The Politics of Socialisation: Recruitment and Training for Journalism

1981 ◽  
Vol 29 (1_suppl) ◽  
pp. 307-340 ◽  
Author(s):  
Oliver Boyd-Barrett

The paper demonstrates that the provision of formal training in journalism, as possibly in any other industry or occupation, is not solely determined by a specific range of ‘necessary’ skills. On the contrary, politico-cultural factors may be equally, if not more, important. The paper finds the ‘professionalisation’ hypothesis insufficient, however, as an explanation for the emergence of a national system of compulsory training. It notes that the character of training has been greatly influenced by the requirements of a specific sector of the industry, on which, significantly, the National Council for the Training of Journalists (NCTJ) has been heavily dependent for financial support and legitimacy. Ambiguity in this sector's approach to graduate trainees created a vacuum which was one factor that encouraged the development of university and polytechnic based journalism and communications courses. More fundamentally, potential competition for authority in training has developed from the establishment of an Industrial Training Board for Printing and Publishing (PPITB) with statutory responsibility for training in journalism. These developments inspired survival/adaptation responses from the NCTJ, including the formulation of a broader structural and financial base, a more positive attitude towards graduate training, a wider range of functions and a reappraisal of alliances. These in turn have had consequences for training content. Analyses of training in terms of ‘socialisation’ or ‘professionalisation’ which fail to take into account such aspects of industrial structure and political rivalry may be misleading.

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S86
Author(s):  
J. Bryan ◽  
F. Al Rawi ◽  
T. Bhandari ◽  
J. Chu ◽  
S. Hansen ◽  
...  

Introduction: Emergency medicine physicians in our urban/suburban area have a range of training in medical education; some have no formal training in medical education, whereas others have completed Master’s level training in adult education. Not all staff have a university appointment; of those who are affiliated with our university, 87 have appointments through the Department of Medicine, 21 through the Department of Pediatrics, and 117 through the Department of Family Medicine. Emergency physicians in our area are a diverse group of physicians in terms of both formal training in adult education and in the variety of settings in which we work. The purpose of this study was to gauge interest in formal training in adult education among emergency medicine physicians. Methods: With research ethics board approval, we created and sent a 10-item electronic questionnaire to emergency medicine staff in our area. The questionnaire included items on demographics, experience in emergency medicine, additional post-graduate training, current teaching activities and interest in short (30-60 minute) adult education sessions. Results: Of a potential 360 active emergency physicians in our area, 120 responded to the questionnaire (33.3%), representing 12 area hospitals. Nearly half of respondents had been in practice over 10 years (48.44%). Respondents were mainly FRCP (50%) or CCFP-EM (47.50%) trained. 33.3% of respondents had masters degrees, of which 15% were MEd. Most physicians were involved in teaching medical students (98.33%), FRCP residents (80%) and family medicine residents (88.3%), though many were also teaching off-service residents, and allied health professionals. More than half of respondents (60%) were interested in attending short sessions to improve their skills as adult educators. The topics of most interest were feedback and evaluation, time-efficient teaching, the learner in difficulty, case-based teaching and bedside teaching. Conclusion: Emergency physicians in our area have a wide variety of experience and training in medical education. They are involved in teaching learners from a range of training levels and backgrounds. Physicians who responded to our survey expressed an interest in additional formal teaching on adult education topics geared toward emergency medicine.


2021 ◽  
pp. 106648072110618
Author(s):  
Janelle M. Cox

Home-based counseling is an emerging modality of providing mental health counseling services to clients across the lifespan. However, minimal graduate training programs and home-based agencies provide training and preparation for professional counselors. In addition, educational and professional requirements are currently ill defined. A nonexperimental pilot survey exploring home-based professional counselors work-based, and clinical supervision and training patterns was conducted. Results suggest home-based professional counselors serve diverse populations and have limited training regarding home-based competencies. Findings from the study are presented. Implications for training and practice for home-based counselors are discussed.


Author(s):  
Nathan Boardman ◽  
Jack Munro-Berry ◽  
Judy McKimm

Research carried out in 2016 by the authors investigated the challenges that doctors in training experience around leadership and followership in the NHS. The study explored contemporary healthcare leadership culture and the role of followership from the perspective of early career doctors. It found that the leadership and followership challenges for these doctors in training were associated with issues of social and professional identity, communication, the medical hierarchy, and relationships with senior colleagues (support and trust). These challenges were exacerbated by the busy and turbulent clinical environment in which they worked. To cope with various clinical situations and forms of leadership, doctors in training engage in a range of different followership behaviours and strategies. The study raised implications for medical education and training and suggested that followership should be included as part of formal training in communication and team working skills. The importance of both leadership and followership in the delivery of safe and effective patient care has been brought sharply into focus by the COVID-19 pandemic. This article revisits these challenges in light of the pandemic and its impact on the experiences of doctors in training.


