Can we really assess professionalism? An examination of the learning objectives for the professional experience (WIL) at the University of Surrey

The University of Surrey has a well-established policy on the assessment of professional training (WIL), aligned with the UK’s Quality Assurance Agency’s Code of Practice.  Robust validation procedures are in place to ensure that all programmes of study comply with protocols.  These include the means of assessment (by visiting tutor, employer and student; through reports, presentations and debriefing) and the weightings of each element required to qualify for the 120 P (professional) credits achievable for the period of placement.  These may or may not contribute to the final degree award.

But how does this policy translate into reality at subject level?  Precisely what constitute appropriate learning objectives?  Are they the acquisition and demonstration of competence in practical skills?  Or rather the development of greater understanding in their subject?  Or perhaps it is those more fuzzy ‘wicked’ competences and metacognitive skills?  Or a combination of all four?  We celebrate the University’s long-standing success in graduate employment but what exactly makes our students desirable professionals? 

After considering some of the conceptual and theoretical models of work-place learning e.g. Boud and Symes (2000), Yorke (2005), Brennan and Little (1996), this paper examines a selection of programmes from the Faculties of Arts and Human Sciences, Health and Medical Sciences, Engineering and Physical Sciences and Management and Law at the

University of Surrey.  Desired learning outcomes are found to be diverse: they encompass specialist knowledge, personal and professional skills and recognition of ‘wicked’ competences.  It is asked how, given the variability with which policy is interpreted, professional experience can be compared and valued equally.  Is there a single definition of our graduates’ professionalism? The paper concludes with a proposal that the true value of the professional experience lies beyond the easily measurable indicator of employability. Commonality can be achieved through evaluation of the depth of critical reflection demonstrated by the student.  It is argued that this, not the short-term achievement of employment immediately after graduation, is the true and enduring value of professional placement.  But are we ready to embrace this subjective, elusive, objective?

Key words : assessment, critical reflection, learning objectives, professionalism, ‘wicked’ competences

References

Boud and Symes (2000),

Brennan and Little (1996),

Yorke (2005),

Presentation