scholarly journals The Changing Opportunities of Professionalization for Graduate Occupations

2017 ◽  
Vol 16 (5) ◽  
pp. 613-633
Author(s):  
Gerbrand Tholen
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Labour Force ◽  
Professional Knowledge ◽  
Professional Status ◽  
Abstract Knowledge ◽  
New Graduate ◽  
Educational Credentials ◽  
The Creation ◽  
Expansion Of Higher Education

Abstract In recent times, rapidly changing occupational contexts have altered professional trajectories. While sociologists have emphasized that abstract knowledge acquired in higher education is an important characteristic of professionalism, it is not clear whether the expansion of higher education has affected the possibility of individuals and groups to monopolize their university credentials. In this article the author argues that the emergence of new graduate occupations and the growth of a university-educated labour force have made occupational closure in the professions more difficult. The changing relationship between education, skills, jobs and credentials limits possibilities for the creation and maintenance of professionalization trajectories as a professional status and a professional knowledge base becomes harder to achieve. Due to the decreasing opportunities of using formal educational credentials to achieve professional closure, aspiring occupations will have to rely more on what is called ‘symbolic closure’.

Learner-Developed Case Studies on Ethics

2018 ◽  
pp. 131-163
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
The Creation

This chapter explains how case studies can be used successfully in higher education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision making while addressing ethical standards and theories. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor's and learners' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, learners support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

scholarly journals From stretcher-bearer to paramedic: the Australian paramedics’ move towards professionalisation

2019 ◽  
Vol 7 (4) ◽  
Author(s):  
Brett Williams ◽  
Andrys Onsman ◽  
Ted Brown
Keyword(s):  
Higher Education ◽  
Health Economic ◽  
Professional Knowledge ◽  
Self Control ◽  
Social Health ◽  
Professional Status ◽  
Political Forces ◽  
Professional Self

Over the last one hundred and twenty years, the Australian paramedic sector has changed dramatically; influenced and informed by a range of social, health, economic, professional, and political forces. However, there has been little reflection of those changes in either the perception of the discipline as a profession or the manner in which its membership is trained, socialised, and educated. This paper explores the links between professionalisation and education in the paramedic field. Paramedics are currently at best seen as a 'semi-profession' and a great deal of discussion about whether the discipline actually wants to achieve full professional status exists. Comparisons will be made with the professions of nursing and physiotherapy, outlining how and why they progressed from a semi-professional status to a fully recognised profession, culminating in a discussion about which characteristics the paramedics discipline as yet lacks. A review of common professional traits suggests three areas where the discipline falls short: 1) the delineation of its professional compass, especially in relation to extant recognised cognate (and competitive) professions, 2) National registration and regulation resulting in professional self-control and accreditation, and 3) Higher Education and the development of a unique body of professional knowledge. Finally it will be argued that the recognition and addressing of the gaps by the relevant policymakers, regulators, employers and academics will lead to the formulation of strategies that are most likely to result in professional status for paramedics in Australia.

scholarly journals From stretcher-bearer to paramedic: the Australian paramedics’ move towards professionalisation

2009 ◽  
Vol 7 (4) ◽  
Author(s):  
Brett Williams ◽  
Andrys Onsman ◽  
Ted Brown
Keyword(s):  
Higher Education ◽  
Health Economic ◽  
Professional Knowledge ◽  
Self Control ◽  
Social Health ◽  
Professional Status ◽  
Political Forces ◽  
Professional Self

Over the last one hundred and twenty years, the Australian paramedic sector has changed dramatically; influenced and informed by a range of social, health, economic, professional, and political forces. However, there has been little reflection of those changes in either the perception of the discipline as a profession or the manner in which its membership is trained, socialised, and educated. This paper explores the links between professionalisation and education in the paramedic field. Paramedics are currently at best seen as a „semi-profession‟ and a great deal of discussion about whether the discipline actually wants to achieve full professional status exists. Comparisons will be made with the professions of nursing and physiotherapy, outlining how and why they progressed from a semi-professional status to a fully recognised profession, culminating in a discussion about which characteristics the paramedics discipline as yet lacks. A review of common professional traits suggests three areas where the discipline falls short: 1) the delineation of its professional compass, especially in relation to extant recognised cognate (and competitive) professions, 2) National registration and regulation resulting in professional self-control and accreditation, and 3) Higher Education and the development of a unique body of professional knowledge. Finally it will be argued that the recognition and addressing of the gaps by the relevant policymakers, regulators, employers and academics will lead to the formulation of strategies that are most likely to result in professional status for paramedics in Australia. What

