Learning to be Professional through a Higher Education
Edited by Professor Norman Jackson
For many of us our work constitutes the most important for learning throughout our life. This e-book was created by the Surrey Centre for Education and Training (SCEPTrE) at the University of Surrey between 2009-11. It formed an important part of SCEPTrE's work on lifewide learning and education to explore the different domains in which learners participated while they were studying at university. The purpose of the book is to explore how people learn to be professional and to become the professional they want to be by bringing together a range of perspectives on what being professional means, and different approaches that are used to prepare learners for the complexities of a life-time of professional learning. Lifewide Education has now assumed responsibility for maintaining and developing the e-book.
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
Edited by Professor Norman Jackson
For many of us our work constitutes the most important for learning throughout our life. This e-book was created by the Surrey Centre for Education and Training (SCEPTrE) at the University of Surrey between 2009-11. It formed an important part of SCEPTrE's work on lifewide learning and education to explore the different domains in which learners participated while they were studying at university. The purpose of the book is to explore how people learn to be professional and to become the professional they want to be by bringing together a range of perspectives on what being professional means, and different approaches that are used to prepare learners for the complexities of a life-time of professional learning. Lifewide Education has now assumed responsibility for maintaining and developing the e-book.
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
| introduction.pdf |
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)
| a1._john_cowan.pdf |
CHAPTER A2
How Professionals Learn through Work
Michael Eraut, University of Sussex (October 2009)
see also chapter D3
| a2._michael_eraut.pdf |
CHAPTER A3
In Search of Professionalism
Jenny Willis, University of Surrey (December 2009)
| a3._jenny_willis.pdf |
CHAPTER A4
Developing Ceativity for Professional Capability through Lifewide Education
Norman Jackson, University of Surrey (August 2010)
| a4._norman_jackson.pdf |
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)
| a5._chris_trevitt.pdf |
CHAPTER A6
Learning to be a self-regulating professional: the role of personal development planning (PDP)
Norman Jackson, University of Surrey (November 2010)
| a6._norman_jackson.pdf |
CHAPTER A7
Understanding Complex Performance through Learning Trajectories and Mediating Artefacts
Michael Eraut, University of Sussex
| a7._michael_eraut.pdf |
CHAPTER A8
Locating Immersive Experience in Experiential Learning
David Baud, University of Technology, Sydney (February 2010)
| a8._david_boud.pdf |
CHAPTER A9
Reflection: a key personal agency for learning to be a professional?
Ursula Lucas, Bristol Business School, University of the West of England
| a9._ursula_lucas.pdf |
CHAPTER A10
Assessing the Complexity of Professional Achievement
Mantz Yorke (March 2011) Lancaster University
| a10._mantz_yorke.pdf |
CHAPTER A11
A Model for Personal Professionalism
Richard Beale October 2011
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CHAPTER A12
Requirements or Delusions - the ethical dimension of professionalism
David Seedhouse November 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)
| b1._norman_jackson.pdf |
CHAPTER B2
Developing Professional Capability through Professional Training at the University of Surrey
Jenny Willis (February2010)
CHAPTER B2
Developing Professional Capability through Professional Training at the University of Surrey
Jenny Willis (February2010)
| b2._jenny_willis.pdf |
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
| c2._barham_davis_carey.pdf |
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 C3
As close as it gets: Developing professional identity through the potential of scenario-based learning
Edward Errington James Cook University Queensland, Australia
| c3._edward_errington.pdf |
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
| c4._team_academy.pdf |
CHAPTER C5
The Edge of Reality: Challenges facing educators using simulation to supplement students’ lived experience
Edward Errington James Cook University Queensland, Australia
| c5._edward_errington.pdf |
CHAPTER C6
Helping Learners Develop the Means to Deal with Challenging Relationships in Work Placements:The importance of creativity
Peter Alcott, University of Surrey
| c6._peter_alcott.pdf |
SECTION D: RESEARCH STUDIES
CHAPTER D1
Improving the quality of work placements
Michael Eraut, University of Sussex and SCEPTrE (April 2011)
| d1._michael_eraut.pdf |
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)
| d2._baillie_nahar_catalano_feinblatt.pdf |
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
| d3._michael_eraut.pdf |
CHAPTER D4 & D5 Learning to be a Creative Professional
Jenny Willis, SCEPTrE, University of Surrey (August 2010)
| d4._jenny_willis.pdf |
Role of lifewide learning in becoming a creative professional: case study University of Surrey
Jenny Willis, SCEPTrE, University of Surrey (August 2010)
Jenny Willis, SCEPTrE, University of Surrey (August 2010)
| d5._jenny_willis.pdf |
CHAPTER D6
The nature of immersive experience
Norman Jackson and Sarah Campbell, University of Surrey (August 2010)
| d6._jackson_and_campbell.pdf |
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)
| d7._willis_sahama_hargreaves.pdf |
CHAPTER D8
Personal Professionalism: the students' perspective
Sarah Campbell, University of Surrey JULY 2011
This chapter is in the form of a guide for students. It is based on an analysis of 22 short stories/essays submitted to SCEPTrE for a competition, to answer the question: Personal Professionalism: my perspectives on what being an effective professional means.
Personal Professionalism: the students' perspective
Sarah Campbell, University of Surrey JULY 2011
This chapter is in the form of a guide for students. It is based on an analysis of 22 short stories/essays submitted to SCEPTrE for a competition, to answer the question: Personal Professionalism: my perspectives on what being an effective professional means.
| personalprofessionalism_student_guide.pdf |
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