Professional Competence Enhancement via Postgraduate Post-Experience Learning and Development

Autor/in	Chivers, Geoffrey
Titel	Professional Competence Enhancement via Postgraduate Post-Experience Learning and Development
Quelle	In: Journal of European Industrial Training, 31 (2007) 8, S.639-659 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-0590
DOI	10.1108/03090590710833688
Schlagwörter	Graduate Study; Vocational Education; Improvement Programs; Competency Based Education; Professional Continuing Education; Formative Evaluation; Andragogy; Epistemology; Communication Research; Teacher Student Relationship; Foreign Countries; Writing Assignments; Writing Improvement; Occupational Safety and Health + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausbildung; Berufsbildung; Effizienzsteigerung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Berufsfeldbezogener Unterricht; Weiterbildung; Andragogics; Andragogik; Erkenntnistheorie; Kommunikationsforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Occupational safety; Arbeitssicherheit
Abstract	Purpose: The purpose of this paper is to determine the ways in which postgraduate study in vocational fields supports the development of advanced competences amongst mid-career professionals. Design/methodology/approach: The extensive written communications between health and safety professionals taking a postgraduate course in health and safety management and their tutor were investigated to determine the competence domains where learning was taking place or attempted. The individual written communications were analysed and each issue raised allocated to a learning area. The quantitative results for each area were determined. The learning areas were assigned to one or more competence development domains. Findings: The quantified results demonstrate that the main domain where mid-career professionals on this postgraduate course were most strongly challenged to learn and develop in advanced competences was the meta-competence domain on the Cheetham and Chivers model. Research limitations/implications: This study was based on written communications passing between a limited number of students and one tutor on a single postgraduate study programme. There is clearly great scope to extend this form of research given the large number of postgraduate vocational study programmes now undertaken by mid-career professionals. Practical implications: Tutors need to focus strongly on supporting the very demanding learning leading to the growth of meta-competencies. Given the ready availability of relevant factual information to mid-career professionals in the information age, there is much less need to focus on teaching facts, although supporting the interpretation and application of such factual information by students retains great importance. Originality/value: Few other studies exist which attempt to analyse written communications between tutors and postgraduate students on professional/vocational courses in terms of how such courses are developing professional competences. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10