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Journal articles on the topic 'Entry into the profession'

Author: Grafiati

Published: 14 December 2024

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1

O’Reilly, Val, Mary McMahon, and Polly Parker. "Career development: Profession or not?" Australian Journal of Career Development 29, no. 2 (June 22, 2020): 79–86. http://dx.doi.org/10.1177/1038416219898548.

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Professions are recognised occupations that require specialised knowledge, training, and skills. Entry into professions is gained through high level qualifications, such as university degrees. The theoretical knowledge base and profession-specific qualifications distinguish professions from other occupations and create a unique identity for them and their members. Professions have defined entry pathways that assist members who practise in the field (practitioners) to construct their professional identity. Governments regulate entry to some professions, such as teaching and psychology. Career development lacks the regulation of other professions and the entry pathway is less defined. This article considers the professional status of career development against a critical reflection on professions, professionalism and professionalisation, and professional identity construction. Potential implications of the differences between career development and other professions related to professional standards and regulation are discussed and questions posed about the construction of a professional identity for the field and its members.

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Manley, Sandra. "Broadening entry to the profession." Architectural Research Quarterly 14, no. 4 (December 2010): 295–96. http://dx.doi.org/10.1017/s1359135511000078.

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Reynolds, Larry. "Gatekeeping Prior to Point of Entry." Advances in Social Work 5, no. 1 (April 30, 2004): 18–31. http://dx.doi.org/10.18060/50.

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Social work educators have an obligation to the profession to admit into its ranks those applicants judged to have the requisite knowledge, skills, and values for effective practice. Even though considerable disagreement exists as to what those specifics encompass, there is a general sense that students should be monitored throughout the curriculum and that, by making admission decisions for students, the profession and ultimately the clients are better served. This study presents longitudinal data on an instrument utilized by a small BSW program across five pre-professional courses, yielding scores at mid-term and at the end of the semester that address students’ compatibilities with the demands of the profession.Data are used in a feedback loop for assessing students compatibility with the profession prior to the initial point of entry into the major. Strengths and limitations of the study are addressed.

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Chemodanova, Galina. "Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity." Education & Self Development 18, no. 1 (March 31, 2023): 72–86. http://dx.doi.org/10.26907/esd.18.1.06.

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In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher and the attractiveness of the teaching profession, and to create certain conditions for retaining young teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’ of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into the profession. The potential of non-formal education is described and justified. The research aims to develop a model of “easy entry” into the teaching profession based on the analysis of difficulties that novice teachers encounter. The obtained data enabled the author to identify the difficulties faced by young teachers in their professional activity, as well as the reasons for these challenges and possible ways of dealing with the problems. Based on the research findings, the role and potential of non-formal education in the “easy” entry into the teaching professional were explained. The significance of the study lies in changing the options in relation to the forms for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.

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Fraser, Kym. "Australasian1academic developers: Entry into the profession and our own professional development." International Journal for Academic Development 4, no. 2 (November 1999): 89–101. http://dx.doi.org/10.1080/1360144990040203.

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Wilkerson, Gary B., Marisa A. Colston, and Brian T. Bogdanowicz. "Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels." Athletic Training Education Journal 1, no. 2 (April 1, 2006): 38–40. http://dx.doi.org/10.4085/1947-380x-1.2.38.

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Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training. Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education. Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.

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Abel, Richard L. "Comparative Sociology of Legal Professions: An Exploratory Essay." American Bar Foundation Research Journal 10, no. 1 (1985): 5–79. http://dx.doi.org/10.1111/j.1747-4469.1985.tb00496.x.

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The author surveys and compares the legal professions of 15 nations, including both civil law and common law countries. The essay is organized around the ways that legal professionals control their markets—first by controlling “production of producers” or who and how many enter the profession (with formal education or apprenticeship requirements, examinations, access to entry-level positions). Legal professionals also control “production by producers”—both external competitors and lawyers themselves. This occurs, for example, through definition and defense of the professional monopoly, control of competition between licensed professionals, and creation of demand. The discussion takes place against the background of the legal profession's recent history—assessing changes in its composition (by race, age, gender), in lawyers’ practice settings, in the categories of work they perform, and in the income and status associated with these categories and with the profession in general.

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Gruzdev, Mikhail V., Elena O. Ivanova, Irina Yu Tarkhanova, and Inga G. Kharisova. "Continuous pedagogical education: value orientations of entry into profession." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 25–41. http://dx.doi.org/10.32744/pse.2022.1.2.

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Introduction. The topic of this article is relevant because there is no consistency in the formation of professional pedagogical values and orientations in the implementation of educational programs at different stages of teacher training. The purpose of the study is a comparative analysis of the value-semantic orientations of professional pedagogical activity of future teachers at the stage of training in a pedagogical college and university. Methods. The study involved students of pedagogical colleges (N=147) of the Yaroslavl region and students of the Yaroslavl State Pedagogical University named after K.D. Ushinsky (N=253). To study professional values and meanings, a questionnaire was developed that includes three lists of instrumental values focused on the child, environment and profession and a set of Must-topics that reveal the respondents' attitude to the priorities and problems of teacher training. Empirical data were processed using the methods of primary descriptive statistics, correlation, structural, and factor analysis. The results of the study. Significant differences in the value-semantic structure of the profession of future teachers were revealed: for university students, the enrichment of students' life experience is more significant than for college students (N=7,061, p<0,05); university students value knowledge of technologies of diagnostic and correctional-developmental work with students (N=8,203, p<0,05) and ways of developing students' self-management (N=7,749, p<0.05) more. Structural analysis revealed the first place of student development values in professional activity (average values of 20,4 for college students and 15,8 for university students). Factor analysis showed a high value of knowledge values for college and university students. At the same time, college students have more factor weight of knowledge of ways to cooperate with all participants in the educational process (0,609), and university students have more factor weight of knowledge of ways to involve students in various activities (0,565). Conclusion. The conducted research has shown that students' value orientations are equal to the guidelines declared by the pedagogical community. The hypothesis about the differences in the value-semantic orientations of future teachers at various stages of professional training has been confirmed. Students of a pedagogical university have a more balanced structure of values-goals: both in the value system and in individual groups of instrumental values, the priority sequence "child-environment-profession" is visible. College and university students attach more importance to values-knowledge. It is necessary to increase practical training at all stages of teacher training.

