Advertisement

The Need for Case Studies to Illustrate Quality Practice: Teaching in Higher Education to Ensure Quality of Entry Level Professionals

  • Tara NewmanEmail author
  • Karen Trimmer
  • Fernando F. Padró
Chapter

Abstract

Professions present themselves as providing a social benefit to society and, reciprocally, the expectation is for the professions to contribute to the accomplishment of important social goals. Specifics about how to define a profession and professionalism have varied over the years and continue to do so. To further add to the complexity, some professions face regulatory compliance issues in the form of licensure or other state-defined requirement(s) to denote the state’s interest in assuring the public of the practitioner’s qualifications and experience as a safeguard to the common well-being. There are different routes toward preparing well-qualified professionals through higher education. These routes are largely determined by decisions academics make regarding content, curriculum alignment, in-class and out-of-class learning experiences, pedagogical techniques, integration of research with practice, and philosophical approaches toward the profession. But the key to effective preparation ultimately rests with the value employers place on the focus, emphasis and balance between the academic and practical in relationship to their own expectations for skills graduates must have to garner their interest.

Keywords

Quality Professions Regulatory compliance Professional education Case studies 

References

  1. Ambrosini, V., Bowman, C., & Collier, N. (2010). Using teaching case studies for management research. Strategic Organization, 8(3), 206–229.CrossRefGoogle Scholar
  2. Arreola, R. A., Theall, M., & Aleamoni, L. M. (2003). Beyond scholarship: Recognizing the multiple roles of the professoriate. Paper presented at the 2003 AERA Convention, April 21–25, 2003, Chicago, IL.Google Scholar
  3. Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Berkshire, UK: Open University Press and McGraw-Hill Education.Google Scholar
  4. Barrie, S. C. (2004). A research-based approach to generic graduate attributes policy. Higher Education Research & Development, 23(3), 261–275.CrossRefGoogle Scholar
  5. Bass, L., Garn, G., & Monroe, L. (2010). Using JCEL case studies to meet ELCC standards. Journal of Cases in Educational Leadership, 14(1), 1–12.CrossRefGoogle Scholar
  6. Beaver, W. H. (1992). Challenges in accounting education. Issues in Accounting Education, 7(2), 135–144.Google Scholar
  7. Bourdieu, P. (1993). The field of cultural production. New York: Columbia University Press.Google Scholar
  8. Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 40, 254–262.CrossRefGoogle Scholar
  9. Bruner, J. (1996). Frames for thinking: Ways of making meaning. In D. R. Olson & N. Torrance (Eds.), Modes of thought: Explorations in culture and cognition (pp. 93–105). Cambridge, UK: Cambridge University Press.Google Scholar
  10. Bucher, R., & Strauss, A. (1961). Professions in process. The American Journal on Sociology, 66(4), 325–334.CrossRefGoogle Scholar
  11. Buring, S. M., Bhushnan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.CrossRefGoogle Scholar
  12. Cheng, M. (2016). Quality in education: Developing a virtue of professional practice. Rotterdam, Netherlands: Sense Publishers.CrossRefGoogle Scholar
  13. Choi, J.-S., & Kim, J.-S. (2018). Effects of cultural education and cultural experiences on the cultural competence among undergraduate nursing students. Nurse Education in Practice, 29, 159–162.CrossRefGoogle Scholar
  14. Colby, A., & Sullivan, W. M. (2008). Formation of professionalism and purpose: Perspectives from the preparation for the professions program. University of St. Tomas Journal, 5(2), 404–427.Google Scholar
  15. Evans, L. (2010). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.CrossRefGoogle Scholar
  16. Evetts, J. (2006). Introduction: Trust and professionalism: Challenges and occupational changes. Current Sociology, 54, 515–531.CrossRefGoogle Scholar
  17. Etzioni, A. (1969). The semi-professions and their organization: Teachers, nurses, social workers. New York: Free Press.Google Scholar
  18. Flexner, A. (1910). Medical education in the United States and Canada: A report to the Carnegie Foundation for the Advancement of Teaching: Bulletin Number 4. New York: The Carnegie Foundation for the Advancement of Teaching.Google Scholar
