How about professionalism, professions and standards: the creation of acculturated professionals

Padro, Fernando F. and Kek, Megan Y. C. A. and Press, Nona and Trimmer, Karen and Green, Jonathan H. and Hawke, Michael F. and Hawke, Laurie (2019) How about professionalism, professions and standards: the creation of acculturated professionals. In: Ensuring quality in professional education volume II: engineering pedagogy and international knowledge structures. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 1-28. ISBN 978-3-030-01083-6

Abstract

Professional education is both an epistemological and ontological experience. The end game is to be a practitioner within a selected profession that satisfies personal expectations while contributing to society through practice. There is a triadic sensemaking relationship between the individual wanting to be a professional, the higher education institution (HEI) providing the preparatory curriculum and related experiences and the different stakeholders who employ the new professional and those expecting intellectual capital and productivity gains from these new professionals. Therefore, quality is a many-sided perception dependent on whose purpose frames its evaluation and the extent to which outcomes are determined to be gains. This chapter discusses the various perspectives of what quality is and the transferability of determinations between the different perceivers.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: No access to published files.
Faculty/School / Institute/Centre: Current - Open Access College
Date Deposited: 17 Apr 2019 06:21
Last Modified: 05 Jul 2019 03:18
Uncontrolled Keywords: autopoiesis, immanent, intentional, quality of purpose, quality of purpose, stakeholder, temporality
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
15 Commerce, Management, Tourism and Services > 1503 Business and Management > 150313 Quality Management
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: C Society > 93 Education and Training > 9305 Education and Training Systems > 930599 Education and Training Systems not elsewhere classified
B Economic Development > 91 Economic Framework > 9105 Measurement Standards and Calibration Services > 910504 Service Industries Standards and Calibrations
C Society > 93 Education and Training > 9304 School/Institution > 930403 School/Institution Policies and Development
C Society > 93 Education and Training > 9305 Education and Training Systems > 930502 Management of Education and Training Systems
C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified
B Economic Development > 91 Economic Framework > 9104 Management and Productivity > 910402 Management
B Economic Development > 91 Economic Framework > 9104 Management and Productivity > 910499 Management and Productivity not elsewhere classified
C Society > 93 Education and Training > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions
C Society > 93 Education and Training > 9304 School/Institution > 930499 School/Institution not elsewhere classified
Identification Number or DOI: 10.1007/978-3-030-01084-3_1
URI: http://eprints.usq.edu.au/id/eprint/35424

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