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Yasin, Shehla. "Men Working in Female-Dominated Professions: A stigma or facilitation?" Forman Journal of Social Sciences 01, no. 02 (June 14, 2022): 1–25. http://dx.doi.org/10.32368/fjss.20220111.

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Gender roles not only keep men and women in different spheres of family and social life but they also promote gender segregation in the education sector and professional life. There is a lot of research being conducted on women working in male dominated professions but there is scarcity of research regarding males working in female dominated professions. This study was conducted to explore the experiences of men working in female dominated professions. the first phase of this study collected quantitative data about the type female-dominated professions in Pakistan. Based on this data in-depth qualitative interviews were done with 5 professionals using snowball sampling: Nurse, Psychologist, Montessori teacher, Makeup artist/ Beautician, and Bus host. Thematic analysis was used to identify sub-themes presented in this study: (i) Reasons or motivation for joining nontraditional profession; (ii) Reaction of near and dear ones; (iii) Positive aspects of female dominated profession; (iv) Challenges of female dominated profession; (v) Professional journey; (vi) Being a minority in female majority; (vii) Struggle to maintain masculinity and (viii) Future aspirations. Study findings can be used to support male entry and retention in female dominated professions

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Seegmiller, Jeff G., Alan Nasypany, Leamor Kahanov, Jennifer A. Seegmiller, and Russell Baker. "Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review." Athletic Training Education Journal 10, no. 1 (January 1, 2015): 47–56. http://dx.doi.org/10.4085/100147.

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ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.

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Bonham, Oliver, Bruce Broster, David Cane, Keith Johnson, and Kate MacLachlan. "The Development of Canada's Competency Profile for Professional Geoscientists at Entry-to-Practice." Geoscience Canada 44, no. 2 (July 21, 2017): 77–84. http://dx.doi.org/10.12789/geocanj.2017.44.118.

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Competency-based assessment approaches to professional registration reflect the move by professions, both in Canada and around the world, away from traditional credentials-based assessments centred on a combination of academic achievements and supervised practice time. Entry to practice competencies are the abilities required to enable effective and safe entry-level practice in a profession. In 2012, Geoscientists Canada received funding from the Government of Canada’s Foreign Credentials Recognition Program. A central component of the funding involved the development of a competency profile to assist in assessment for licensing in the geoscience profession. Work concluded with the approval of the Competency Profile for Professional Geoscientists at Entry to Practice by Geoscientists Canada in November 2014. The Competency Profile comprises concise statements in plain language, setting out the skills and abilities that are required to be able to work as a geoscientist, in an effective and safe manner, independent of direct supervision. It covers competencies common to all geoscientists; competencies for the primary subdisciplines of geoscience (geology, environmental geoscience and geophysics); and a generic set of high level competences that can apply in any specific work context in geoscience. The paper is in two parts. Part 1 puts the concept of competencies in context and describes the approach taken to develop the profile, including: input from Subject Matter Experts (practising geoscientists representing a diverse sampling of the profession); extensive national consultation and refinement; and a validation procedure, including a survey of practising Canadian geoscientists. Part 2 introduces the profile, explains its structure, and provides examples of some of the competencies. The full competency profile can be obtained from the Geoscientists Canada website www.geoscientistscanada.ca. Future work will identify specific indicators of proficiency related to each competency and suggest appropriate methodologies to assess such competencies. It will also involve mapping the profile to the existing Canadian reference standard, Geoscience Knowledge and Experience Requirements for Professional Registration in Canada.RÉSUMÉLes approches d'évaluation basées sur les compétences en vue de l'inscription professionnelle reflètent l'abandon par les professions, tant au Canada que partout dans le monde, des évaluations classiques basées sur les titres de compétences et axées sur une combinaison de réalisations académiques et de temps de pratique supervisée. Les compétences au niveau débutant sont les capacités requises pour une pratique efficace et en toute sécurité audit niveau dans une profession. En 2012, Géoscientifiques Canada a reçu un financement du Programme de reconnaissance des titres de compétences étrangers du gouvernement du Canada. Une composante centrale du financement incluait l’élaboration d'un profil des compétences pour faciliter l'évaluation de la délivrance de permis dans la profession de géoscience. Ce travail a été conclu en novembre 2014 avec l'approbation par Géoscientifiques Canada du Profil des compétences pour les géoscientifiques professionnels au niveau débutant. Le profil des compétences comprend des déclarations concises dans un langage clair, définissant les compétences et les capacités requises pour exercer efficacement, en toute sécurité et indépendamment de toute supervision directe, en tant que géoscientifique. Il couvre les compétences communes à tous les géoscientifiques; les compétences pour les sous-disciplines primaires de la géoscience (géologie, géoscience environnementale et géophysique); et un ensemble générique de compétences de haut niveau pouvant s'appliquer dans tout contexte de travail spécifique en géoscience. Le document comporte deux parties. La 1ère partie met en contexte le concept de compétences et décrit l'approche adoptée pour élaborer le profil, y compris : les contributions d'experts dans le domaine (géoscientifiques professionnels représentant un échantillonnage diversifié de la profession); de vastes consultations et perfectionnements à l'échelle nationale; et une procédure de validation, incluant une enquête auprès des géoscientifiques professionnels canadiens. La 2ème partie présente le profil, explique sa structure et fournit des exemples pour certaines des compétences. Le profil des compétences complet est disponible sur le site web de Géoscientifiques Canada www.geoscientistscanada.ca. Les travaux futurs identifieront des indicateurs spécifiques d’aptitude liés à chaque compétence et suggèreront des méthodologies appropriées pour leur évaluation. Ils comprendront également la mise en correspondance du profil avec la norme de référence canadienne existante et les exigences en matière de Connaissances et expérience des géosciences requises pour l'inscription à titre professionnel au Canada.

