scholarly journals 20. Is Strategic Development of Leadership Capacity for the Higher Education Workplace Possible?

2012 ◽  
Vol 5 ◽  
pp. 114
Author(s):  
Majorie Angel Brown
Keyword(s):  
Higher Education ◽  
Graduate Program ◽  
Professional Socialization ◽  
Leadership Capacity ◽  
Professional Competency ◽  
Socialization Process ◽  
Strategic Development ◽  
Diversity And Inclusion ◽  
Effective Leader ◽  
Competency Area

Beginning graduate students who are working in higher education can benefit from establishing a professional development plan designed to enhance leadership capacity. The challenge is to align personal goals with those of the graduate program, yet ensure that collegial socialization and professional competency development occurs. Professional socialization refers to the acquisition of values, attitudes, skills, and competencies pertaining to a professional subculture. In this paper, I describe an activity I designed and the process I used that address equity, diversity, and inclusion as one professional competency area in my socialization process as a strategy to become a more effective leader.

scholarly journals Graduate students share their experiences of building helping skills: A case study

2020 ◽  
Author(s):  
Michael Houdyshell ◽  
Natasha Ziegler
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Graduate Program ◽  
Well Being ◽  
Discussion Section ◽  
Education Professionals ◽  
Helping Skills ◽  
Diversity And Inclusion ◽  
Higher Education Professionals

Higher education needs individuals working with students to have the skills to handle a variety of issues related to success and well-being. Graduate programs preparing higher education professionals to work with students provide the opportunity for skill-building to occur. However, how do graduate students perceive their skill development in courses offered in a graduate program, specifically related to basic helping skills? This study, conducted in a College of Education at a university located in the southern United States posed two questions to find out more about the attributes graduate students contribute in the development of their knowledge of helping skills, and documenting the lived experiences of graduate students practicing helping skills. Five graduate students enrolled in a new course on helping skills were part of this case study. Three themes emerged after collecting and coding data during the course. The three themes were: building helping skills, confidence and comfortability, and multicultural, diversity and inclusion. The discussion section includes recommendations to always offer a helping skills course in graduation programs preparing individuals to work in higher education, any course on helping skills should have a multicultural focus, and the course curriculum should include a mix of clinical and practical elements.

scholarly journals Professional socialization of youth in Central and Eastern Europe

2020 ◽  
Vol 48 (6) ◽  
pp. 103-116
Author(s):  
Olena P. Bartosh ◽  
◽  
Bohdanna G. Hvozdetska ◽  
Nataliia I. Varha ◽  
Yana V. Zoska ◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Career Guidance ◽  
Professional Socialization ◽  
Well Being ◽  
Average Score ◽  
Student Survey ◽  
Socialization Process ◽  
Probabilistic Sample ◽  
High Willingness

Professional orientation of young people, the formation of their interests and needs is an important component of the socialization process. Crisis phenomena are manifested in the contradiction between organized and spontaneous processes of professional socialization, an increase in the rate of unemployment among young people, modern demands of young people and the real level of career guidance work, vocational training and employment of young people, which became the basis for researching the processes of professional socialization of young people. The sample consisted of 2315 respondents, of which 934 respondents were interviewed in Hungary according to the quota sample, 1381 respondents according to the probabilistic sample in Slovakia, Romania, Serbia and Ukraine. The research was carried out using a student survey (in cooperation with the Center for Research and Development of Higher Education, University of Debrecen (CHERD-Hungary)). The results of the study indicate that young people come to a situation of choosing a profession without a certain motivation, knowledge about the world of professions, having vague ideas about their future profession. Graduates rely on the opinions of others, are influenced by parents or teachers. The result is often a false choice of a future profession. Hungarian (77,5%), Romanian (75,7%) and Serbian (76,3%) students are the most independent in making decisions about studying in higher education; Ukrainian students (50,8%) who are guided by on the opinion of parents and teachers. A common feature for Ukrainian, Hungarian, Serbian and Romanian students is the enrichment of their knowledge (average score 3,28) and a prestigious, well-paid job (average score 3,05), for Slovak students the most characteristic motive for getting an education is budget funding (2,94 points) and the requirement of graduates by employers (2,0 points). It has been determined that young people have a high willingness to work to ensure their own material well-being. The prospect of further research is the development of recommendations for strengthening work in the field of vocational guidance for young people, contributing to the solution of the issue of devaluation of professional values.

On Beginning to Become Dietitians

2014 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Debbie MacLellan ◽  
Jacqui Gingras ◽  
Daphne Lordly ◽  
Jennifer Brady
Keyword(s):  
Identity Formation ◽  
Professional Socialization ◽  
Early Years ◽  
Formation Processes ◽  
Socialization Process ◽  
Complex Process ◽  
The Future

This paper explores beginning dietetic practitioners’ perspectives on the process of becoming dietetics professionals through the use of vignettes to illuminate the complex process of professional socialization.  Embedded in these vignettes are three themes related to the socialization process that occurs in the early years of dietetic practice: congruence, resilience, and relationships.  Our findings indicate that new dietitians struggle to develop their dietitian identity.  They feel unprepared for the relational and practice realities of the workplace and find the transition from dietetic intern to dietitian challenging.  They seek many ways to cope including seeking support from others and planning for the future but some consider leaving the profession.  It is important to understand the professional socialization and identity formation processes that occur during the early years of practice to ensure that dietitians feel prepared and supported as they begin their careers.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

scholarly journals The Professional Socialization of the Graduate Assistant Athletic Trainer

2015 ◽  
Vol 50 (5) ◽  
pp. 532-541 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines ◽  
William A. Pitney
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Data Saturation ◽  
Academic Tracks ◽  
Orientation Session ◽  
Board Of Certification

Context The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective To understand the socialization process for graduate assistant ATs during their graduate experience. Design Qualitative study. Setting We conducted phone interviews with all participants. Patients or Other Participants A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

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