| 1. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Identity and Engagement for professional formation
- 2007
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Ingår i: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Students entering university have notions surrounding their future professions. In someinstances the profession has a high social status and the work in that area is well known, inother areas the nature of professional work is opaque. In this paper we discuss the ways inwhich students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience as a whole leads towards their professional formation. We suggest that Wenger-s community of practice models that highlight integrated or distributed forms of engagement may be enhanced through a consideration of dimensions of learning, identity formation and engagement with professionally encountered content. To explore these issues we combine the research outcomes of two international projects, the Journeymen and Professional Entity projects, involving over 500 students in a variety of discipline areas. Students in these projects participated in semi-structured interviews that focused their attention on their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities.Identity formation and engagement can be seen to be a relation with the students- learning experience - which in themselves build up an expectation of the intending profession - and the manner in which they anticipate or practice in professional working life. We postulate that students- views of their profession and their pedagogic experiences combine to incline themtowards a clear or diffuse sense of professional engagement.
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| 2. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Learning for the professions : Lessons from linking international research projects
- 2008
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 56:2, s. 129-148
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Tidskriftsartikel (refereegranskat)abstract
- At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students' future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation. © 2007 Springer Science + Business Media B.V.
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| 3. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life
- 2007
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Ingår i: 5th International Conference on Researching Work and Learning,2007. - Cape Town : University Press.
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Konferensbidrag (refereegranskat)abstract
- How do students experience their formal studies in preparation for professional work? This common research interest was the incentive to explore the intersections between two large international research projects that both build on a large number of interviews with students about their conceptions of learning and work in different disciplines and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work within their workplace. Through the use of techniques of qualitative meta-analysis, we have linked the results from both projects and constructed a model of significant features of professional learning. In this paper, we apply the model to one case study from each of the research projects, and in turn use these case studies to illuminate the model. The model shows how students may be inclined towards the development of professional identities and engagement with their studies and profession, depending on the relationships between the students- perceptions of learning for work and their views of professional knowledge. We suggest that the model can be used to investigate the nature of professionally oriented knowledge, but also as a means to analyse the impact of higher education, curriculum planning and teaching for professional formation.
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| 4. |
- Bergseth, Brita, et al.
(författare)
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Ranking quality in higher education : guiding or misleading?
- 2014
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 20:3, s. 330-347
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Tidskriftsartikel (refereegranskat)abstract
- The study examines two different models of measuring, assessing and ranking quality in higher education. Do different systems of quality assessment lead to equivalent conclusions about the quality of education? This comparative study is based on the rankings of 24 Swedish higher education institutions. Two ranking actors have independently assessed the quality of these institutions during the same year. The analysis focuses on the concepts of quality on which the rankings are based, the choice of quality indicators, as well as methods, data sources and assessors. Although both actors base their rankings on the same overarching definition of quality, their conclusions do not correspond. The statistical method applied in this review, Bland-Altman analysis, indicates no significant agreement between the qualitative and quantitative measurements of quality in higher education. On the contrary, in several cases there are remarkable differences.
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| 5. |
- Reid, Anna, et al.
(författare)
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From Expert Student to Novice Professional
- 2011
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Bok (refereegranskat)abstract
- Students entering higher education expect that their studies should lead them towards some form of professional career. They come to university wilh a range of ecpectations for their learning as well as for the outcomes of their learning. In this age. when complex internationalised professions are the main soure of work for graduales, sludents need to prepare themselves for a future that can be volatile, changeable and challenging. Our overall aim in this book is to show how students navigate their way through learning and become effective students and how they shift the focus of their learning away from the formalism associated with the university situation towards the exigencies of working life. In this sense. we explore how poople move from being expert sludents tio novice professionals starting to establish themslves in a profession. When a person is an expert at somelhing they are usually able to demonstrate an excellent skill or understanding. whilst a novice is usually a relative newcomer to an arca who will undertake some sort of probation (articulated or not) before he or she can be fully embraced by the particular area. We look at how students become pre-professional experts. in the sense that they hold and demonstrate professional knowledge and disposilion, and reel a personal interest and engagement with a specific discipline area that leads them into professional practice. However. when these expert students finally make the transition to working life their profcssional expertise is subsumed as they take en a novice role in the work place. So. we consider how students make this transition from e xpert to novice and perhaps back again.To support the ideas presented in this book. We will utilise a decade of research undertaken in countries halfa world away from each other - Sweden and Australiaand use the combined outcomes to present a model ofprofessional leaming. Rather than building our theory out of our own common experience. we use empirical research gnthered from students and leachers to show how student, negotiate the forms of professional knowledge they encounter as part of their studies and how they integrate their understandings of a future professional world with professional knowledge and learning. As students move from seeing themselves as learners, they take on more of a novice professional identity. which, in turn, provides a stronger motivation for their fonnal studies.
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| 6. |
- Reid, Anna, et al.
(författare)
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Identity and engagement for professional formation
- 2008
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Ingår i: Studies in Higher Education. - : Informa UK Limited. - 0307-5079 .- 1470-174X. ; 33:6, s. 729-742
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Tidskriftsartikel (refereegranskat)abstract
- Students enter university with ideas about their future professions. In some disciplines, the profession and the nature of professional work are well understood, while in other areas, they are more opaque. The authors investigate the ways in which students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience leads towards their professional formation. The authors investigations are in two parts: first, they carry out a critical review of recent thinking on the question, including its formulation into national policy documents in two countries, Sweden and Australia. Then they adduce empirical data from the research outcomes of two international studies, in which students were interviewed about their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities. The authors conclude that professional identity formation is a relation between students learning experience and the manner in which they anticipate or practise in professional working life.
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