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Charalambous, Liz. "Apprenticeships give younger people entry into the profession." Nursing Standard 29, no. 37 (May 13, 2015): 33. http://dx.doi.org/10.7748/ns.29.37.33.s41.

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Noailly, Joëlle, and Richard Nahuis. "Entry and competition in the Dutch notary profession." International Review of Law and Economics 30, no. 2 (June 2010): 178–85. http://dx.doi.org/10.1016/j.irle.2009.11.001.

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Bugatti, Laura. "Towards a New Era for the Legal Profession." European Review of Private Law 27, Issue 1 (January 1, 2019): 83–112. http://dx.doi.org/10.54648/erpl2019005.

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The article discusses the regulatory trends and new challenges that the legal profession is currently facing in Europe. To show the complexity and specificity of the professional phenomenon, this article opens with an overview of the main dominant theory – constructions on professions in sociology – followed by analysis of the economic theories of regulation, with particular regards to the public interest and private interest theories. The analysis suggests that the lens through which the professions may be perceived can be different, if not opposite, and as a consequence, the rationale for professional services regulation might be very distant. Starting from the specific EU position towards the application of the competition law in the professional sector, this article provides a comparative analysis of the current legal profession regulations across Europe, considering rules affecting entry restrictions, as well as some restrictions on conduct. This article suggests that the European legal profession is gradually moving from a professional-independence approach to a consumer-centric perspective, even if several forms of alternative resistance are still in place, as the Italian experience shows. In view of the comparative analysis conducted, this article claims that the paradigm of professionalism is not condemned to succumb to commercialism; instead it seems to have hybridized its nature in favour of a new model of regulation, able to promote market competition and innovation without, however, renouncing professionalism and its core values.

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Zirnstein, Elizabeta. "The regulation of professions in tourism The case of Slovenia." RIVISTA ITALIANA DI DIRITTO DEL TURISMO, no. 20 (October 2018): 224–41. http://dx.doi.org/10.3280/dt2017-020003.

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A regulated profession means that the entry conditions for the pursuit of that profession or the practice of that profession (after entering it) is regulated by an obligatory legislative act. In Slovenia there are five regulated professions in the field of tourism: tourist guide, accompanying assistant, mountain guide, caving guide (potholio guide) and canyoning guide. The legislation in this field is rather complex, as the named professions are regulated in four different legislative acts. In this paper, we analyse the conditions and the procedure to obtain a licence for regulated professions in the field of tourism in Slovenia. We conclude with remarks on the future possible development in this field.

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Piwowarski, Rafał. "Entry to the Profession and Professional Development of Teachers – International and Polish Perspective." Lubelski Rocznik Pedagogiczny 35, no. 3 (June 21, 2017): 19. http://dx.doi.org/10.17951/lrp.2016.35.3.19.

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Brink, Alisa G., and Bernhard E. Reichert. "Research Initiatives in Accounting Education: Serving and Enhancing the Profession." Issues in Accounting Education 35, no. 4 (September 8, 2020): 25–33. http://dx.doi.org/10.2308/issues-2020-018.

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ABSTRACT The accounting profession is experiencing unprecedented changes due to forces such as technological advancement and increased global interactions. Researchers and educators in accounting are well positioned to provide valuable insight that guides this change process through well-executed education research. We identify research questions related to five topical areas impacted by the changing accounting environment. Research in these areas can significantly serve and enhance the accounting profession. Specifically, we discuss questions related to (1) factors affecting the entry-level hiring process, (2) technology and professional interactions, (3) accountants' professional identity, (4) continuing professional education (CPE), and (5) academic collaboration with the profession.

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Bae, Soo-Myoung, Won-Gyun Chung, Jong-Hwa Jang, So-Jung Mun, Bo-Mi Shin, and Sun-Jung Shin. "Competencies for Entry into the Profession of Dental Hygiene." Journal of Dental Hygiene Science 17, no. 3 (June 30, 2017): 193–201. http://dx.doi.org/10.17135/jdhs.2017.17.3.193.

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Lemon, Narelle, and Susanne Garvis. "Flights of two female academics’ entry into the profession." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 231–47. http://dx.doi.org/10.1108/jarhe-08-2013-0036.