  19. Flexner, A. (1930). Universities: American, English, German. New York: Oxford University Press.Google Scholar
  20. Green, J., Wyllie, A., & Jackson, D. (2014). Electronic portfolios in nursing education: A review of the literature. Nursing Education in Practice, 14, 4–8.CrossRefGoogle Scholar
  21. Hamilton, K., Morrissey, S. A., Farrell, L. J., Ellu, M. C., O’Donovan, A., Weinbrecht, T., & O’Connor, E. L. (2018). Increasing psychological literacy and work readiness through a capstone and work-integrated learning experience: Current issues and what needs to be done. Australian Psychologist, 53, 151–160.CrossRefGoogle Scholar
  22. Heinrich, E., Bhattacharya, M., & Rayudu, R. (2007). Preparation for lifelong learning using ePortfolios. European Journal of Engineering Education, 32(6), 653–663.CrossRefGoogle Scholar
  23. Herreid, C. F. (2012). Introduction. In C. F. Herreid, N. A. Schiller, & K. F. Herreid (Eds.), Science stories using case studies to teach critical thinking (pp. vii–xiii). Arlington, VA: National Science Teachers Association.Google Scholar
  24. Heywood, J. (2005). Engineering education: Research and development in curriculum and instruction. Hoboken, NJ: Wiley-IEEE Press.CrossRefGoogle Scholar
  25. Homeyer, S., Hoffmann, W., Hingst, P., Oppermann, R. F., & Dreier-Wolfgramm, A. (2018). Effects of interprofessional education for medical and nursing students: Enablers, barriers and expectations for optimizing future interprofessional collaboration—A qualitative study. BMC Nursing, 17(13), 10pp.  https://doi.org/10.1186/s12912-018-0279-x
  26. Hoyle, E. (1982). The professionalization of teachers: A paradox. British Journal of Educational Studies, 30(2), 161–171.CrossRefGoogle Scholar
  27. Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. San Francisco, CA: Jossey-Bass.Google Scholar
  28. Jenkins, K. D. (1983). Towards professionalization. Paper presented at the Annual Conference of the Southern Regional Council on Education. ERIC Document, ED 248 576.Google Scholar
  29. Jolly, H. (2016). Understanding pedagogical content knowledge for engineering education: The effect of field and habitus. Doctoral dissertation, University of Southern Queensland.Google Scholar
  30. Judd, D. K., & Winder, R. E. (1995). The psychology of quality. Total Quality Management, 6(3), 287–291.CrossRefGoogle Scholar
  31. Khalili, H., Orchard, C., Laschinger, H. K., & Farah, R. (2013). An interprofessional socialization framework for developing an interprofessional identity among health professions students. Journal of Interprofessional Care, 27, 448–453.CrossRefGoogle Scholar
  32. Kincheloe, J., & Steinberg, S. (2008). Indigenous knowledges in education: Complexities, dangers, and profound benefits. In N. K. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 135–156). Thousand Oaks, CA: SAGE.Google Scholar
  33. King, K. P. (2004). Both sides now: Examining transformative learning and professional development of educators. Innovative Higher Education, 29(2), 155–174.CrossRefGoogle Scholar
  34. Löfgren, M., Witell, L., & Gustafsson, A. (2011). Theory of attractive quality and life cycles of quality attributes. The TQM Journal, 23(2), 235–246.CrossRefGoogle Scholar
  35. Machlup, F. (1962). The production and distribution of knowledge in the United States. Princeton, NJ: Princeton University Press.Google Scholar
  36. Marsico, G. (2012). The double uncertainty: Trajectories and professional identity in changing contexts. Culture & Psychology, 18(1), 121–132.CrossRefGoogle Scholar
  37. McPeak, D., Pincus, K. V., & Sundem, G. L. (2012). The International Accounting Educations Standards Board: Influencing global accounting education. Issues in Accounting Education, 27(3), 743–750.CrossRefGoogle Scholar
  38. Mohsin, A. M., Padró, F. F., & Trimmer, K. (2018). Using the QFD matrix as a major continuous improvement tool to improve organisational quality: A case study (pp. 1–34). In A. Krishnan (Ed.), Cases on quality initiatives for organizational longevity. New Delhi: IGI Global.Google Scholar
  39. Nagarajan, S., & Edwards, J. (2014). Is the graduates attribute approach sufficient to develop work ready graduates? Journal of Teaching and Learning for Graduate Employability, 5(1), 12–28.CrossRefGoogle Scholar
  40. Nolte, E., Fry, C. V., Winpenny, E., & Brereton, L. (2011). Use of outcome metrics to measure quality in education and training of healthcare professionals: A scoping review of international experiences. Cambridge, UK: RAND Europe.Google Scholar
