Skip to main content

Advertisement

SpringerLink
Log in

Developing pre-professional identity in undergraduates through work-integrated learning

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

Pre-professional identity is a complex phenomenon spanning awareness of and connection with the skills, qualities, behaviours, values and standards of a student’s chosen profession, as well as one’s understanding of professional self in relation to the broader general self. It is an important, yet under-explored, aspect of graduate employability and can influence academic success, well-being and productivity. This study investigates the role of Work-Integrated Learning (WIL), more specifically work placements, in developing pre-professional identity among undergraduates. It uses qualitative data, in the form of structured reflections, gathered over two time periods from 105 business students in a Western Australian university. Findings indicate that work placements can offer a valuable platform for fostering identity construction. Students use the experience to make sense of their intended profession through observing, questioning and interacting with seasoned professionals. Appraising and reflecting on their experience, through learning activities and assessment, are highlighted as important elements of placement design and critical for students to question and make sense of what they observed and learned. Strategies are presented for industry and education practitioners to enhance pre-professional identity development among undergraduates. The study underlines the important role of work placements in preparing students for graduate-level employment, beyond the traditional focus on non-technical skill development and the application of disciplinary knowledge.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • AAGE (2014). 2014 AAGE employer survey. Sydney, Australia: Australian Association of Graduate Employers.

    Google Scholar 

  • Adams, R., Daly, S., Mann, L., & Dall’Alba, G. (2011). Being a professional: three lenses into design thinking, acting, and being. Des Stud, 32(6), 588–607.

    Article  Google Scholar 

  • Archer, L. (2008). Younger academics’ constructions of ‘authenticity,’ ‘success,’ and professional identity. Stud High Educ, 33(4), 385–403.

    Article  Google Scholar 

  • Ashton, D. (2011). Media work and the creative industries: identity work, professionalism and employability. Education + Training, 53(6), 546–560.

    Google Scholar 

  • AWPA (2013). Information and communications technology workforce study. Canberra, Australia: Australian Workforce and Productivity Agency.

    Google Scholar 

  • Baxter Magolda, M. (1998). Developing self-authorship in young adult life. J Coll Stud Dev, 39(2), 143–156.

    Google Scholar 

  • Baxter Magolda, M. (2001). Making their own way: narratives for transforming higher education to promote self-authorship. Sterling, VA: Stylus.

    Google Scholar 

  • Baxter Magolda, M. (2007). Self-authorship: the foundation for twenty-first-century education. New Directions for Teaching and Learning, 2007(109), 69–83.

    Article  Google Scholar 

  • Baxter Magolda, M. (2014). Self-authorship. N Dir High Educ, 2014(166), 25–33.

    Google Scholar 

  • Bennett, D. (2012). A creative approach to exploring student identity. IJCPS-International Journal of Creativity and Problem Solving, 22(1), 27–41.

    Google Scholar 

  • Billett, S. (2007). Exercising self through working life: learning, work and identity. In A. Brown, S. Kirpal, & F. Rauner (Eds.), Identities at work. Dordrecht: Springer.

    Google Scholar 

  • Billett, S. (2009). Realising the educational worth of integrating work experiences in higher education. Stud High Educ, 34(7), 827–843.

    Article  Google Scholar 

  • Billett, S. (2011). Curriculum and pedagogical bases for effectively integrating practice-based experiences—final report. Strawberry Hills, NSW: Australian Learning and Teaching Council (ALTC).

    Google Scholar 

  • Billett, S., & Somerville, M. (2004). Transformations at work: identity and learning. Stud Contin Educ, 26(2), 309–326.

    Article  Google Scholar 

  • Blackmore, C. (2010). Managing systemic change: future roles for social learning systems and communities of practice? In C. Blackmore (Ed.), Social learning systems and communities of practice (pp. 201–218). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Bourner, T., & Millican, J. (2011). Student-community engagement and graduate employability. Widening Participation and Lifelong Learning, 13(2), 68–85.

    Article  Google Scholar 

  • Bridgstock, R. (2009). The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills. High Educ Res Dev, 28(1), 31–44.

    Article  Google Scholar 

  • Burke, L., Marks-Maran, D., Ooms, A., Webb, M., & Cooper, D. (2009). Towards a pedagogy of work-based learning: perceptions of work-based learning in foundation degrees. Journal of Vocational Education & Training, 61(1), 15–33.