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Purpose – The purpose of this paper is to illustrate what can be learnt about early career researchers through a narrative self-reflection of two academics’ moving towards the end of the early career into middle career stage. Design/methodology/approach – The two academics’ share their experiences as self- study reflective inquiries, specifically as a want and need for “more” through this respective involvement in critically thinking about and planning their career trajectory. Using Schwab's (1969) flights from the field as an interpretative tool, this event is the trigger used to story and re-story the personal experience of the academics through a reflective inquiry approach. Findings – Looking across the reflective self-studies, the final analysis reveals similarities, differences and tensions of the lived experiences of early career researchers’. Originality/value – Through listening to the voices of early career academics insights are gained that highlight the need for active agency in the academy while learning from others to focus on building research profiles.

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Gammie, Elizabeth, Mark Allison, and Morag Matson. "Entry routes into the Institute of Chartered Accountants of Scotland training: Status versus sustainability." Accounting History 23, no. 1-2 (June 2, 2017): 14–43. http://dx.doi.org/10.1177/1032373217706774.

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Education plays a pivotal role in establishing the elite status of a profession. This article sets out to understand the role of social and political influences in the determination of entry routes to professional accounting training with the Institute of Chartered Accountants of Scotland (ICAS). The article charts the development of various entry routes which converted ICAS from an Institute with few graduate entrants in the mid-1950s to an Institute with almost 100 per cent graduate entrants today.

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Bhandari, Kristina, and Nirmala Neupane. "Perception of Female Nurses Regarding Re-entry of Males in Nursing Profession: A study from Pokhara, Nepal." Journal of Health and Allied Sciences 12, no. 1 (May 25, 2023): 7–13. http://dx.doi.org/10.37107/jhas.409.

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Introduction: The number of male nurses in the world is very low. Within the nursing profession men remain a minority. Women have been entering male-dominated fields for decades, but it’s less common for a predominantly female occupation to have a substantial increase in its share of men. On 19th of June 2018 the Nepal Nursing Council has issued a notice making it mandatory for all nursing institutions across the country to allocate 15% seats for male students in nursing courses. Hence this study aims to identify the perception regarding re-entry of males in nursing profession among female nurses of Pokhara. Methods: A cross sectional study was conducted using purposive sampling technique among 219 Registered Nurses (RN) working in hospital and academic institutions of Pokhara. Structured self-administered questionnaire was used to collect data. Chi-square test was used to assess the association between perception of female nurses regarding re-entry of male in nursing profession and selected variable. Results: Maximum (70.3%) of participants were in the age group of 19-29 years, about half of the participants (49.8%) educational level were certificate level, nine out of ten (90.0%) of the participants were from clinical site. More than half of the participant (51.6%) had negative perception regarding entry of males in nursing profession whereas (48.4%) participants had positive perception regarding re-entry of males in nursing profession. Total work experience was associated with the level of perception as its p value is <0.05 i.e. 0.02. Conclusion: More than half of the participants had negative perception regarding re–entry of males in nursing profession. Total work experience of the participants is associated with perception of female nurses regarding re-entry of males in nursing profession.

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Rissanen, Olli, Petteri Pitkänen, Antti Juvonen, Pekka Räihä, Gustav Kuhn, and Kai Hakkarainen. "How Has the Emergence of Digital Culture Affected Professional Magic?" Professions and Professionalism 7, no. 3 (October 3, 2017): e1957. http://dx.doi.org/10.7577/pp.1957.

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We examined how the emerging digital culture has affected magicians’ careers, the development of their expertise and the general practices of their professions. We used social network analysis (n=120) to identify Finland’s most highly regarded magicians (n=16) representing different generations. The participants were theme interviewed and also collected self-report questionnaire data. The results revealed that digital transformations have strongly affected the magical profession in terms of changing their career paths and entry into the profession. Magic used to be a secretive culture, where access to advanced knowledge was controlled by highly regarded gatekeepers who shared their knowledge with a selected group of committed newcomers as a function of their extended efforts. Openly sharing magical knowledge on the Internet has diminished the traditionally strong role of these gatekeepers. Although online tutorials have made magical know-how more accessible to newcomers, professional communities and networks play a crucial role in the cultivation of advanced professional competences.

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Silva, Christina L., and Sarah M. Silva. "Mentoring Across Disciplines and Educational Levels." International Journal of Social Policy and Education 4, no. 1 (January 31, 2022): 65–67. http://dx.doi.org/10.61494/ijspe/vol-4-no-1-january-2022-9.pdf.

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Many professions are trained in a college or university setting. This training is entry level and provides the basics of what must be known to be successful. For many professionals to include primary and secondary education teachers and college and university faculty members, a mentor is needed to assist with overcoming obstacles associated with the early years in the profession. Many times, there are not sufficient mentors available within a department or school for the new professionals. The new professional should not be afraid to look outside of the normal avenues for locating a mentor. Mentors do not necessarily need to be within the same educational system or professional specialty.

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Isaac, Reay Stoddart. "With all the talk of entry into the profession and the training experience, what about Black clinical psychologists post qualification?" Clinical Psychology Forum 1, no. 371 (December 1, 2023): 17–22. http://dx.doi.org/10.53841/bpscpf.2023.1.371.17.

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The focus on how Whiteness and racism exclude racialised individuals from entering the profession, and adversely impact the experiences of racialised trainees, has led to an oversight of the experiences of racialised, specifically Black, qualified clinical psychologists. The doctoral research this article is based on aimed to address this gap by exploring Black Clinical Psychologists’ (BCPs’) experiences of racism and its discussion at work and in the profession. The accounts provided illustrate the ways in which Whiteness continues to permeate the professional context and remain a consistent feature of the lives of our Black colleagues following their transition into qualified life. Their testimony highlights the detrimental impact of Whiteness and racism on their emotional and psychological wellbeing, and willingness to remain within the profession and the NHS. In sharing their experiences, they remind us that, although the profession is keen to celebrate its efforts to tackle racism during the pre-qualification phase, the work of addressing Whiteness and becoming anti-racist is far from complete; our Black qualified colleagues continue to endure ongoing harm.