Higher Education for the Creation of Prosperity, Sustainability in Security and Development in Times of COVID-19 Pandemic: A Case Study

2020 ◽  
Vol 23 (13) ◽  
Author(s):  
Amelia Yuliana Abd Wahab ◽  
Munir Shuib ◽  
Abdul Rahman Abdul Razak Shaik
Keyword(s):  
Higher Education ◽  
The Creation

Higher education, gender, and foreign direct investment: Evidence from OECD countries

2021 ◽  
pp. 095042222199727
Author(s):  
George Pantelopoulos
Keyword(s):  
Higher Education ◽  
Foreign Direct Investment ◽  
Direct Investment ◽  
Tertiary Education ◽  
Labour Force ◽  
Oecd Countries ◽  
Educational Levels ◽  
Education Statistics ◽  
Level Of Significance ◽  
The Relationship

The objective of this study was to explore and empirically investigate the relationship between the labour force across educational levels and foreign direct investment (FDI), and to facilitate comparisons of education statistics and indicators across countries based on uniform and internationally agreed definitions. The analysis focuses on OECD countries. The empirical findings suggest that an educated labour force positively affects inward FDI. However, different educational levels do not have the same level of significance; tertiary education appears to have the greatest influence. As far as gender is concerned, the level of female participation in the workforce seems to be crucial in attracting FDI, and governments should therefore adopt policies to promote women’s empowerment.

Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Liana Stanca ◽  
Dan-Cristian Dabija ◽  
Elena Păcurar
Keyword(s):  
Cluster Analysis ◽  
Knowledge Transfer ◽  
Learning Styles ◽  
Labour Market ◽  
Community Of Practice ◽  
Labour Force ◽  
Emerging Market ◽  
Professional Knowledge ◽  
Content Type ◽  
Learning Framework

Purpose The paper aims to highlight how an applied learning framework or “community of practice” (CoP) combined with a traditional theoretical course of study enables the identification of teaching-learning processes which facilitate knowledge transfer from practitioners to graduate information technology (IT) students for quicker integration in the labour market. Design/methodology/approach CoPs are identified based on cluster analysis according to Kolb’s Learning Style Inventory (1984), with data obtained through a survey. Empirical research is applied to the CoP developed within a non-formal learning framework, principal new actors being IT specialists linked to graduate IT students and teachers on a traditional university course. Graduate IT students can gain knowledge of the ideal employee and the social and emotional skills needed to integrate with the IT labour market. Findings The K-Means algorithm helps to identify clusters of graduate IT students displaying necessary knowledge acceptance behaviour to convert them into specialists. The results of the cluster analysis show different learning styles of the labour force, providing an overview of candidate selection methods and the knowledge, skills and attitudes expected by users. Research limitations/implications Although the research adds value to the existing literature on learning styles and the knowledge and core skills needed by IT specialists, it was limited to an emerging market. Originality/value The study provides a preliminary overview of graduate IT students’ attitudes from an emerging market to the re-engineering of academic learning contexts to facilitate professional knowledge transfer, converting them into IT practitioners and integrating them in the labour market of an emerging economy.

scholarly journals Expansion of Higher Education and Declining Quality of Degrees

2013 ◽  
Author(s):  
Miroslav Beblavy ◽  
Mariya Teteryatnikova ◽  
AnnaaElisabeth Thum
Keyword(s):  
Higher Education ◽  
Expansion Of Higher Education

scholarly journals Teacher Fellow accreditation – a madrigal of voices! But is it the right tune? Tensions of standardisation, engagement and neoliberalism

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hazel Kershaw-Solomon ◽  
Nick Beech ◽  
Jeff Gold ◽  
Julia Claxton ◽  
Tricia Auty ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
Employee Engagement ◽  
Peer Relationships ◽  
Academic Staff ◽  
Professional Status ◽  
Critical Approach ◽  
Content Type ◽  
Competency Frameworks ◽  
The Impact

Purpose The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools. Design/methodology/approach A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored. Findings This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment. Practical implications This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement. Originality/value The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.

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