'Looking and feeling the part': developing aviation students' professional identity through a community of practice

O'Brien, Wendy and Bates, Paul (2015) 'Looking and feeling the part': developing aviation students' professional identity through a community of practice. Teaching in Higher Education, 20 (8). pp. 821-832. ISSN 1356-2517


For students entering a profession with a strong vocational focus, the development of professional identity and attributes are important components of successful professional practice. Familiarity with the norms and culture of a specific profession are not often addressed within normal curricula contexts of undergraduate degrees. At Griffith University, undergraduates within an aviation degree work together in a student led community of practice (CoP) to develop their professional identity along with a broader understanding of the aviation industry. This paper examines how Mentoring Aviators Through Educational Support (MATES) CoP provides the opportunity to engage with other students to develop professional competence through meaningful practice. It also examines how the MATES CoP fosters the student’s sense of professional identity.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Commerce
Date Deposited: 20 Jun 2016 23:49
Last Modified: 01 Aug 2016 06:05
Uncontrolled Keywords: communities of practice; undergraduates; professional identity; peers
Fields of Research : 15 Commerce, Management, Tourism and Services > 1507 Transportation and Freight Services > 150701 Air Transportation and Freight Services
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970115 Expanding Knowledge in Commerce, Management, Tourism and Services
Identification Number or DOI: 10.1080/13562517.2015.1087998
URI: http://eprints.usq.edu.au/id/eprint/28648

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