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Walker, Lynne. "The Entry of Women into the Architectural Profession in Britain." Woman's Art Journal 7, no. 1 (1986): 13. http://dx.doi.org/10.2307/1358231.

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Bailie, Rachel K. "Minority of One: Violet King's Entry to the Legal Profession." Canadian Journal of Women and the Law 24, no. 2 (October 2012): 301–27. http://dx.doi.org/10.3138/cjwl.24.2.301.

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Snow, Tamsin, and Sarah Harrison. "Profession still split on all-graduate entry, NMC consultation shows." Nursing Standard 22, no. 24 (February 20, 2008): 5. http://dx.doi.org/10.7748/ns.22.24.5.s2.

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Smart, John C., Corinna A. C. Ethington, and Ernest T. Pascarella. "Entry into the Teaching Profession: Test of a Causal Model." Journal of Educational Research 80, no. 3 (January 1987): 156–63. http://dx.doi.org/10.1080/00220671.1987.10885743.

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Jackson, Robert E. "Post-graduate educational requirements and entry into the CPA profession." Journal of Labor Research 27, no. 1 (March 2006): 101–14. http://dx.doi.org/10.1007/s12122-006-1012-1.

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Garcia-Benau, Maria A., and Ana Zorio. "Entry requirements to the auditing profession: a need for harmonisation." Global Business Perspectives 1, no. 2 (February 6, 2013): 122–31. http://dx.doi.org/10.1007/s40196-012-0005-0.

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Duffin, Christian, and Jennifer Sprinks. "Degree-only entry to profession ‘thwarts skilled and caring HCAs’." Nursing Standard 28, no. 12 (November 20, 2013): 11. http://dx.doi.org/10.7748/ns2013.11.28.12.11.s9.

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Bekwa, Nomfusi, and Marié de Beer. "Salutogenic Profile of Police Trainees on Entry into the Profession." Journal of Psychology in Africa 19, no. 2 (January 2009): 177–85. http://dx.doi.org/10.1080/14330237.2009.10820277.

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Gorham, Lucas. "Digital Baggage: Influences On New Student Affairs Professionals’ Social Media Use And Digital Identity." College Student Affairs Journal 41, no. 2 (September 2023): 68–82. http://dx.doi.org/10.1353/csj.2023.a916692.

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Abstract: This exploratory embedded case study examined the personal and professional social media use of entry-level student affairs professionals at four campuses from a state university system. Bounded by the profession of student affairs, this study focused on how entry-level student affairs professionals used social media platforms. Findings suggest that most entry-level professionals do not enter student affairs ready or willing to engage university communities on social media platforms and their respective campuses and graduate programs are not preparing them to do so. Study participants largely lacked a professional digital identity and were somewhat reticent about developing a robust professional digital identity. Contributing to their hesitancy, participants described their digital baggage – a collection of social media or social media-connected experiences that consciously or unconsciously influence personal or professional social media use.

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Duisenbekov, Y. B., and R. K. Kerimbayeva. "THEORETICAL FOUNDATIONS OF THE FORMATION OF STUDENTS' INTEREST IN THE TEACHING PROFESSION." Bulletin of Dulaty University 1, no. 13 (March 26, 2024): 81–89. http://dx.doi.org/10.55956/huum9433.

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The article reveals the theoretical foundations of the formation of students' interest in the teaching profession. The article presents the author's approaches to the concept of "interest", "interest in the profession". Several directions of determining interest were identified; modeling the process of forming students' interest in the process of organizing career guidance events and in the pedagogical practice of students; active entry of students into the professional environment in order to form students' interest in the teaching profession. The article reveals the stages of interest formation among students using the results of experimental work. This article examines the issue of the essence of professional self-determination and professional orientation of schoolchildren from the perspective of well-known scientists in the field of psychology and pedagogy. The psychological and pedagogical aspects of the formation of professional interest in the pedagogical activity of schoolchildren are analyzed.

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Sukiasyan, Eduard. "Our profession - 140 years." Scientific and Technical Libraries, no. 7 (July 1, 2016): 42–48. http://dx.doi.org/10.33186/1027-3689-2016-7-42-48.

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How did the profession of the librarian become recognized by the society? The author emphasizes the role of Melvil Dewey (1851-1931) in the organization of the first library journal (The Library Journal, 1876, USA), creation of the first library society (American Library Association, 1876), declaration of the library profession as an independent one, entry of professionally trained women into libraries. He addresses the problems of interdependence between the library profession and the civil society organizations in contemporary Russia. He also scrutinizes on what factors the prestige of a profession depend.

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Graschitz, Sabine, Simona Holzknecht, and Marcel Steller. "Perceived Attractiveness of Tax Consultancy and Auditing Professions: Insights From a German-Speaking Area." SAGE Open 13, no. 1 (January 2023): 215824402311531. http://dx.doi.org/10.1177/21582440231153100.

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Recruiting professionals in tax consultancy and auditing is becoming increasingly difficult in Germany and Austria. This study analyzes the attractive factors of a profession, specifically the tax consultancy and auditing profession, based on a survey of students ( n = 225) and practitioners ( n = 148) in a German-speaking setting. We find that the most attractive factors for tax consultancy and auditing are different company insights and consulting activities. Career opportunities and auditing activities are perceived as incentives to enter the auditing profession. Knowledge obtained during studies is perceived as less satisfactory for students compared to practitioners who assess it as good in retrospect. Students from different regions valued the tasks differently, which implies that strategies must be adapted to attract students. The number of accounting courses and internships significantly influenced career entry for both professions. Thus, higher education institutions are responsible for making professions more appealing to students.

