Pedagogies for Professional Development
Social Representations Regarding the Graduation Profile of Commercial Engineering and Its Social Function
Paper Presentation in a Themed Session Pablo A Müller-Ferrés
Social representations create cognitive systems, which are organized from stereotypes, values, norms, personal forming ourselves as individuals within society. In this context, this research paper aims to identify which are the social representations that students have entering the first year of the career of Business Engineer respect to the identity of the professional who wishes to form, and then interpret and contrast them with the Graduate Profile established by the Catholic University of Temuco, analyzing the public and social function of this profile. The research considered as first year students research subjects and data collection was performed using interview techniques and semantic networks; which were applied to the entire class 2017. The results show that the subjects have knowledge regarding the general competences of the profession, but not of the specific ones, relating the concept with the role and not with the discipline.
Learning Professional Practice in a Police Jurisdiction, Learning to become a Cop, Reproduction of Knowledge and Practice
Paper Presentation in a Themed Session Cheryl Ryan, Tracey Ollis
This paper draws empirical research conducted in Australia with police offices from a range of ranks, including senior management. We argue policing is in a state of flux and police education is under erasure. This paper draws on critical theory, in particular theories of power and discourse in the writing of Foucault and also Bourdieu’s understanding of habitus, illusio and doxa to interpret the data.The emphasis on hands-on police practice without a theoretical understanding of epistemology and theory frameworks that may provide a deepening and detailed understanding of police practice resonate throughout the data. We argue police training needs to be scrutinized and critiqued with the current move towards professionalization of policing. We argue for a police education that is embodied and holistic, one which acknowledges the importance of good practices, but also is supported by critical reflection, deep and meta learning processes complemented by a strong theoretical base. Building a capacity for continuous professional learning of police in Australia requires a re-imagining of the current curriculum.
Professional Skills and Qualifications Certification in Brazil
Paper Presentation in a Themed Session Ana Lúcia Sartorelli, Tereza Silva
So many reasons lead a young person to work without continuing formal education. His professional competences are developed therefore through his work performance. At a certain moment in his career, only professional experience may not be sufficient for a promotion or a new job opportunity. There is also another professional profile that needs a diploma to obtain a job: the refugee who leaves his country with no documents proving his professional experience and courses taken. In both cases it is possible to obtain a diploma in institutions accredited by the State Council of Education of the State of São Paulo/SP, Brazil, for the certification of competencies needed for the purposes of diploma. Since 2011, the Paula Souza Center, Institution of Public Technologic Education, has carried out the processes of certification of competences for the purposes of diploma in its technical courses. The interested ones are evaluated by contextualized interview, theoretical and practical evaluation in which it is assessed if he has the necessary skills to practice the profession of technician. To illustrate better the process, it will be presented the story of Blaze, a Congolese political refugee who acquired his inclusion in the Brazilian labor market through the process carried by Paula Souza Center.
Collaborative Marketing Internship Programs
Paper Presentation in a Themed Session Lan Wu, Sweety Law
Internships are increasingly being incorporated in college programs as an important component to enhance student learning and employability of graduates. Many marketing internships appear to be administrative support or sales force positions requiring mainly soft-skills, and in which students have limited on-the-spot training and prospects of professional development. Given low requirements, it is hard for sponsoring firms to assign or assess interns’ potential to deliver in real or more challenging tasks. Unsurprisingly, implementation of marketing internships varies: most programs are mainly supervised either by employers on site, a faculty coordinator, or a university internship office, with relevant learning outcomes difficult to evaluate. To address the concerns, we conducted a three- phase pilot program that started in a marketing course. Phase I: Instructor finds an industry partner and defines its marketing problems; guides students to work on the problems and provide suggestions to the partner. Phase II: At partner’s site, students implement suggestions developed in phase I and continue to work on the problems; partner and faculty provide feedback. Phase III: Students work on similar problems for different industry partners based on experience in Phase I and II; they may also continue into full-time employment. Data was collected following case-study principles (Yin, 2003). Preliminary results suggest that faculty preparation of learning objectives and tasks, focus on relevant marketing function to be applied, clarity of intern and employer obligations, and active supervision in all three phases created a successful internship for all stakeholders: student-interns, employer sponsor, and customers of the business.
