Coherence in professional education: does it foster dedication and identification?

Abstract

This article examines the impact of professional education on students' dedication to and identification with a profession. The premise is that professional education is not only about knowledge acquisition and reasoning but also about attitudes and aspirations. In fostering dedication and identification, students' experiences of relevance seem to be important. The concept of coherence seen as an expression of relevance is introduced and measured by four kinds of interactions: Theory–practice interaction, teacher–student interaction, peer interaction and supervisor–student interaction. Analysis indicates that coherence, particularly as theory–practice interaction, peer interaction and supervisor–student interaction, has a significant impact on dedication to and identification with a profession. Longitudinal survey data – collected from students in colleges for teaching, nursing and social work – are analysed.

Keywords:

• professional education
• coherence
• affective outcomes
• profession
• longitudinal

Acknowledgements

An earlier version of this paper was presented to research groups at the Centre for the Studies of Professions, at Oslo and Akershus University College. We are grateful for helpful suggestions made by our colleagues.

Notes

This article is part the research project ‘Qualifying for professional careers’ handed out by Centre for the Studies of Professions at Oslo University College, founded by the Norwegian Research Council.

1. http://www.hio.no/Enheter/Senter-for-profesjonsstudier-SPS/StudData.