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McBride, Liza-Jane, Cate Fitzgerald, Claire Costello, and Kristy Perkins. "Allied health pre-entry student clinical placement capacity: can it be sustained?" Australian Health Review 44, no. 1 (2020): 39. http://dx.doi.org/10.1071/ah18088.

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Objective Meeting the demand for clinical placements in an environment of increasing university cohort growth and changes in health service delivery models is challenging. This paper describes the outcomes of a quality review activity designed to gain key stakeholder perspectives on the enablers and barriers to sustaining effort to placement provision and reports on: (1) measures used to determine the effect of a jurisdiction-wide initiative in clinical education for five allied health professions; (2) outcomes of data related to key factors affecting placement supply and demand; and (3) qualitative perspectives from management, workforce and university stakeholders on placement sustainability. Methods This study reviewed clinical placement, staff full-time equivalent numbers, university program and student cohort data for five allied health professions from 2013 to 2016. In addition, qualitative response data from key stakeholder surveys was analysed thematically. Results In the study period, the rate of growth in placement offers did not match that of university program student numbers and full-time equivalent staff numbers. All stakeholders agreed that sustaining placement provision is enabled by collaboration, continuation of management support for dedicated clinical education staff, a focus on clinical education capacity building activities, outcome data reporting and statewide profession-specific governance, including leadership positions. Collaborations and networks across health and education sectors were reported to enhance efficiency, minimise duplication, streamline communication and support information and resource sharing within and across professions and stakeholders, ultimately sustaining placement provision. Identified barriers to sustainability centred on resourcing and the continued increasing demand for placements. Conclusion Sustaining pre-entry student placements requires stakeholder flexibility and responsiveness and is underpinned by collaboration, information and resource sharing. Dedicated clinical education positions were highly valued and seen as a key contributor to placement sustainability. What is known about the topic? The increasing demand for student placements and strategies used to enhance placement capacity are well known. To date, there have been limited studies investigating cross-sectoral trends and health service enablers and barriers to sustaining responses to placement demand. What does this paper add? This paper describes outcomes of a clinical placement capacity building initiative within public health services, developed from a unique opportunity to provide funding through an industrial agreement. It presents key allied health staff and university partner perspectives on enablers to sustaining placement supply in an environment of increasing placement demand. What are the implications for practitioners? This paper demonstrates that key enablers for the sustainability of placement provision are collaboration between university and health sectors, continuation of management support for dedicated clinical education staff, outcome data reporting and statewide profession-specific governance and leadership. It supports current practices of profession-specific and interprofessional clinical education resource and strategy development and the sharing of expertise for sustained placement provision.

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Fleischer, Michael S., and Norma A. Winston. "Entry on “Accreditation” for Dictionnaire de sociologie clinique." Journal of Applied Social Science 12, no. 1 (February 19, 2018): 12–16. http://dx.doi.org/10.1177/1936724418755422.

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This reprint presents a brief history and overview of the Commission on the Accreditation of Programs in Applied and Clinical Sociology (CAPACS), specifically in the context of global higher education accreditation; the increasing demand to accredit disciplinary and professional programs in the social and behavioral sciences as a process of external quality review; and the oversight of higher education accreditation commissions. Particular attention focuses on the creation of CAPACS in 1995 (originally known as the Commission on Applied and Clinical Sociology or CACS), as a joint initiative of the Society for Applied Sociology (SAS) and the Sociological Practice Association (SPA), which merged in 2006, to form the Association for Applied and Clinical Sociology (AACS); CAPACS accreditation standards; and the benefits of CAPACS Program accreditation in the discipline of Sociology and the profession of sociological practice. Reprint of “Accréditation,” in Vandevelde-Rougale Agnés & Pascal Fugier (eds.), Dictionnaire de sociologie clinique, Toulouse, ERES, to be published in 2018.

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Smith, Jan. "Discussion paper: Applying for professional doctorates in Clinical Psychology in the United Kingdom: Reflective report on academic credentials." PsyPag Quarterly 1, no. 98 (March 2016): 5–12. http://dx.doi.org/10.53841/bpspag.2016.1.98.5.

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Places on clinical psychology doctorates in the UK are known for their intense competition. Academic excellencen typically constitutes an important prerequisite for clinical training. This paper profiles academic entry requirements outlined by 30 UK universities offering the professional doctorate in clinical psychology (DClinPsy) for 2016 entry. Findings indicated that a high proportion of universities emphasised undergraduate academic excellence, whereas others outlined more diverse academic eligibility criteria for clinical training. This paper includes reflections underpinning applicants’ academic background and recommendations for aspiring clinical trainees and the psychology profession.

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Szczygielski, Krzysztof. "A note on the optimal scope of professional self-regulation." Central European Economic Journal 7, no. 54 (December 12, 2020): 218–26. http://dx.doi.org/10.2478/ceej-2020-0008.

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AbstractProfessions such as doctors and lawyers often enjoy some degree of self-regulation, i.e. they can set the codes of conduct in the market and even determine the rules for joining the profession. We address the problem of the optimal scope of self-regulation. Specifically, we model a profession that can decide about the quality of the service, and we examine if the profession should also be allowed to determine the number of suppliers. We assume that a larger number of professionals reduce the fixed cost of providing quality, and hence the motive to restrict entry is mitigated. Nonetheless, we find that for well-behaved fixed costs functions, the size of the profession preferred by the professionals is smaller than the socially optimal one. Still, if the only alternative to self-regulation is free entry to the profession, then self-regulation is the preferable regime. These findings are relevant for the services that are difficult to substitute by the services produced outside the profession.

