Social workers, teachers and nurses – from college to professional work

Heggen, Kåre

doi:10.1080/13639080802214076

Cited by 36 publications

(33 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this respect, nursing students are not alone. Students from a number of professional programs, such as teaching, social work, and engineering, suggest similar experiences (Bergem, 1993;Bullough, 2011;Colnerud, 1995;Heggen, 2008). Lee Shulman (2009, p. ix) argues that nearly all professional education falls short when dealing with issues of professional responsibility and ethics, in spite of the great strides made in raising consciousness and awareness in recent years.…”

mentioning

confidence: 86%

Ambitions and Responsibilities: A Textual Analysis of the Norwegian National Curriculum Regulations for Nursing Education

Solbrekke

Heggen

Engebretsen

2013

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

mentioning

confidence: 86%

Ambitions and Responsibilities: A Textual Analysis of the Norwegian National Curriculum Regulations for Nursing Education

Solbrekke

Heggen

Engebretsen

2013

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

“…For example, Wilton (2008) found that graduates in business and management acknowledged 'the limits of academic studies in preparing graduates for the workplace' (p155), while Nyström argues that professional identity is formed through the interaction of different life spheres 'rather than an isolated phenomenon only taking place in the university or work context' (Nyström 2009). Indeed, transitions are not necessarily straightforward when degree courses are designed with specific reference to occupational roles such as teaching, nursing or social work (Heggen 2008;Raffo and Hall 2006;McNamara et al 2002). For example, Eraut shows that while the transition into accountancy or engineering is characterised by a requirement to pass professional body examinations during the early years of employment, nurses, who are already qualified, experience transitions characterised by the 'sudden assumption of a great deal of responsibility and immersion into a highly demanding, pressurised environment with a very high workload' (Eraut 2003, p4).…”

Section: Transitionmentioning

confidence: 99%

Becoming an IT Person: Field, Habitus and Capital in the Transition from University to Work

Clark

Zukas

Lent

2011

Vocations and Learning

View full text Add to dashboard Cite

Transitions from university study to graduate work in new industries such as information technology (IT) are not well understood. As the IT industry is a significant recruiter of graduates and an important component of the UK economy, the transition into the IT profession needs to be understood better. In addition, understanding the transition into IT work may contribute to a broader understanding of transitions in the new industries more generally. We focus on three cases selected from a broader longitudinal project and take as our starting point graduates' perspectives on their transitions. We use Bourdieu's conceptions of field, habitus and capital to move beyond existing policy discourses which tend to concentrate exclusively on the qualities of graduates. Specifically, we argue that, to understand transitions we need to focus on the work and the organisational context (field), the habitus of the individual making the transition, and the resources (capital) that individuals may deploy. That is, individual transitions are better understood by considering field, habitus and capital and the interactions between them.The transition from university study into graduate work is not yet well understood (Dahlgren et al. 2006;Johnston 2003), particularly in relation to specific professions and/or industries. The policy discourse often adopts a 'learning equals earning' Vocations and Learning (2011) 4:133-150

show abstract

“…A significant (but even weaker) correlation is also found in nursing, which perhaps can be related to the strong academic orientation found in nursing and the use of knowledge and development of a professional knowledge as a tool for raising the status of the nursing profession. Research (also using StudData) has also shown Norwegian nursing students to be highly oriented towards academic knowledge when entering and emphasising this even more at graduation (Heggen, 2008).…”

Section: The Validity Of and Relationship Between Measuresmentioning

confidence: 99%

Learning outcomes across disciplines and professions: measurement and interpretation

Caspersen

Frølich

Karlsen

et al. 2014

Quality in Higher Education

View full text Add to dashboard Cite

Learning outcomes of higher education are a quality tool in a changing higher education landscape but cannot be seen as neutral measures across professions and disciplines. Survey results from graduates and recent graduates indicate that prevailing measures of learning outcomes yield the same result within and across disciplinary and professional divides. The main interpretation is that learning outcomes must be seen as a valid construct but that the results are highly dependent on the profession and discipline in a way that cannot be reduced to differences in learning outcomes only; measurements of learning outcomes must also be interpreted as mirroring different knowledge structures and knowledge bases in different professions and disciplines. Thus, attempts to make neutral comparisons of learning outcomes between different professions and disciplines are vulnerable to measuring only differences in knowledge structures.

show abstract

Social workers, teachers and nurses – from college to professional work

Cited by 36 publications

References 14 publications

Ambitions and Responsibilities: A Textual Analysis of the Norwegian National Curriculum Regulations for Nursing Education

Ambitions and Responsibilities: A Textual Analysis of the Norwegian National Curriculum Regulations for Nursing Education

Becoming an IT Person: Field, Habitus and Capital in the Transition from University to Work

Learning outcomes across disciplines and professions: measurement and interpretation

Contact Info

Product

Resources

About