2021 ◽  
Vol 12 (2) ◽  
pp. 47-62
Author(s):  
Garimidi Siva Sree ◽  
P. Ramlal

The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.


2019 ◽  
Vol 53 (2) ◽  
pp. 258-264
Author(s):  
Cassandra V. Emmons ◽  
Andrew M. Moravcsik

ABSTRACTMost political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political science doctoral programs reveals a troubling gap: only 60% of top departments offer any dedicated graduate training in qualitative methods. Departments can remedy this disjuncture between scholarship and training by enhancing their basic qualitative methods curricula. Our research shows that scholars agree broadly on the content of such training, effective pedagogical practices, major alternatives for curriculum design, and a menu of focused topics. Graduate programs that aspire to train professionally competent qualitative and multi-method researchers now can orient their reform efforts on shared disciplinary standards for qualitative methods training.


2017 ◽  
Vol 10 (10) ◽  
pp. 614-617
Author(s):  
Yasmin Hughes

‘Doctor’, derived from Latin, means ‘teacher’. As doctors, we teach our patients, students and colleagues. The General Medical Council makes reference to this in ‘Good Medical Practice’, stating that as a doctor ‘you should be prepared to contribute to teaching and training doctors and students’. The importance of teaching is echoed in the RCGP curriculum. Despite its importance, not every doctor has the opportunity of formal training on how to become an effective teacher. This article presents a simple guide that doctors can use to plan teaching sessions.


2001 ◽  
Vol 25 (11) ◽  
pp. 425-428 ◽  
Author(s):  
Peter David Le Fevre ◽  
Rainer Goldbeck

Aims and MethodA postal survey of all consultant psychiatrists employed by the NHS in Scotland was performed with the aim of determining the numbers and characteristics of consultant psychiatrists who have received training in cognitive–behavioural therapy (CBT). Additional aims were to ascertain the current practice of CBT, along with general attitudes towards practice and training issues.ResultsNine per cent of consultant psychiatrists had received formal training in CBT. An additional 20% had received informal tuition with supervision of cases. For consultants appointed within the previous five years, 48% had received the recommended amount of supervised experience. In practice, consultants were unable to devote significant amounts of time to formal CBT but were actively using CBT techniques and supported the availability of training opportunities.Clinical ImplicationsThe survey suggests that the current Royal College of Psychiatrists' guidelines do not appear to have been fully implemented for the area surveyed. Further debate is needed to ascertain the exact form that training in CBT should take.


1989 ◽  
Vol 20 (1) ◽  
pp. 42-46
Author(s):  
C. J. Kroon ◽  
J. R. Raubenheimer

This paper first analyses the demographic data and training environment of South African university graduates in Economics and/or Business Economics on the basis of information extracted from the HSRC register of graduates. Next, it analyses the vocational diffusion, demographic data, and training environment of 3701 respondents, who responded to a postal questionnaire which was sent to 8760 white male university graduates in Economics and/or Business Economics during 1985. Special attention is paid to certain aspects of the occupational situation of practising economists and business economists, for example their employer sectors, occupational functions, the utilization of formal training in the work situation, fields of work, and the use of computer systems.Hierdie artikel analiseer eerstens die demografiese data en opleidingsomgewing van Suid-Afrikaanse graduandi in Ekonomie en Bedryfsekonomie op grond van inligting bekom vanuit die RGN se register van graduandi. Daarna analiseer die artikel die werksverspreiding, demografiese data en opleidingsomgewing van 3701 repondente, wat geantwoord het op 'n vraelys wat aan 8760 blanke manlike graduandi gedurende 1985 gestuur is. Spesiale aandag word geskenk aan sekere aspekte van die beroepsituasie van praktiserende ekonome en bedryfsekonome, byvoorbeeld, hulle bedryfsektore, beroepsfunksies, die gebruik van formele opleiding in beroepsverband, werksvelde en rekenaartoepassing.


Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Filiz Esra Önen Bayram ◽  
Meriç Köksal

The changing role of the pharmacist led to some improvements of pharmacy education worldwide these last years. Curricula have evolved and the content-based education has been converted into a competency-based education. The definition of a global practice-based competency framework by the International Pharmaceutical Federation (FIP) and the European Pharmacy Competencies Framework by the European the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project helps Universities to keep in with these changes. The National Council of Deans of Faculties of Pharmacy in Turkey also defined 169 competencies with their sub-competencies that have to be reached upon the completion of a pharmacy education program, yet it did not indicate how the faculties can measure if their curricula are consistent with these competencies. This study aims to provide a method for a quantitative mapping of a given curriculum in order to analyze if a curriculum fulfills the requirements defined by the National Deans Council. It also helps to easily determine the weaknesses and strengths of a program. Moreover, with this study, the consistency of the content of the courses with the mission and vision defined by an institution can be easily determined. Thus, this study can also be a useful tool for the revision and enhancement of a program according to institutional targets.


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