The aim of this study was to investigate epistemological beliefs and programme coherence in nursi... more The aim of this study was to investigate epistemological beliefs and programme coherence in nursing, social work and general teacher-training programmes. An abstract theoretical knowledge base is a key characteristic of professions. However, reports have shown a gap between professional education and professional practice. Data used in this study are taken from surveys among students, college teachers and placement supervisors. The results of this study do not corroborate with the notion of clashing epistemological beliefs between the educational field and the field of practice. However, the results do indicate that the way theories are taught and how students study may influence student views of the importance of theoretical knowledge for professional practice. The general teacher-training programme, more than the other programmes, faces challenges in linking theory to practice. The nursing programme also encounters difficulties in college teachers being able to relate some of the nursing-specific theories to practice in the classroom setting. Moreover, the findings imply that not only programme coherence, but also students’ study efforts might be essential aspects in explaining why some students do not perceive theoretical knowledge as important for professional practice.
It can be difficult for students to relate theoretical knowledge and practical skills when making... more It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom teaching and professional practice) affect the development of professional knowledge and skills. Three types of coherence are addressed in this paper: (1) biographical coherence: pre-enrolment experience; (2) programme coherence: the extent to which the theoretical and practical parts of the curriculum are integrated in teaching and placement, respectively; and (3) transitional coherence: the relationship between learning outcomes in education and the first few years as newly qualified professionals. Four professional groups are examined: primary school teachers, preschool teachers, nurses and social workers. Data are drawn from a longitudinal survey in which students answered a questionnaire at the end their studies and at three years after graduation. Results indicate that all three types of coherence have a significant impact on students’ and newly qualified professionals’ outcomes in terms of theoretical knowledge and practical skills. Moreover, programme coherence is an important factor not only in classroom teaching but also in placement.
Arbetsmarknad & Arbetsliv, årg 17, nr 4, 2011, 43-58
Er førskolelærerutdanningen først og fremst en sertifisering som gir adgang til bestemte stilling... more Er førskolelærerutdanningen først og fremst en sertifisering som gir adgang til bestemte stillinger i barnehagen eller gir den også profesjonell kompetanse som har betydning for arbeidsdelingen
mellom førskolelærere og assistenter og deres opplevelse av mestring av yrket?
Profesjonsutdanninger er en spesiell type høyere utdanning. Til forskjell fra disiplinutdanninger... more Profesjonsutdanninger er en spesiell type høyere utdanning. Til forskjell fra disiplinutdanninger skal de kvalifisere for arbeid innenfor spesifikke yrker med relativt klare krav til kunnskaper
og ferdigheter. Kapitlet omhandler fire profesjonsutdanninger der mellommenneskelige relasjoner står sentralt. Kvaliteten på arbeidet som utføres, er av stor betydning for den enkelte og for samfunnet. Hvor relevant er undervisningen og praksisopplæringen for senere
yrkesutøvelse? En analyse av studentenes og nyutdannetes egen vurdering av dette spørsmålet avdekker et gap mellom tilegnet kunnskap og krav på arbeidsplassen. Forskjellen er størst
blant allmennlærerne og minst blant sosialarbeiderne. Kvalifiseringen fortsetter imidlertid også i arbeidslivet, og utdanningen legger et viktig grunnlag for videre læring og utvikling.
This article examines the discrepancy between newly qualified nurses’ and physicians’ assessment ... more This article examines the discrepancy between newly qualified nurses’ and physicians’ assessment of acquired knowledge in education and their assessment of the knowledge demands in occupational practice. Knowledge learned in educational institutions is traditionally conceived as general and decontextualised with great potential for transmission transcending different contexts and situations. The gaps between knowledge learned in higher education and knowledge demands in professional practice are, however, not merely a failure in the delivery of knowledge. It is argued that the concept of ‘boundary-crossing’ is an appropriate way of reconceptualising the theory–practice gaps because it focuses on the challenges as well as constructive processes graduates face in their first years in professional work. The empirical material is based upon questionnaires handed in by students in their final semester 2001 and three years after graduation in 2004. Keywords: boundary-crossing; theory–practice gap; newly qualified professionals; nurses
Even though female students now make up more than half of all higher education students in many c... more Even though female students now make up more than half of all higher education students in many countries, the distribution of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in higher education. Our results show that students who made gender traditional choices more often had an early preference for the study programme they enrolled in. Moreover, female students reported more often than male students that they had been encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women drop out of female-dominated programmes to a lesser extent.
The purpose of this article is to examine to what extent there are differences between fields of ... more The purpose of this article is to examine to what extent there are differences between fields of learning in the amount of time that university faculty members use for teaching and supervision, and to discuss whether such differences may be explained by genuine ...