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Ashcroft, James, Patrick Warren, Thomas Weatherby, Stephen Barclay, Laurence Kemp, Richard Justin Davies, Catherine Elizabeth Hook, Elizabeth Fistein, and Elizabeth Soilleux. "Using a Scenario-Based Approach to Teaching Professionalism to Medical Students: Course Description and Evaluation." JMIR Medical Education 7, no. 2 (June 24, 2021): e26667. http://dx.doi.org/10.2196/26667.

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Background Doctors play a key role in individuals’ lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students. We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact. Objective We developed a short scenario-based approach to teaching professionalism to first-year students undertaking a medical course with a 3-year science-based, preclinical component. We aimed to evaluate, both quantitatively and qualitatively, student perceptions of the experience and impact of the course. Methods An interactive professionalism course entitled Entry to the Profession was designed for preclinical first-year medical students. Two scenario-based sessions were created and evaluated using established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism were gathered using Likert-type 5-point scales and debrief following course completion. Results A total of 70 students completed the Entry to the Profession course over a 2-year period. Feedback regarding session materials and logistics ranged from 4.16 (SD 0.93; appropriateness of scenarios) to 4.66 (SD 0.61; environment of sessions). Feedback pertaining to professionalism knowledge and behaviors ranged from 3.11 (SD 0.99; need for professionalism) to 4.78 (SD 0.42; relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism. Conclusions Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical, and postgraduate training.

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Poortinga, Ype H. "Balancing Individual Interests and Quality of the Profession in the Formulation of Professional Standards." European Psychologist 10, no. 2 (January 2005): 103–9. http://dx.doi.org/10.1027/1016-9040.10.2.103.

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Abstract. In the EU-funded working group that has been developing a European Diploma of Psychology several issues arose where a balance had to be found between individual interests of practicing psychologists and standards of professional quality. These issues included: an accredited curriculum or individual on-the-job performance as requirement for entry to the profession; open access of diploma holders to all areas of practice or access limited to a specific area defined by previous training and experience; time-limited or life-long validity of the diploma and low vs. high continued education requirements for revalidation; and the use of the register of diploma holders for the profession as a marketing tool for the individual psychologist.

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Hussin, Nurul Afza Khusaini Mat, Nurul Ain Nadiah Mohd Bukhari, Nurul Hani Azyyati Nor Hashim, Sharina Nur Azyyati Shaipul Bahari, and Mazurina Mohd Ali. "The Impact of Artificial Intelligence on Accounting Profession: A Concept Paper." Business Management and Strategy 15, no. 1 (January 14, 2024): 34. http://dx.doi.org/10.5296/bms.v15i1.21620.

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This study examines the impact of artificial intelligence (AI) on the accounting profession. It systematically investigates the impacts in which AI technologies have reformed the accounting field, redefining the roles and responsibilities of accountants. Using literature review, this study sheds light on the impact of AI on the accounting profession. The results of this study mostly found that the impact of AI on accounting profession can be divided into three themes; (i) automation of routine tasks; (ii) enhanced data analysis and (iii) value-added of the professional roles. The automation of routine tasks includes data entry, validation and transaction processing, while for enhanced data analysis, it includes predictive analytics and decision support. AI also has impacted in terms of value-added of the professional roles which comprise of increasing scalability and cost savings and focus on higher value activities. The findings of this study suggest that the accounting profession is evolving in response to AI technology, and accountants should embrace these changes to harness the full potential of AI in their work.

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Müllerová, Libuše, and Marek Jošt. "Entry into the audit profession in the context of legislative changes." Český finanční a účetní časopis 2016, no. 3 (October 1, 2016): 39–58. http://dx.doi.org/10.18267/j.cfuc.479.

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Kiely, Patricia M., and Joseph Chakman. "Competency standards for entry-level to the profession of optometry 1993." Clinical and Experimental Optometry 76, no. 5 (September 1993): 150–81. http://dx.doi.org/10.1111/j.1444-0938.1993.tb02968.x.

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Kiely, Patricia, Peregrine Horton, and Joseph Chakman. "Competency standards for entry-level to the profession of optometry 1997." Clinical and Experimental Optometry 81, no. 5 (September 10, 1998): 210–21. http://dx.doi.org/10.1111/j.1444-0938.1998.tb06738.x.

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Jones, Greta. "The charge of the parasols: women's entry into the medical profession." Women's History Review 2, no. 2 (June 1, 1993): 279–91. http://dx.doi.org/10.1080/09612029300200057.

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Vydolob, Natalia O., and Olga O. Hreilikh. "FORMATION OF PROFESSIONAL COMPETENCE IN FUTURE TEACHERS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 124–31. http://dx.doi.org/10.32342/2522-4115-2022-1-23-15.

