Despite the undeniable ethical dimensions of paid occupations — trades and services — other than the traditional professions, it is still natural to associate courses of professional ethics with medicine, law, nursing or teaching, rather than auto‐repair, supermarket assistance or window‐cleaning. Indeed, it seems plausible to hold that if there is anything more to the traditional distinction of professions from trades or other services than considerations of social and economic status, it might well reside in the distinctive ethical or (...) moral character and implications of such occupations as medicine, law and education. This paper undertakes to explore, via examination of some of the commonly suggested criteria of professionalism, the nature of such implications and the extent to which they justify continued deployment of a distinctive occupational category of ‘profession’. On the assumption that they do, however, the paper is also concerned to examine critically the consequences for education in professional ethics of any such distinctive ethics of profession. (shrink)

The scientist Richard Lovell Edgeworth, educated at Trinity College, Dublin, and Oxford, was known for his significant mechanical inventions. He was a Member of the Lunar Society of Birmingham, where he exchanged ideas with other scientists, including James Watt. However, Edgeworth was also greatly interested in education: drawing on his own experiences of raising twenty children, in 1788 he published, with his daughter, the poet Maria Edgeworth, his famous two-volume Practical Education. The work was very influential, and led to this (...) book, published in 1809, a series of essays on professional education, dealing with the nature of different occupations in a state. He discusses education for the professions, including the Church, the Army and the Law, but also refers to the education of statesmen, gentlemen and even princes. (shrink)

Being formed through learning a practice is best understood within a constitutive theory of meaning as articulated by Charles Taylor. Disengaged views of the person cannot account for the formative changes in a person’s identity and capacities upon learning a professional practice. Representational or correspondence theories of meaning cannot account for formation. Formation occurs over time because students actively seek and take up new concerns and learn new knowledge and skills. Engaged situated reasoning about underdetermined practice situations requires well-formed (...) skillful clinicians caring for particular patients in particular situations. (shrink)

It is unknown whether hospital-based medical professionals in Spain educate patients about advance directives. The objective of this research was to determine the frequency of hospital-based physicians’ and nurses’ engagement in AD discussions in the hospital and which patient populations merit such efforts. A short question-and-answer-based survey of physicians and nurses taking care of inpatients was conducted at a university hospital in Madrid, Spain. In total, 283 surveys were collected from medical professionals, of whom 71 per cent were female, with (...) an average age of thirty-four years. Eighty-four per cent had never educated patients about ADs because of lack of perceived responsibility, time, or general knowledge of ADs. Patient populations that warranted AD discussions included those with terminal illnesses, chronic diseases, and elderly patients. Regarding degree of AD understanding in medical professionals: 57 per cent of medical professionals claimed sufficient general knowledge of ADs, 19 per cent understood particulars regarding AD document creation, and 16 per cent were aware of AD regulatory policies. Engagement in AD discussions was considered important by 83 per cent of medical professionals, with 79 per cent interested in participating in such discussions themselves. The majority of hospital physicians and nurses do not educate their patients about ADs, despite acknowledging their importance. Patient populations of highest priority included those with terminal diseases or chronic illness or who are of advanced age. (shrink)

To date, little understanding exists of how first-year students in professionally oriented higher-education programs experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of (...) higher education. To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish university college to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes and four integration themes. Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester. (shrink)

A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of ‘reflective practice’, this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action (...) in everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions. (shrink)

There is an ongoing expert debate with regard to financial incentives in order to increase organ supply. However, there is a lacuna of empirical studies on whether citizens would actually support financial incentives for organ donation.

Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner’s being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for professional practice. It raises the question of agency in relation to this formational process and considers the implications of the autonomy paradox which arises from the (...) simultaneous influence of the sovereign self and the external authority of the profession on the formation of the professional self. This study considers a structural perspective on both of these matters and concludes with implications for professional education and development derived from constructive developmental theory and the notion of subject–object transformation. (shrink)

Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency framework and that most university courses use them in their courses for initial professional education, they still have a relatively naïve view of the (...) relationship between theory and practice. The second part of the article outlines how this might be theorized in health education. (shrink)

This chapter contains sections titled: Why Ethics in the Professional Schools? Professions and the Public Good Overcoming Information Asymmetry What Are the Objectives of Professional Ethics Courses? The Application of Theory in Applied Ethics The Professional Role The Problem of Dirty Hands Techniques for Teaching Professional Ethics Evolving Educational Strategies.

Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior of a cohort of students at two major universities in (...) the northeast. The results suggest that the M.B.A. curriculum remains a value-neutral experience for most students. In contrast, the law school program had a significant impact on both values and ethical decision making. (shrink)

The purpose of the study is to develop a monitoring methodology and its tools, taking into account the cyclical nature of the management process in the organizations of the system of continuing professional education. The article reveals the methodological features of the formation and management of the system of continuing professional education. Among the management functions, the monitoring function stands out. The possibilities of monitoring from the standpoint of the planning and management cycle implemented in the organizations of (...) continuing professional education are investigated. The scientific novelty of the work lies in the formalization of the monitoring mechanism and substantiation of the methodological prerequisites for its application in the strategic management of the system of continuing professional education. As a result of the research, a set of proposals has been formulated that ensure the development of monitoring methodology in its strategically oriented interpretation. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that (...) difficulties in professional ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

Climate change presents urgent ethical challenges. It causes us to revisit what it means to ‘do’ professionalism and invites us to enter what Fisher described as the ‘forgotten zone’ of human-nature relationships, posing the troubling question of whether we can continue to valorise a version of being human on the same terms as before.This article begins by considering the relevance of global warming to professional practice, foregrounding the commitment to do no harm. It poses as problematic the manner in (...) which climate change knowledges have been taken up by the ‘psy subject’. It concludes by considering how we might story different versions of being alive in, and to, the natural world. (shrink)

Much innovation has taken place in the development of medical schools and licensure exam processes across the African continent. Still, little attention has been paid to education that enables the multidisciplinary, critical thinking needed to understand and help shape the larger social systems in which health care is delivered. Although more than half of medical schools in Canada, the United Kingdom, and the United States offer at least one medical humanities course, this is less common in Africa. We report on (...) the “liberal arts approach” to medical curricula undertaken by the University of Global Health Equity beginning in 2019. The first six-month semester of the curriculum, called Foundations in Social Medicine, includes courses in critical thinking and communication, African history and global political economy, medical anthropology and social medicine, psychology and health, gender and social justice, information technology and health, and community-based training. Additionally, an inquiry-based pedagogy with relatively small classes is featured within an overall institutional culture that emphasizes health equity. We identify key competencies for physicians interested in pursuing global health equity and how such competencies relate to liberal arts integration into the African medical school curriculum and pedagogical approach. We conclude with a call for a research agenda that can better evaluate the impact of such innovations on physicians’ education and subsequent practices. (shrink)

The article is devoted to the topic of "traces of the past” interpretation; its relevance is due to both the need to improve the training of history majors and the aggravation of the fight against falsifications of history (primarily domestic). The aim of the research is to analyze the correlation of humanitarian, social and technological components in the methodology of teaching historical disciplines. The comparative method was chosen as a key method. The work uses the method of hypotheses, content analysis (...) of the source base, and experience in studying University teaching practice. Identifying the prerequisites for “incorrect" interpretation of historical events, the author compares legal, forensic and philosophical approaches. (shrink)

The importance of professional and/or practical ethics cannot be overstated in most occupations, especially in light of our contemporary, interconnected world. Within formal education, the management paradigm is shifting as a result of a continuing refocus on the moral and ethical dimensions of working and leading in schools. Although professional norms and personal qualities of the educator can be powerful in directing and informing work-related judgment and behavior, this book puts forth and expands upon the viability of a (...) professional ethic for education and educational administration and leadership in particular. The expansion of such an ethic for education has been underway, but in its current state could be viewed as underdeveloped or commonly misunderstood as obvious and simplistic. In this book, such an ethic for educational administration is presented, developed, and interrogated. This critical reader makes a strong argument for the legitimacy of a professional ethic for the field of education by drawing together a diverse collection of literature that explores, critically examines, and further develops a practical ethical paradigm for the field. (shrink)