    Article  Google Scholar 

  • Campbell, M., & Zegwaard, K. (2011). Values, ethics and empowering the self through cooperative education. Asia-Pacific Journal of Cooperative Education, 12(3), 205–216.

    Google Scholar 

  • Clouder, L. (2005). Caring as a ‘threshold concept’: transforming students in higher education into health(care) professionals. Teach High Educ, 10(4), 505–517.

    Article  Google Scholar 

  • Confederation of British Industry (2011). Building for growth: business priorities for education and skills—education and skills survey 2011. London: CBI.

    Google Scholar 

  • Crebert, G., Bates, M., Bell, B., Patrick, C., & Cragnolini, V. (2004). Developing generic skills at university, during work placement and in employment: graduates perceptions. High Educ Res Dev, 23(2), 147–165.

    Article  Google Scholar 

  • Dahlgren, M., Reid, A., Dahlgren, L., & Petocz, P. (2008). Learning for the professions: lessons from linking international research projects. High Educ, 56(2), 129–148.

    Article  Google Scholar 

  • Dall’Alba, G. (2009). Learning professional ways of being: ambiguities of becoming. Educational Philosophy and Theory, 41(1), 34–45.

    Article  Google Scholar 

  • De Weerdt, S., Bouwen, R., Corthouts, F., & Martens, H. (2006). Identity transformation as an intercontextual process. Industry & Higher Education, 2(5), 317–326.

    Article  Google Scholar 

  • Department of Education and Training (2015). Core skills for work developmental framework. Canberra, Australia: Department of Industry and Science.

    Google Scholar 

  • Department of Industry (2014). Engaging employers in work integrated learning: current state and future priorities. Richmond, Vic, Australia: PhillipsKPA.

    Google Scholar 

  • Elliott, C., & Reynolds, M. (2014). Participative pedagogies, group work and the international classroom: an account of students’ and tutors’ experiences. Stud High Educ, 39(2), 307–320.

    Article  Google Scholar 

  • Feen-Calligan, H. (2005). Constructing professional identity in art therapy through service-learning and practica. Art Therapy, 22(3), 122–131.

    Article  Google Scholar 

  • Fellenz, M. (2016). Forming the professional self: Bildung and the ontological perspective on professional education and development. Educational Philosophy and Theory, 48(3), 267–283.

    Google Scholar 

  • Fereday, J., & Muir-Cochrane, E. (2008). Demonstrating rigor using thematic analysis: a hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92.

    Article  Google Scholar 

  • Field, R., Duffy, J., & Huggins, A. (2013). Supporting transition to law school and student well-being: the role of professional legal identity. The International Journal of the First Year in Higher Education, 4(2), 15–25.

    Article  Google Scholar 

  • Grace, S., & Trede, F. (2013). Developing professionalism in physiotherapy and dietetics students in professional entry courses. Stud High Educ, 38(6), 793–806.

    Article  Google Scholar 

  • Henkel, M. (2005). Academic identity and autonomy in a changing policy environment. High Educ, 49(1–2), 155–176.

    Article  Google Scholar 

  • Higgs, J. (1993). Physiotherapy, professionalism and self-directed learning. Journal of the Singapore Physiotherapy Association, 14(1), 8–11.

    Google Scholar 

  • Higgs, J. (2013). Professional socialisation. In S. Loftus, T. Gerzina, J. Higgs, & M. Smith (Eds.), Educating health professionals (pp. 83–92). Rotterdam, Holland: Sense Publishers.

    Chapter  Google Scholar 

  • Higher Education Academy. (2015). Framework for embedding employability in higher education. UK: HEA. https://www.heacademy.ac.uk/enhancement/frameworks/framework-embedding-employability-higher-education. Accessed on 12 January 2016.

  • Holmes, L. (2013). Competing perspectives on graduate employability: possession, position or process? Stud High Educ, 38(4), 538–554.

    Article  Google Scholar 

  • Holmes, L. (2015). Becoming a graduate: the warranting of an emergent identity. Education + Training, 57(2), 219–238.

    Google Scholar 

  • Hunter, A., Laursen, S., & Seymour, E. (2007). Becoming a scientist: the role of undergraduate research in students’ cognitive, personal, and professional development. Sci Educ, 91(1), 36–74.

    Article  Google Scholar 

  • Ibarra, H., & Petriglieri, J. (2010). Identity work and play. J Organ Chang Manag, 23(1), 10–25.

