Professional education in occupational health and safety in Australia

Marshall, Elfreda; Mackey, Martin

doi:10.1016/0925-7535(95)00034-e

Cited by 7 publications

(3 citation statements)

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“…Limburg (1995) worked on identifying the competences for the safety professional. Marshall and Mackey (1995), Swuste and Arnoldy (2003) and Pryor (2016) did some research on safety professional education. Wybo and Van Wassenhove (2016) present in their paper the creation of a post master safety education program.…”

Section: Professionalization Of Safetymentioning

confidence: 99%

Professionalization in Safety: A Study of the Fundamental Knowledge of Future Safety Professionals

Wassenhove

Foussard²

2020

Proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conf

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This contribution to the ESREL conference will present an expérimentation about testing fundamental knowledge of future safety professionals. The post master Management of Industrial Risks has graduated more than 250 students since 2004. The program addresses Occupational Health and Safety and Industrial Safety topics. Most of the students find a job related to one of those two domains.The program recruits among a large panel of Master Programs, going from Safety, Health, Quality, and Environment. Students then follow a 500 hours program and they do a 1000 hours internship. The question we arise is "What is the fundamental knowledge a safety professional needs to master?" And how can we assure that a student graduated from the program masters this knowledge? This article will present how fundamental knowledge for safety professionals is identified and how this knowledge is assessed. A fundamental knowledge assessment was done on one cohort of students and their feedback on this test is collected. This kind of test develops their meta-knowledge in the safety domain. A critical reflection about learning in the safety domain and quality analysis of safety education programs is made and perspectives about future curricula are proposed.

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Section: Professionalization Of Safetymentioning

confidence: 99%

Professionalization in Safety: A Study of the Fundamental Knowledge of Future Safety Professionals

Wassenhove

Foussard²

2020

Proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conf

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“…Today there is a global network of safety practitioner organizations and institutes known as INSHPO, and many countries have some form of professional standards and a safety professional certification scheme. In response to the growth in the safety profession, academic education programs for safety professionals commenced in the early 1990's, but with widely varying curricula and differing internship or fieldwork requirements (Marshall andMackey 1995, Arezes andSwuste 2012). Some graduate programs were traditionally entirely technically focused which mirrored the tasks and functions of safety professionals in the workplace as passive advisors on specific safety matters (Nedved and Booth 1982, Swuste and Arnoldy 2003, Ferguson and Ramsay 2010, Wybo and Van Wassenhove 2015.…”

Section: Safety Professionmentioning

confidence: 99%

“…The literature repeatedly recommends the inclusion of traditional management (i.e. MBA curriculum) alongside risk management, with a focus on; communication, management of change, influence without authority, human behavior, decisionmaking, negotiation, conflict management, coaching and consulting, as well as safety principles (Marshall and Mackey 1995, Adams 2000, Adams 2003, Swuste and Arnoldy 2003, Ferguson and Ramsay 2010, Wybo and Van Wassenhove 2015, Pearson 2016). In addition to technical, management and interpersonal content, safety programs should include psychology and sociology (Swuste andArnoldy 2003, Wybo andVan Wassenhove 2015).…”

Section: Safety Professionmentioning

confidence: 99%

Bureaucracy, influence and beliefs: A literature review of the factors shaping the role of a safety professional

2017

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Safety professionals have been working within organizations since the early 1900's. During the past 25 years, societal pressure and political intervention concerning the management of safety risks in organizations has driven dramatic change in safety professional practice. What are the factors that influence the role of safety professionals? This paper reviews more than 100 publications. Thematic analysis identified 25 factors in three categories: institutional, relational, and individual. The review highlights a dearth of empirical research into the practice and role of safety professionals, which may result in some ineffectiveness. Practical implications and an empirical research agenda regarding safety professional practice are proposed.

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Occupational Health and Safety post-graduation courses in Europe: A general overview

Arezes

Swuste

2012

Safety Science

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Professional education in occupational health and safety in Australia

Cited by 7 publications

References 0 publications

Professionalization in Safety: A Study of the Fundamental Knowledge of Future Safety Professionals

Professionalization in Safety: A Study of the Fundamental Knowledge of Future Safety Professionals

Bureaucracy, influence and beliefs: A literature review of the factors shaping the role of a safety professional

Occupational Health and Safety post-graduation courses in Europe: A general overview

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