This study explores how and why simulation training facilitates professional learning by investigating how simulators and simulations are used and conceptualized in two professional domains, nursing and maritime navigation, and offer a reconceptualization. Our aim is to move beyond past theorizing of simulators and simulations that has mainly centered on representational issues like validity, fidelity, and authenticity. Instead, we approach simulators as epistemic objects and simulations as epistemic practices. These concepts offer a lens to examine the situated and (...) sociomaterial practices that make simulators into simulations and simulations into entry points to the epistemic culture of a profession. As a result, we pinpoint three central mechanisms for transforming the simulation experience into an event that facilitates the enrollment of students into their future profession. The first mechanism involves the instructional practice of “filling in” aspects of the work context that might be missing in the simulator. The second mechanism, sometimes labeled the “as-if” mode of simulations, manifests through the participants’ ongoing commitment to treat the simulation as-if it was a real professional encounter. The third relates to how simulation-based learning activities afford a crucial pedagogical orientation towards defining what constitutes exemplary professional practice in specific training situations. (shrink)

ABSTRACT Perpetuation of privileged norming in organizations threatens the fragile hope that the theory and practice of professionalism can evolve alongside commitments to equity and inclusion. Uncritical engagement with a normative professionalism can lead to the muting of differences and strengths that diverse standpoints offer to professional communities. We look to the field of Medicine as an example for other professional groups, in which experts have criticized its development of a normative professionalism shaped by, retaining, and sustaining privilege. (...) Using a triad of case studies and co-cultural theory, we suggest that non-dominant perspectives and behaviors ought to be better recognized and welcomed as part of professionalism discourse, and that professional education ought to include co-cultural awareness of communication behaviors and their function as identity performance. We suggest that recognizing and reinforcing accommodation behaviors will lead to a more robust inclusivity for an evolving normativity, and that the wisdom habits of curiosity, perspective, love of learning, judgment, and creativity must be brought to bear on improving co-cultural dialogue, dismantling systemic privilege, practicing attributional complexity, and building genuinely dialogic professional communities rather than depersonalized collectives. (shrink)

ChatGPT has taken the academic community by storm (Cotton, Cotton, and Shipway 2023; Cox and Tzoc 2023; Sullivan, Kelly, and McLaughlan 2023). Since its release in November 2022, chatGPT has predic...

Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professional ethics development. However, this last purpose of such organizations has received the least amount of attention. Moreover, previous research has demonstrated that there are differences in perceived needs for professional ethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between tenured and (...) untenured management faculty with respect to expectations for the Academy of Management to provide ethics education and research with respect to the professional code of conduct. Implications of the findings are discussed from a developmental perspective. Directions for future research are provided. (shrink)

What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive (...) analysis, and this article avoids going over old ground and revisiting issues that have already been much debated. Nevertheless, the example of UK government education policy during this period is used as a basis for considering the pitfalls associated with mechanisms for modifying professionalism through a reform and standards agenda. The article's analysis incorporates redefinition and examination of the concept and substance of professionalism and offers new perspectives in the form of three distinct conceptions: demanded, prescribed and enacted professionalism. Exploring the existentialist status of 'new' or 'modified' professionalisms and the relationship between professionality, professional culture and professionalism, it examines how professionalism may be interpreted and utilised for the development of education professionals. (shrink)

