Connecting to professional knowledge

Abstract

Studies of students’ educational outcomes tend to be based on rather simple input–output models. The aim of this article is to demonstrate that more informed theoretical perspectives are appropriate to analyses of quantitative data on professional learning processes. It is suggested that ‘connection to knowledge’ and ‘wanting structure’ are appropriate concepts in this respect. Results from a study of college students show that their expected educational outcomes, in terms of specific knowledge, practical skills and reflexivity, when they enrol are positively related to their connection to the respective aspects of knowledge in the final term of study. The analysis also points out that students’ experiences of a lack of professional knowledge should not only be interpreted as displaying weaknesses in educational programmes, but that it could also indicate that they have developed a ‘wanting structure’, and that they have realised the need for continuous improvement of their professional knowledge.

Acknowledgements

I am grateful to Karen Jensen, Kirsti Klette, Lars Inge Terum as well as the journal’s two anonymous referees for their comments and criticisms on earlier versions of this article. The study is part of the ProLearn project (Professional Learning in a Changing Society) funded by the Research Council of Norway.