Professional Identities and Ethics: The Role of Work-Integrated Learning in Developing Agentic Professionals

Zegwaard, Karsten E.; Campbell, Matthew; Pretti, T. Judene

doi:10.1108/s1479-367920170000032009

Cited by 29 publications

(27 citation statements)

References 27 publications

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“…In his defence, his lawyers argued he ‘followed orders to keep his job and support his family’ (Associated Press, 2017). This case and other similar events – including the Canadian SNC-Lavalin bribery and corruption scandal – have drawn attention to engineering practices and ethical conduct (Zegwaard et al, 2017). However, what is particularly striking about the Volkswagen case is the illustration of how employing firms may overtly or covertly pressure professionals such as engineers to violate their professional ethics.…”

Section: Introductionmentioning

confidence: 87%

“…Engineers’ high levels of representation within management have led some to argue they are more likely to adopt a hybrid professionalism in which professional interests and organizational goals converge (Brint, 1994; Causer and Jones, 1996). At the same time, ethical conduct appears important within the profession (Zegwaard et al, 2017). Professional engineers’ code of ethics confirms that they ‘have a clearly defined duty to society, which is to regard the duty to public welfare as paramount, above their duties to clients and employers’ (Professional Engineers of Ontario (PEO), 2018).…”

Section: Engineering In Canadamentioning

confidence: 99%

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‘This Happens All the Time’: Organizations, Rationalization and Ethical Dilemmas in Engineering

Adams

2020

Work, Employment and Society

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Given their positions of public trust, regulated professions are legally required to uphold ethical standards, and ensure that professional practice protects the public. Nonetheless, there is ample evidence that professionals do not always behave ethically. One proposed solution is greater organizational surveillance; however, research from a neo-Weberian perspective encourages scepticism about such arguments. Organizations may not only fail to stop professionals from violating ethical codes, but rationalizing organizations might actively encourage such violations in the name of efficiency. This article explores the impact of organizations and rationalization on professional misconduct through a mixed-methods study of professional engineers in Ontario, Canada. Findings suggest engineers are impacted by rationalization, and that those with less decision-making authority experience pressures discouraging practice in the public interest.

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Section: Introductionmentioning

confidence: 87%

Section: Engineering In Canadamentioning

confidence: 99%

‘This Happens All the Time’: Organizations, Rationalization and Ethical Dilemmas in Engineering

Adams

2020

Work, Employment and Society

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“…The aim of workplace learning has mostly been about making the newcomer 'workready' (Zegwaard et al, 2017), focusing on the acquisition and application of the knowledge and skills needed to operate as a professional. Dall'Alba (2009) reminds us that the 'workready' attitude is not enough when learning a profession.…”

Section: Some Remarks On Becoming a Professionalmentioning

confidence: 99%

“…It is widely acknowledged that learning a profession requires both a theoretical and practical approach. Professional socialisation through workplace learning involves the formation of both a self and a professional identity in a complex interplay between cultural norms, values and communities (Trede, 2012;Zegwaard et al, 2017). However, the emergence of a professional identity is not necessarily conscious, nor purposefully chosen (Trede, 2012, p. 159).…”

Section: Introductionmentioning

confidence: 99%

In-field training in the police: Learning in an ethical grey area?

Hoel

Christensen

2020

JWL

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Purpose Although workplace learning is an important part of professional learning, little is known about the unethical aspects of workplace learning. This study aims to describe students’ learning experiences from in-field training in the police. This paper aims to examine how workplace learning can challenge proper ethical professional development and thus become a question of ethical concern. Design/methodology/approach The study is based on open-ended questions in a questionnaire among Norwegian police students (N = 277) who had ended their one year’s in-field training and had returned to campus for the third and final year of police education. The data are analysed by means of a qualitative content analysis. Findings The paper presents two findings. First, the students learn best from assignments that push them beyond their comfort zone. Second, students struggle with their own expectations of themselves as police officers. The findings suggest that workplace learning leaves students aspiring to demonstrate their capability to be a police officer, rather than focusing on learning to be a police officer. Practical implications The study can provide organisations such as educations, public services and businesses with better understanding on how to enrich learning in their on-the-job training manuals and programmes to evolve ethical professional behaviour. Ethical considerations can help leadership to improve efficiency and performance at the workplace. Originality/value How the potentially unethical aspects of workplace learning can influence the profession’s ethical attitude is an understudied topic in studies on learning to become a professional.

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“…Despite the fact that several surveys have studied the question of employability, however, there is no overall finding on this issue because, among other things, it has been shown that the different stakeholders involved in employability, such as policy makers, teaching staff and universities students, interpret this concept in a different way (Wickramasinghe & Perera, 2010). The perceptions about the concept of employability have been broadened in recent years by focusing on the most often sought-after technical skills and qualities that are considered necessary for graduates to be considered work-ready, in a new wider approach including non-technical skills such as networking (Bridgstock, 2017) and professional identity (Zegwaard, Campbell, & Pretti, 2017) Employability, finding a job, results from a number of factors such as the foundation of key competences, access to education, availability for participation in training programs, motivation, ability to support and exploit the advantage of continuing learning, recognition of acquired skills, which are crucial to enabling the worker to have a decent job, to be able to manage changes to adopt new technologies and to enter in new markets. In addition, you must have the ability for networking, self-promotion skills for promoting yourself in the job market, to be able to guide a kind of navigating during your career, and to remain active in your lifetime (ILO, 2013).…”

Section: Different Aspects Of Employability and Factors Which Affect Itmentioning

confidence: 99%

The Significance of Employability Training Courses According to Graduate Views: Empirical Research for Greece

Dimopoulos¹

2019

IJHRS

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There is a consensus that employability isn’t only gathering degrees and other qualifications but rather is a set of various factors such as possessing the right transferable skills, the knowledge of job market, the combination of personal attributes, the ongoing training, self presentation skills, networking and ego drive to navigate yourself effectively in a continuous changing world of work. On the other hand, there is an opinion in general that graduates have a remarkable problem to enter the job market for the first time. They don’t know how to search effectively for new job positions, how to present their skills and abilities towards the recruiters or employers and have no idea how to react in the interview process. Finally, employee candidates after graduation need help and consultancy to enter the job market.This study aims to search the role of training courses in enhancing candidates’ employability outcomes according to their opinion. For this purpose, an empirical research has been conducted in order to explore the view of the candidates’ about the importance of relative courses to enhance their employability. In particular we asked two hundreds and thirteen post graduates students in Greece about their opinion of the usefulness in participating and attaint such courses. Furthermore, combined we asked them how much they agree with particular statements that employability is more than having someone qualifications.Results show that employability training courses could contribute effectively in employability outcomes .Also participants agree to the statements that to be someone employable depends not only on their qualifications but also on other factors such as the effectiveness of utilizing job search methods, self promotion skills, networking etc.

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Professional Identities and Ethics: The Role of Work-Integrated Learning in Developing Agentic Professionals

Cited by 29 publications

References 27 publications

‘This Happens All the Time’: Organizations, Rationalization and Ethical Dilemmas in Engineering

‘This Happens All the Time’: Organizations, Rationalization and Ethical Dilemmas in Engineering

In-field training in the police: Learning in an ethical grey area?

The Significance of Employability Training Courses According to Graduate Views: Empirical Research for Greece

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