Describing Pre-Professional Identity in Higher Education: A Case Study of Exercise Science Students

Autor/inn/en	Clanchy, Kelly; Minahan, Clare; Cardell, Elizabeth; Bialocerkowski, Andrea
Titel	Describing Pre-Professional Identity in Higher Education: A Case Study of Exercise Science Students
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 6, S.174-200, Artikel 12 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Professional Identity; Exercise Physiology; Allied Health Occupations Education; Student Characteristics; Work Experience; Student Motivation; Career Choice; Foreign Countries; Undergraduate Students; College Seniors; Australia + Suchen Sie Ihr Suchwort? Sportphysiologie; Employment experience; Job experience; Occupational experience; Berufserfahrung; Schulische Motivation; Ausland; College; Colleges; Senior; Hochschule; Fachhochschule; Australien
Abstract	Pre-professional identity (PPI) is an understanding of the skills, qualities, conduct, culture and ideology of a students' intended profession. Understanding PPI is valuable for students and higher-education providers to provide insight into motivation for- and to promote engagement in- learning. Describing PPI is challenging, particularly for evolving health professions. This paper describes a process undertaken to understand PPI, using exercise science (ES), a new and evolving health profession, as a case study. Mixed methods were used to describe three aspects of PPI: 1) student cohort characteristics; 2) personal factors influencing PPI; and 3) perceived career direction. Final year ES students participated in an online survey and a focus group (n=305; 59% male; 75% age range of 20-24 years). Factors contributing to the development of PPI included the desire to help others; interest and experience in sports/exercise. Students had the strongest understanding of the PI domains of affiliation, money and structure and limited understanding of the role of scientist and researcher. Two outcomes were derived from the study findings to advance the theoretical understanding of PPI: 1) a 3-item framework that describes factors specific to students' PPI; and 2) a worked case study demonstrating how this framework was applied to gain a nuanced understanding of PPI in ES. Our framework can be applied to increase student and higher education providers understanding of PPI and the motivations underpinning student decision-making in higher education. [The page range (174-192) cited on the .pdf is incorrect. The correct page range is p174-200.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01