  
The Face

A majority of the black community of Dullstroom-Emnotweni in the Mpumalanga highveld in the east of South Africa trace their descent back to the southern Ndebele of the so-called ‘Mapoch Gronden’, who lost their land in the 1880s to become farm workers on their own land. A hundred years later, in 1980, descendants of the ‘Mapoggers’ settled in the newly built ‘township’ of Dullstroom, called Sakhelwe, finding jobs on the railways or as domestic workers. Oral interviews with the inhabitants of Sakhelwe – a name eventually abandoned in favour of Dullstroom- Emnotweni – testify to histories of transition from landowner to farmworker to unskilled labourer. The stories also highlight cultural conflicts between people of Ndebele, Pedi and Swazi descent and the influence of decades of subordination on local identities. Research projects conducted in this and the wider area of the eMakhazeni Local Municipality reveal the struggle to maintain religious, gender and youth identities in the face of competing political interests. Service delivery, higher education, space for women and the role of faith-based organisations in particular seem to be sites of contestation. Churches and their role in development and transformation, where they compete with political parties and state institutions, are the special focus of this study. They attempt to remain free from party politics, but are nevertheless co-opted into contra-culturing the lack of service delivery, poor standards of higher education and inadequate space for women, which are outside their traditional role of sustaining an oppressed community.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

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