    Article  Google Scholar 

  • Izadinia, M. (2013). A review of research on student teachers’ professional identity. Br Educ Res J, 39(4), 694–713.

    Google Scholar 

  • Jackson, D. (2014). Skill mastery and the formation of graduate identity in Bachelor graduates: evidence from Australia. Studies in Higher Education. http://www.tandfonline.com/doi/full/10.1080/03075079.2014.981515

  • Jackson, D. (2015). Employability skill development in work-integrated learning: barriers and best practice. Stud High Educ, 40(2), 350–367.

    Article  Google Scholar 

  • Jackson, D. (2016). Re-conceptualising graduate employability: the importance of pre-professional identity. Higher Education Research and Development. http://www.tandfonline.com/doi/full/10.1080/07294360.2016.1139551

  • Jackson, D., & Chapman, E. (2012). Non-technical competencies in undergraduate business degree programmes: Australian and UK perspectives. Stud High Educ, 37(5), 541–567.

    Article  Google Scholar 

  • Jackson, D., & Hancock, P. (2010). Developing non-technical skills in undergraduate degrees in business and their transfer to the workplace. Education Research and Perspectives, 37(1), 52–84.

    Google Scholar 

  • Jain, R., & Jain, J. (2013). Conceptualization, measure development and empirical assessment of career oriented attitudes and employability of technology graduates. Vision: The Journal of Business Perspective, 17(2), 143–157.

    Article  Google Scholar 

  • Katz, P., McGinnis, J., Hestness, E., Riedinger, K., Marbach-Ad, G., Dai, A., & Pease, R. (2011). Professional identity development of teacher candidates participating in an informal science education internship: a focus on drawings as evidence. Int J Sci Educ, 33(9), 1169–1197.

    Article  Google Scholar 

  • Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and professional development in HE. Assessment and Evaluation in Higher Education, 31(3), 267–286.

    Article  Google Scholar 

  • Mishler, E. (1990). Validation in inquiry-guided research: the role of exemplars in narrative studies. Harv Educ Rev, 60(4), 415–443.

    Article  Google Scholar 

  • Moores, E., & Reddy, P. (2012). No regrets? Measuring the career benefits of a psychology placement year. Assessment and Evaluation in Higher Education, 37(5), 535–554.

    Article  Google Scholar 

  • Nadelson, L., McGuire, S. Davis, K. Farid, A. Hardy, K. Hsu, Y. & Wang, S. (2015). Am I a STEM professional? Documenting STEM student professional identity development. Studies in Higher Education. http://www.tandfonline.com/doi/abs/10.1080/03075079.2015.1070819?journalCode=cshe20#preview.

  • Nicholson, L., Putwain, D., Connors, L., & Hornby-Atkinson, P. (2013). The key to successful achievement as an undergraduate student: confidence and realistic expectations? Stud High Educ, 38(2), 285–298.

    Article  Google Scholar 

  • Nystrom, S. (2009). The dynamics of professional identity formation: graduates’ transitions from higher education to working life. Vocat Learn, 2(1), 1–18.

    Article  Google Scholar 

  • Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teach Educ Q, 35(3), 23–40.

    Google Scholar 

  • Pang, P. (2015). Learning to work during work placement: negotiating access to work and participation through ‘Origination’and establishing a ‘legitimate presence’. Journal of Vocational Education & Training, 67(4), 543–557.

    Article  Google Scholar 

  • Paterson, M., Higgs, J., Wilcox, S., & Villenuve, M. (2002). Clinical reasoning and self-directed 1earning: key dimensions in professional education and professional socialisation. Focus on Health Professional Education, 4(2), 5–21.

    Google Scholar 

  • Pegg, A., Waldock, J., Hendy-Isaac, S., & Lawton, R. (2012). Pedagogy for employability. York, UK: HEA.

    Google Scholar 

  • Pizzolato, J., & Olson, A. (2016). Exploring the relationship between the three dimensions of self-authorship. J Coll Stud Dev, 57(4), 411–427.

    Article  Google Scholar 

  • Raemdonck, I., Tillema, H., de Grip, A., Valcke, M., & Segers, M. (2012). Does self-directedness in learning and careers predict the employability of low-qualified employees? Vocat Learn, 5(2), 137–151.

