A profile of the Australian forestry profession

Jennings, K. S.; Bacon, Gary

doi:10.1080/00049158.1983.10674397

Cited by 2 publications

(1 citation statement)

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“…The response rate of this survey ( 64% of questionnaires that were useable) was greater than 47.5% return rate of Jennings and Bacon's (1983) survey of the IFA, and a substantial increase on the 22% to 35% return rate from surveys conducted of American foresters (Glascock 1977(Glascock , 1979. Although the response rate to the survey was acceptable by these standards, it was recognised that this survey sample was, like most surveys of this type, self-selected.…”

Section: Discussionmentioning

confidence: 97%

Reframing the professional education of foresters — a report of professional knowledge from a survey of Victorian members of the IFA

Kentish

Fawns

1996

Australian Forestry

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This paper reports on the responses from 201 questionnaires returned from Victorian members of the IFA and the dilemma they pose for university courses which provide professional education. The data showed consistency between how respondents ranked the essential skills that should be included in 'professional education' offered by universities and competencies they felt characterised their profession. Technical forestry competencies were consistently ranked most highly, followed by communication skills. However, when frequency-of-use responses were examined, both of the above were used less often than work related skills. Therefore, a discrepancy was found between the skills foresters ranked as most important in their professional education and recalled as competencies with the perception of their routine occupational tasks. Foresters saw their occupation as challenging their human, as well as resource management skills. Both skills were incorporated in the current professional practice of forestry. The difference between what the respondents considered important for professional education and professional service poses a dilemma for curriculum reform in university forestry courses. How can professional education be updated to a more management-centred profession without loss of the techno-scientific credibility that foresters felt underpins their professional identify? In answer to this question, it is suggested that the IFA and universities might collaborate to produce case study material for use in undergraduate courses.

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Section: Discussionmentioning

confidence: 97%