Making ‘professionalism’ meaningful to students in higher education

Evidence-Based Professionalism in Small Specialist HE Course Management – Reflexive Thoughts on Ongoing Research

“…I would argue that this understanding of professionalism aligns with Wilson's more traditional notion that a professional has a sense of responsibility and service to the wider community (Anna Wilson et al, 2013). Certainly in my own professional practice as a bioveterinary scientist and course manager this sense of responsibility leads to me using various forms of evidence to support my decision making, for example regarding maths support provision.…”

“…Indeed, according to Carr (2000), there are five dimensions to professionalism: provision of an important public service, an existence of the theoretical and practical expertise, a distinct ethical code of practice, a regulatory organisation, and a high degree of individual autonomy. These dimensions are recognised by Wilson et al (2013), who define a professional as someone who exercises specialist knowledge and skills with judgement, who identifies as a member of a self-governing community founded on shared practices and values, and who has a sense of responsibility and service to the wider community. Additionally, Hampton, Wolf, Albinsson and McQuitty (2009) describe the requirement for a certification of licensing process as an attribute of a profession.…”

Win-Win-Win: Reflections from a Work-Integrated Learning Project in a Non-Profit Organization

“…Identifying as a member of a professional community of shared practices and values 3. Having a genuine sense of responsibility and service for your professional community Wilson et al (2013) found from their study that students had only a limited awareness of professionalism. Learning activities must therefore prepare students to develop disciplinary and generic skills to work reflectively and ethically in dynamic, complex and ambiguous circumstances (Fitch, 2011, p. 14).…”

“…Professional attributes include demonstrating integrity and maturity when dealing with others and, at the highest level, acting in a way that encompasses leadership and emotional intelligence. Three key aspects of professionalism were classified by Wilson, Åkerlind, Walsh, Stevens, Turner, andShield (2013, p. 1224). Essentially, these are:…”

Evidence-based professionalism in small specialist HE course management – reflexive thoughts on ongoing research

“…Indeed, according to Carr (2000), there are five dimensions to professionalism: provision of an important public service, an existence of the theoretical and practical expertise, a distinct ethical code of practice, a regulatory organisation, and a high degree of individual autonomy. These dimensions are recognised by Wilson et al (2013), who define a professional as someone who exercises specialist knowledge and skills with judgement, who identifies as a member of a selfgoverning community founded on shared practices and values, and who has a sense of responsibility and service to the wider community. Additionally, Hampton, Wolf, Albinsson and McQuitty (2009) describe the requirement for a certification of licensing process as an attribute of a profession.…”