    Article  Google Scholar 

  • Reid, A., Dahlgren, L., Petocz, P., & Dahlgren, M. (2008). Identity and engagement for professional formation. Stud High Educ, 33(6), 729–742.

    Article  Google Scholar 

  • Reid, A., Dahlgren, M., Dahlgren, L., & Petocz, P. (2011). From expert student to novice professional. Dordrecht: Springer.

    Book  Google Scholar 

  • Scanlon, L. (2011). Becoming a professional: an interdisciplinary analysis of professional learning. London and New York: Springer.

    Book  Google Scholar 

  • Schaap, H., de Bruijn, E., Van der Schaaf, M., & Kirschner, P. (2009). Students’ personal professional theories in competence-based vocational education: the construction of personal knowledge through internalisation and socialisation. Journal of Vocational Education & Training, 61(4), 481–494.

    Article  Google Scholar 

  • Schadewitz, N. & Jachna, T. (2007). Comparing inductive and deductive methodologies for design patterns identification and articulation. In International Design Research Conference IADSR, 12–15 November 2007, Hong Kong.

  • Smith, M., Brooks, S., Lichtenberg, A., McIlveen, P., Torjul, P., & Tyler, J. (2009). Career development learning: maximising the contribution of work-integrated learning to the student experience. Wollongong, Australia: University of Wollongong.

    Google Scholar 

  • Stryker, S., & Burke, P. (2000). The past, present and future of an identity theory. Soc Psychol Q, 63(4), 284–297.

    Article  Google Scholar 

  • Sullivan, D., Fries, K., & Relf, M. (2012). Exploring the changing landscape of jobs for new graduates: practice, education, and new graduate imperatives. Creative Nursing, 18(1), 17–24.

    Article  Google Scholar 

  • Sutherland, L., & Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. High Educ, 64(6), 747–766.

    Article  Google Scholar 

  • Taylor, B. (1993). Phenomenology: one way to understand nursing practice. Int J Nurs Stud, 30(2), 171–179.

    Article  Google Scholar 

  • Thomas, D. (2006). A general inductive approach for analyzing qualitative evaluation data. Am J Eval, 27(2), 237–246.

    Article  Google Scholar 

  • Tomlinson, M. (2012). Graduate employability: a review of conceptual and empirical themes. Higher Education Policy, 25(4), 407–421.

    Article  Google Scholar 

  • Torres, V., & Hernandez, E. (2007). The influence of ethnic identity on self-authorship: a longitudinal study of Latino/a college students. J Coll Stud Dev, 48(5), 558–573.

    Article  Google Scholar 

  • Trede, F. (2012). Role of work-integrated learning in developing professionalism and professional identity. Asia-Pacific Journal of Cooperative Education, 13(3), 159–167.

    Google Scholar 

  • Trede, F., Macklin, R., & Bridges, D. (2012). Professional identity development: a review of the higher education literature. Stud High Educ, 37(3), 365–384.

    Article  Google Scholar 

  • Universities Australia, BCA, ACCI, AIG & ACEN. (2015). National strategy on Work Integrated Learning in university education. http://cdn1.acen.edu.au/wp-content/uploads/2015/03/National-WIL-Strategy-in-university-education-032015.pdf. Accessed 30 January 2016.

  • Wenger, E. (2010). Communities of practice and social learning systems: the career of a concept. In E. Wenger (Ed.), Social learning systems and communities of practice (pp. 179–198). London, UK: Springer.

    Chapter  Google Scholar 

  • West, C., & Chur–Hansen, A. (2004). Ethical enculturation: the informal and hidden ethics curricula at an Australian medical school. Focus on Health Professional Education, 6(1), 85–99.

    Google Scholar 

  • Wittekind, A., Raeder, S., & Grote, G. (2010). A longitudinal study of determinants of perceived employability. J Organ Behav, 31(4), 566–586.

    Article  Google Scholar 

  • Yorke, M., & Knight, P. (2004). Embedding employability into the curriculum. York, UK: Higher Education Academy.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Business and Law, Edith Cowan University, 2.361b, 270 Joondalup Drive, Joondalup, WA, 6027, Australia

    Denise Jackson

Authors
  1. Denise Jackson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Denise Jackson.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Jackson, D. Developing pre-professional identity in undergraduates through work-integrated learning. High Educ 74, 833–853 (2017). https://doi.org/10.1007/s10734-016-0080-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-016-0080-2

Keywords

Search

Navigation