  41. Noordegraaf, M. (2011). Remaking professionals? How associations and professional education connect professionalism and organizations. Current Sociology, 59(4), 465–488.CrossRefGoogle Scholar
  42. Padró, F. F., & Green, J. H. (in press). Education administrators in Wonderland: Figuring out how policy-making and regulatory compliance when making decisions. In K. Trimmer, R. Dixon, & Y. Findlay (Eds.), Education and the law: Considering the legal context of schools. Dordrecht: Springer International Publishing AG.CrossRefGoogle Scholar
  43. Padró, F. F., & Hawke, M. F. (2003). A perceptual model of organization behavior. National Social Sciences Journal, 19(2), 102–112.Google Scholar
  44. Parsons, T. (1939). The professions and social structure. Social Forces, 17(4), 457–467.CrossRefGoogle Scholar
  45. Press, N. I. (2018). Educating for a profession: A phenomenological case study of professional practice preparation for the Nursing discipline from a sociocultural perspective. Doctoral dissertation, University of Southern Queensland.Google Scholar
  46. Press, N., & Padró, F. (2017, June 27–30). Educating for a profession: Curriculum as transformation and curriculum transformation. In R. G. Walker & S. B. Bedford (Eds.), Research and development in higher education: Curriculum transformation (vol. 40, pp. 313–322). Sydney, Australia: Higher Education Research and Development Society of Australasia.Google Scholar
  47. Price, B. (2010). Disseminating best practice through teaching. Nursing Standard, 24(27), 35–41.CrossRefGoogle Scholar
  48. Reidsema, C., Hadgraft, R., Cameron, I., & King, R. (2011). Change strategies for educational transformation. Paper presented at the Australasian Association 376 for Engineering Education Conference 2011: Developing engineers for social justice: Community involvement, ethics & sustainability, December 5–7, 2011, Fremantle, Western Australia.Google Scholar
  49. Saks, M. (2015). Inequalities, marginality and the professions. Current Sociology Review, 63(6), 850–868.CrossRefGoogle Scholar
  50. Sen, A. (2004). Elements of a theory of human rights. Philosophy & Public Affairs, 32(4), 315–356.CrossRefGoogle Scholar
  51. Shulman, L. S. (2005). Signature pedagogies in the profession. Daedalus, 134(3), 52–59.CrossRefGoogle Scholar
  52. Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell.Google Scholar
  53. Stark, J. S. (1998). Classifying professional preparation programs. The Journal of Higher Education, 69(4), 353–383.CrossRefGoogle Scholar
  54. Sterrett, S. E. (2015). Interprofessional learning as a third space: Rethinking health profession students’ development and identity through the concepts of Homi Bhabha. Humanities, 4, 653–660.CrossRefGoogle Scholar
  55. Stuart, G., & Triola, M. (2015). Enhancing health professions education through technology: Building a continuously learning health system. Proceedings of a conference sponsored by the Josiah Macy Jr. Foundation in April 2015. New York: Josiah Macy Jr. Foundation. Retrieved from http://macyfoundation.org/docs/macy_pubs/Macy_Foundation_Monograph_Oct2015_WebPDF.pdf
  56. United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2010). World Conference on Higher Education 2009: Final report. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0018/001892/189242e.pdf
  57. Westbroek, H. B., Klaasen, K., Bulte, A., & Pilot, A. (2010). Providing students with a sense of purpose by adapting professional practice. International Journal of Science Education, 32(5), 603–627.CrossRefGoogle Scholar
  58. Whitchurch, C. (2008). Shifting identities and blurring boundaries: The emergence of Third Space professionals in UK higher education. Higher Education Quarterly, 62(4), 377–396.CrossRefGoogle Scholar
  59. World Health Organization [WHO]. (2013). Transforming and scaling up health professionals’ education and training: World Health Organization Guidelines 2013. Geneva, Switzerland: WHO. Retrieved from http://apps.who.int/iris/bitstream/handle/10665/93635/9789241506502_eng.pdf?sequence=1
  60. Yielder, J. (2004). An integrated model of professional expertise and its implications for higher education. International Journal of Lifelong Education, 23(1), 60–80.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Tara Newman
    • 1
    Email author
  • Karen Trimmer
    • 2
  • Fernando F. Padró
    • 2
  1. 1.Texas State UniversitySan MarcosUSA
  2. 2.University of Southern QueenslandToowoombaAustralia

Personalised recommendations