By reconsidering the nature of professional work, renowned scholar Douglas E. Mitchell argues for reconceptualizing educational practices and institutional structures in ways that facilitate and protect educator professional responsibility. This book explores ways educators and their political supporters can seize the social and political power necessary to accept professional responsibility for the design of their work environment. Chapters explore how unionization, ethics, public values, political power, school reform, and trust play an important role in the essence of (...) professional responsibility in schools, arguing that we must use organization, management, and accountability mechanisms to encourage responsible civic participation and professional action in support of public education. This new text for graduate studies in teacher and leadership training frames a much needed analysis of where and how professional responsibility for public education is best incorporated into the work roles of teachers, administrators, and university scholars. (shrink)

In _Professionals’ Ethos and Education for Responsibility,_ Alfred Weinberger, Horst Biedermann, Jean-Luc Patry and Sieglinde Weyringer offer insights into different concepts and applications of professionals’ ethos focusing on teachers’ ethos.

Practice Theory and Education challenges how we think about practice, examining what it means across different fields and sites. It is organised into four themes: discursive practices; practice, change and organisations; practising subjectivity; and professional practice, public policy and education. Contributors to the collection engage and extend practice theory by drawing on the legacies of diverse social and cultural theorists, including Bourdieu, de Certeau, Deleuze and Guattari, Dewey, Latour, Marx, and Vygotsky, and by building on the theoretical trajectories of (...) contemporary authors such as Karen Barad, Yrjo Engestrom, Andreas Reckwitz, Theodore Schatzki, Dorothy Smith, and Charles Taylor. The proximity of ideas from different fields and theoretical traditions in the book highlight key matters of concern in contemporary practice thinking, including the historicity of practice; the nature of change in professional practices; the place of discursive material in practice; the efficacy of refiguring conventional understandings of subjectivity and agency; and the capacity for theories of practice to disrupt conventional understandings of asymmetries of power and resources. Their juxtaposition also points to areas of contestation and raises important questions for future research. Practice Theory and Education will appeal to postgraduate students, academics and researchers in professional practice and education, and scholars working with social theory. It will be of particular interest to those who wish to move beyond the limiting configurations of practice found in contemporary neoliberal, new managerialist and narrow representationalist discourses. ". (shrink)

Professional, Ethical, Legal, and Educational Lessons in Medicine: A Problem Based Approach provides a comprehensive review of the complex and challenging field of professional medical practice. Its problem-based format incorporates a vast pool of practical, board-exam-style multiple-choice questions for self-assessment, and is an ideal resource for exam preparation as well as ongoing clinical education among trainees and clinicians The practice of medicine is not only about clinical care of patients. Physicians must navigate ethical conundrums, legal pitfalls, and quality (...) improvement issues while maintaining scrupulous professionalism and being exemplary educators. This volume addresses common issues in the realm of professional medical practice not typically covered in other texts. Each of the 73 chapters presents a problem-based case that branches out into an oral board examination type stem questions. A discussion section with brief review articles summarizes the most recent literature. Multiple-choice questions with answers allows for comprehensive self-assessment or interactive group quizzes. This book will appeal to medical and allied health professionals in all specialties of medicine. It is an excellent and hands-on reference for the related but diverse domains associated with professional healthcare practice by students, physicians, and other healthcare providers compacted into one volume. (shrink)

Professionalization and political engagement are usually placed as incompatible in the case of journalism and the mainstream press, resulting in an identification of cultural resistance exclusively with alternative/amateur vehicles. I will use the concept of journalistic field as introduced by Pierre Bourdieu to review these assumptions and to discuss a form of political resistance that acts in one’s own area of knowledge, is not overtly political and whose effects are not immediately accountable for.Drawing examples from my research on two literary (...) newspapers published in the 1950s in Brazil and Uruguay, this paper will focus on the implications of didacticism for literary criticism as a genre of newswriting. The analysis of these newspapers will lead to a reflection on two main issues: a) the conflict between the professionalization and democratization of literature; and b) the definition of resistance as necessarily an action that is against something. The article will reconsider education in journalism as a form of resistance, taking into account its risks of becoming political indoctrination and commercial manipulation, but emphasizing its potential as a way of expanding access to literature. (shrink)