Perceptions of Education, Engineering, and Nursing Faculty Members Regarding Their Role in Helping Students Develop Professional Behavior
This document was originally published by Berkeley Electronic Press in Journal of College and Character. Copyright restrictions may apply. http://journals.naspa.org/jcc/vol10/iss7/3/
In conducting this study, we used qualitative and quantitative research techniques to determine faculty members’ perceptions of (a) their role in teaching professional behavior, (b) the professional behaviors that are most important for students to develop, and (c) the methods used to help education, engineering, and nursing students develop professional behavior. Differences were identified between the three groups of faculty members. Overall, results indicated the majority of educators believed they had a role in teaching students professional behavior. However, most faculty members did not acknowledge specific coursework or methods employed to help students develop professional behavior, suggesting instead they tried to help students develop professional behavior by acting as role models. Implications for these and other findings are reported in this article.
Sandra Nadelson, Louis Nadelson, and Richard Osguthorpe. "Perceptions of Education, Engineering, and Nursing Faculty Members Regarding Their Role in Helping Students Develop Professional Behavior" Journal of College and Character 10.7 (2009): 1-13.
Available at: http://works.bepress.com/louis_nadelson/22