ABSTRACT Even though the interaction between teaching and research at universities is a well-stud... more ABSTRACT Even though the interaction between teaching and research at universities is a well-studied topic, it is difficult on the basis of available studies to draw any definite conclusions concerning the character of this relationship. This study, which is based on survey data, ...
Abstract. This article examines the relationship between the supervision of graduate students and... more Abstract. This article examines the relationship between the supervision of graduate students and university faculty research performance. We find that the supervision of Ph.D. students who have projects related to their supervisor's research has an independent effect on faculty ...
The aim of this study was to investigate epistemological beliefs and programme coherence in nursi... more The aim of this study was to investigate epistemological beliefs and programme coherence in nursing, social work and general teacher-training programmes. An abstract theoretical knowledge base is a key characteristic of professions. However, reports have shown a gap between professional education and professional practice. Data used in this study are taken from surveys among students, college teachers and placement supervisors. The results of this study do not corroborate with the notion of clashing epistemological beliefs between the educational field and the field of practice. However, the results do indicate that the way theories are taught and how students study may influence student views of the importance of theoretical knowledge for professional practice. The general teacher-training programme, more than the other programmes, faces challenges in linking theory to practice. The nursing programme also encounters difficulties in college teachers being able to relate some of the nursing-specific theories to practice in the classroom setting. Moreover, the findings imply that not only programme coherence, but also students’ study efforts might be essential aspects in explaining why some students do not perceive theoretical knowledge as important for professional practice.
It can be difficult for students to relate theoretical knowledge and practical skills when making... more It can be difficult for students to relate theoretical knowledge and practical skills when making the transition from the classroom to professional practice. The concept of coherence has been suggested as an appropriate way to address how the relationships involved (i.e. between theoretical knowledge and practical skills and between classroom teaching and professional practice) affect the development of professional knowledge and skills. Three types of coherence are addressed in this paper: (1) biographical coherence: pre-enrolment experience; (2) programme coherence: the extent to which the theoretical and practical parts of the curriculum are integrated in teaching and placement, respectively; and (3) transitional coherence: the relationship between learning outcomes in education and the first few years as newly qualified professionals. Four professional groups are examined: primary school teachers, preschool teachers, nurses and social workers. Data are drawn from a longitudinal survey in which students answered a questionnaire at the end their studies and at three years after graduation. Results indicate that all three types of coherence have a significant impact on students’ and newly qualified professionals’ outcomes in terms of theoretical knowledge and practical skills. Moreover, programme coherence is an important factor not only in classroom teaching but also in placement.
Arbetsmarknad & Arbetsliv, årg 17, nr 4, 2011, 43-58
Er førskolelærerutdanningen først og fremst en sertifisering som gir adgang til bestemte stilling... more Er førskolelærerutdanningen først og fremst en sertifisering som gir adgang til bestemte stillinger i barnehagen eller gir den også profesjonell kompetanse som har betydning for arbeidsdelingen
mellom førskolelærere og assistenter og deres opplevelse av mestring av yrket?
Profesjonsutdanninger er en spesiell type høyere utdanning. Til forskjell fra disiplinutdanninger... more Profesjonsutdanninger er en spesiell type høyere utdanning. Til forskjell fra disiplinutdanninger skal de kvalifisere for arbeid innenfor spesifikke yrker med relativt klare krav til kunnskaper
og ferdigheter. Kapitlet omhandler fire profesjonsutdanninger der mellommenneskelige relasjoner står sentralt. Kvaliteten på arbeidet som utføres, er av stor betydning for den enkelte og for samfunnet. Hvor relevant er undervisningen og praksisopplæringen for senere
yrkesutøvelse? En analyse av studentenes og nyutdannetes egen vurdering av dette spørsmålet avdekker et gap mellom tilegnet kunnskap og krav på arbeidsplassen. Forskjellen er størst
blant allmennlærerne og minst blant sosialarbeiderne. Kvalifiseringen fortsetter imidlertid også i arbeidslivet, og utdanningen legger et viktig grunnlag for videre læring og utvikling.
