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Learning to be Professional through a Higher Education e-Book

Page history last edited by Norman Jackson 9 years, 9 months ago

Learning to be Professional through a Higher Education e-book

Edited by Professor Norman Jackson

 

Sharing and integrating perspectives on the process of being and becoming professional

SCEPTrE's e-book project was launched in September 2009. It comprises a series of Chapters written by members of the SCEPTrE Team, or commissioned by SCEPTrE or volunteered by the people who use this wiki. The purpose of the book is to explore the idea of learning to be professional through a higher education and to bring together a range of perspectives on what being professional means, and descriptions and evaluations of different approaches that are used to prepare learners for the complexities of a life-time of being professional. If you would like to volunteer a Chapter describing the approaches that you use or offer a perspective on what being professional means, please contact the editor Professor Norman Jackson Norman.Jackson@surrey.ac.uk or norman@chalkmountain.eu

 

Goals

  • to demonstrate the power of an e-book as a mechanism for collaboration and sharing/disseminating knowledge and wisdom for improving practice
  • to encourage fresh thinking to improve understanding about what learning to be professional means in the contexts of a rapidly changing and uncertain world
  • to encourage the sharing of research findings and to make these accessible to the community of educator practitioners who work in this field 
  • to discover and showcase pedagogic, curricular and organisational practices that are both effective and inspiring in helping learners begin their journey to becoming professional.

 

We welcome contributions. If you would like to contribute please read the guidance notes. 

Friendly invitation to contribute to an e-book.doc

Guidelines for Authors.pdf

   

 

CONTENTS 

   

Introduction

Norman Jackson, University of Surrey

   

SECTION A PERSPECTIVES ON LEARNING TO BE PROFESSIONAL

CHAPTER A1 

Learning to be Professional: reflections on a lifetime of trying 

John Cowan, Edinburgh Napier University (September 2009) 

CHAPTER A2

 How Professionals Learn through Work  

 Michael Eraut, University of Sussex (October 2009)

see also chapter D3 

CHAPTER A3

 In Search of Professionalism 

Jenny Willis, University of Surrey (December 2009) 

CHAPTER A4

Developing Ceativity for Professional Capability through Lifewide Education

Norman Jackson, University of Surrey (August 2010)

CHAPTER A5

The teaching portfolio in higher education, and the nature of knowledge, curriculum and assessment in continuing professional learning (or development) 

Chris Trevitt, Oxford Learning Institute, University of Oxford (October 2010)

CHAPTER A6

Learning to be a self-regulating professional: the role of personal development planning (PDP)

Norman Jackson, University of Surrey (November 2010) 

 CHAPTER A7

Understanding Complex Performance through Learning Trajectories and Mediating Artefacts

 Michael Eraut, University of Sussex  

CHAPTER A8

Locating Immersive Experience in Experiential Learning

David Baud, University of Technology, Sydney (February 2010) 

CHAPTER A9

Reflection: a key personal agency for learning to be a professional?

Ursula Lucas, Bristol Business School, University of the West of England

CHAPTER A10

 Assessing the Complexity of Professional Achievement

Mantz Yorke (March 2011) Lancaster University

CHAPTER A11

A Model for Personal Professionalism 

Richard Beale October 2011

CHAPTER A12

Requirements or Delusions - the ethical dimension of professionalism

David Seedhouse  November 2011

 

SECTION B INSTITUTIONAL APPROACHES

CHAPTER B1

Work Integrated Learning in English Higher Education

Norman Jackson, University of Surrey (January 2010)

CHAPTER B2

Developing Professional Capability through Professional Training at the University of Surrey

Jenny Willis (February2010)

   

SECTION C PEDAGOGIC PRACTICES 

CHAPTER C2

Developing Professional Attitudes and Capability through an Arts Experience Documentary Film Making Project

Jeremy Barham, Lois Davis, and Julia Carey, University of Surrey

CHAPTER C3

As close as it gets: Developing professional identity through the potential of scenario-based learning

Edward Errington James Cook University Queensland, Australia

CHAPTER C4

Exploration of the feasibility of the Finnish ‘Team Academy’ approach as an innovation within a UK business education context

Paul Tosey, Graham Robinson, Nigel Biggs and Spinder Dhaliwal, University of Surrey

 CHAPTER C5 

 The Edge of Reality: Challenges facing educators using simulation to supplement students’ lived experience 

Edward Errington James Cook University Queensland, Australia 

CHAPTER C6

Helping Learners Develop the Means to Deal with Challenging Relationships in Work Placements:The importance of creativity

Peter Alcott, University of Surrey

 

 

SECTION D RESEARCH STUDIES

CHAPTER D1 

Improving the quality of work placements

Michael Eraut, University of Sussex and SCEPTrE  (April 2011)

CHAPTER D2

How do values underpin professionalism

An approach to explore values in Engineering education

Caroline Baillie, Yamun Nahar, George Catalano and Eric Feinblatt  (February 2010)

CHAPTER D3

The Balance between Communities and Personal Agency: Transferring and integrating knowledge and know-how

between different communities and contexts

Michael Eraut, University of Sussex

CHAPTER D4 & D5 Learning to be a Creative Professional   

Jenny Willis, SCEPTrE, University of Surrey (August 2010)

Role of lifewide learning in becoming a creative professional: case study University of Surrey

Jenny Willis, SCEPTrE, University of Surrey (August 2010)

 CHAPTER  D6

The nature of immersive experience                                                                                                  

Norman Jackson and Sarah Campbell, University of Surrey (August 2010)

CHAPTER D7

Assessing performance and capability in work placements   

Jenny Willis, University of Surrey and Tony Sahama & Megan Hargreaves Queensland University of Technology (October 2010) 

CHAPTER D8

Personal Professionalism: the students' perspective

Sarah Campbell, University of Surrey  JULY 2011

 

 

 

 

   

  

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