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The current state of the education system does not always contribute to the quality training of future teachers at the stage of their education in an educational institution. The relevance of the stated research topic is determined by the urgent importance of the formation of professional competencies of future teachers in the process of their education at higher pedagogical education institutions, as a factor that determines the success of their further professional activities. The purpose of this research is to determine the main criteria influencing the process of forming professional competencies of future high school teachers, directly at the stage of laying the foundations of their training, as well as the process of practice in real high school and at the stage of direct entry into the profession. The leading methodological approach in this research work is a combination of methods of systematic analysis of the process of formation of competence of the future teacher at the stage of his/her education at a higher education institution, with the analytical study of prospects for professional competence of future teachers in the process of direct entry into the profession and the gradual mastery of pedagogical skills. The results of this research clearly demonstrate the importance of forming professional competence in future teachers at the stage of their education at a higher education institution, in terms of understanding the basics of the teaching profession and creating in future teachers the right level of motivation to perform their professional duties in the future. The results and conclusions of this research are of great practical importance for future teachers who learn the basics of professional skills at the stage of higher education, as well as for employees of the education system interested in improving their own professional competencies.

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Михайлов, А. А., Н. В. Керемли, and А. А. Червова. "STATE OF THE PROBLEM OF PROFESSIONAL SELF-DETERMINATION AND ENTRY INTO THE PROFESSION OF FUTURE EDUCATIONAL PSYCHOLOGISTS." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 1(118) (June 3, 2023): 156–63. http://dx.doi.org/10.37972/chgpu.2023.118.1.020.

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Данное исследование посвящено анализу вклада известных зарубежных (А. Адлер, М. Р. Гинзбур, А. Маслоу, К. Хорни, Э. Эриксон) и российских ученых (В. А. Айрапетова, Е. А. Александрова, Е. А. Бауэр, А. В. Малышев, A. B. Мудрик, В. А. Сластенин, В. И. Слободчиков) и авторов диссертационных исследований (А. В. Бугославская, К. И. Буякова, Е. А. Салахутдинова, С. Ф. Шляпина) в решение проблемы профессионального самоопределения и вхождения в будущую профессию студентов вузов разных профилей и направлений подготовки. Из приведенного обзора следует, что само понятие «профессиональное самоопределение», а также процесс вхождения в будущую профессию студентов разных направлений и профилей подготовки не изучены в должной мере, что и подчеркивает актуальность темы нашего исследования. Работа опирается на общетеоретические подходы (системный, компетентностный, деятельностный и др.), а также на высказывания ученых, приведенных в монографиях, диссертационных исследованиях и других научных изданиях. Акцент сделан на вопросах педагогического сопровождения, дана авторская интерпретация понятий «педагогическое сопровождение» и «вхождение в будущую профессию» будущих педагогов-психологов. Приведены результаты анкетирования студентов, поступивших на первый курс педагогического вуза, которые подтверждают, что выбор профессии ими обусловлен в большей степени уровнем оплаты труда и возрастанием влияния средств массовой информации, особенно Интернета. Отмечается, что большинство первокурсников не представляют особенностей своей будущей профессиональной деятельности. Считаем, что опыт организации педагогического сопровождения будущих педагогов-психологов в Ивановском государственном университете, Шуйском филиале, реализованный на основе идеи о необходимости интеграции вузовского и дополнительного образования средствами вовлечения студентов в волонтерскую, тьюторскую, кураторскую деятельность, привлечения к участию в проекте «Дети в университете», является интересным для широкой педагогической общественности России. This study is devoted to the analysis of the contribution of both well-known foreign (A. Adler, M. R. Ginzbur, A. Maslow, K. Horny, E. Erikson), Russian (V. A. Ayrapetova, E. A. Alexandrova, E. A. Bauer, A. V. Malyshev, A. V. Mudrik, V. A. Slastenin, V. I. Slobodchikov) scientists and authors of dissertation research (A. V. Bugoslavskaya, K. I. Buyakova, E. A. Salakhutdinova, S. F. Shlyapina) in solving the problem of professional self-determination and entry into the future profession of university students of various training programs. It follows from the review above that the very concept of professional self-determination as well as the process of university students’ entering the future profession are not studied well enough which reveals the relevance of the research topic. The work is based on general theoretical approaches (systemic, competence, activity, etc.), as well as on the statements of scientists given in monographs, dissertation studies and other scientific publications. The emphasis is placed on the issues of pedagogical support, the author’s interpretation of the concepts of pedagogical support and entry into the profession of future educational psychologists is given. The results of the questionnaire survey of first-year pedagogical college students are presented, from which it follows that the choice of profession is largely due to the level of wages and the increasing influence of the media, especially the Internet. It is noted that the majority of first-year students do not imagine the peculiarities of their future professional activity. We believe that the experience of organizing pedagogical support for future educational psychologists at Shuya Branch Ivanovo State University due to the necessity to integrate higher education and additional education by involving them in volunteering, tutoring, mentoring, and participating in the project “Children at University” is interesting for the wide educational community of Russia.

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Yuan, Fang. "Analyze the Importance of Diversity in the Legal Profession, Using the Example of the LGBT Subgroup." Communications in Humanities Research 32, no. 1 (April 26, 2024): 120–25. http://dx.doi.org/10.54254/2753-7064/32/20240024.

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In recent years, the diverse professional backgrounds of legal practitioners have aroused research interest among scholars, as well as practitioners in the practice field. This essay focuses on LGBT subgroup in diversity, who are vulnerable to exclusion from others due to special gender identity and sexual orientation, and there are barriers to entering the legal profession. However, the entry of this group into the legal field may increase the diversity of the legal profession and contribute to the realization of justice, the formation of an ethical climate and economic benefits. In this regard, this essay provides suggestions on promoting LGBT groups to enter the legal profession from the perspectives of judicial policy, legal industry recruitment, and the establishment of a sense of belonging. This essay selects the diverse LGBT subgroup to discuss its importance in the legal profession and its significance to social development, which could fill the research gap to a certain extent.

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