This article examines the discrepancy between newly qualified nurses’ and physicians’ assessment ... more This article examines the discrepancy between newly qualified nurses’ and physicians’ assessment of acquired knowledge in education and their assessment of the knowledge demands in occupational practice. Knowledge learned in educational institutions is traditionally conceived as general and decontextualised with great potential for transmission transcending different contexts and situations. The gaps between knowledge learned in higher education and knowledge demands in professional practice are, however, not merely a failure in the delivery of knowledge. It is argued that the concept of ‘boundary-crossing’ is an appropriate way of reconceptualising the theory–practice gaps because it focuses on the challenges as well as constructive processes graduates face in their first years in professional work. The empirical material is based upon questionnaires handed in by students in their final semester 2001 and three years after graduation in 2004. Keywords: boundary-crossing; theory–practice gap; newly qualified professionals; nurses
Even though female students now make up more than half of all higher education students in many c... more Even though female students now make up more than half of all higher education students in many countries, the distribution of women across fields of study is still very uneven. This study examines the gendered nature of recruitment and dropout in higher education. Our results show that students who made gender traditional choices more often had an early preference for the study programme they enrolled in. Moreover, female students reported more often than male students that they had been encouraged by their parents and friends. However, unlike what we expected, there are no differences between students in gender traditional and non-traditional programmes with regard to encouragement from parents and students’ confidence that they had made the right choice. While male students’ dropout is unrelated to the gender composition of educational programmes, women drop out of female-dominated programmes to a lesser extent.
The purpose of this article is to examine to what extent there are differences between fields of ... more The purpose of this article is to examine to what extent there are differences between fields of learning in the amount of time that university faculty members use for teaching and supervision, and to discuss whether such differences may be explained by genuine ...
ABSTRACT Even though the interaction between teaching and research at universities is a well-stud... more ABSTRACT Even though the interaction between teaching and research at universities is a well-studied topic, it is difficult on the basis of available studies to draw any definite conclusions concerning the character of this relationship. This study, which is based on survey data, ...
Abstract. This article examines the relationship between the supervision of graduate students and... more Abstract. This article examines the relationship between the supervision of graduate students and university faculty research performance. We find that the supervision of Ph.D. students who have projects related to their supervisor's research has an independent effect on faculty ...
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nursing-specific theories to practice in the classroom setting. Moreover, the findings imply that not only programme coherence, but also students’ study efforts might be essential aspects in explaining why some students do not perceive theoretical knowledge as important for professional practice.
mellom førskolelærere og assistenter og deres opplevelse av mestring av yrket?
og ferdigheter. Kapitlet omhandler fire profesjonsutdanninger der mellommenneskelige relasjoner står sentralt. Kvaliteten på arbeidet som utføres, er av stor betydning for den enkelte og for samfunnet. Hvor relevant er undervisningen og praksisopplæringen for senere
yrkesutøvelse? En analyse av studentenes og nyutdannetes egen vurdering av dette spørsmålet avdekker et gap mellom tilegnet kunnskap og krav på arbeidsplassen. Forskjellen er størst
blant allmennlærerne og minst blant sosialarbeiderne. Kvalifiseringen fortsetter imidlertid også i arbeidslivet, og utdanningen legger et viktig grunnlag for videre læring og utvikling.
different contexts and situations. The gaps between knowledge learned in higher education and knowledge demands in professional practice are, however, not merely a failure in the delivery of knowledge. It is argued that the concept of ‘boundary-crossing’ is an appropriate way of reconceptualising the theory–practice gaps because it focuses on the challenges as well as constructive processes graduates face in their first years in professional work. The empirical material is based upon questionnaires handed in by students in their final semester 2001 and three years after graduation in 2004.
Keywords: boundary-crossing; theory–practice gap; newly qualified professionals; nurses
nursing-specific theories to practice in the classroom setting. Moreover, the findings imply that not only programme coherence, but also students’ study efforts might be essential aspects in explaining why some students do not perceive theoretical knowledge as important for professional practice.
mellom førskolelærere og assistenter og deres opplevelse av mestring av yrket?
og ferdigheter. Kapitlet omhandler fire profesjonsutdanninger der mellommenneskelige relasjoner står sentralt. Kvaliteten på arbeidet som utføres, er av stor betydning for den enkelte og for samfunnet. Hvor relevant er undervisningen og praksisopplæringen for senere
yrkesutøvelse? En analyse av studentenes og nyutdannetes egen vurdering av dette spørsmålet avdekker et gap mellom tilegnet kunnskap og krav på arbeidsplassen. Forskjellen er størst
blant allmennlærerne og minst blant sosialarbeiderne. Kvalifiseringen fortsetter imidlertid også i arbeidslivet, og utdanningen legger et viktig grunnlag for videre læring og utvikling.
different contexts and situations. The gaps between knowledge learned in higher education and knowledge demands in professional practice are, however, not merely a failure in the delivery of knowledge. It is argued that the concept of ‘boundary-crossing’ is an appropriate way of reconceptualising the theory–practice gaps because it focuses on the challenges as well as constructive processes graduates face in their first years in professional work. The empirical material is based upon questionnaires handed in by students in their final semester 2001 and three years after graduation in 2004.
Keywords: boundary-crossing; theory–practice gap; newly qualified professionals; nurses