Professional identity formation in contemporary higher education students

The study examines the prevalence of emergent professional identity (PI) among different groups of higher education students as well as the determining factors in the formation of PI. Drawing on evidence from a survey among Australian and UK students (N = 433), from two institutions and across a ran...

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Vydáno v:Studies in higher education (Dorchester-on-Thames) Ročník 46; číslo 4; s. 885 - 900
Hlavní autoři: Tomlinson, Michael, Jackson, Denise
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Routledge 03.04.2021
Taylor & Francis Ltd
Témata:
Capital formation
College Graduates
College students
Conceptual knowledge
Cultural Capital
employability
Employment
Employment Potential
Familiarity
Foreign Countries
Graduate Students
graduates
Higher education
Identity formation
Labor Market
Mediation
Professional Education
Professional Identity
Proximity
resources
Self Efficacy
Social Capital
Socialization
strategies
Students
Undergraduate Students
University students
Values
Australia
United Kingdom
ISSN:0307-5079, 1470-174X
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Shrnutí:The study examines the prevalence of emergent professional identity (PI) among different groups of higher education students as well as the determining factors in the formation of PI. Drawing on evidence from a survey among Australian and UK students (N = 433), from two institutions and across a range of disciplines, empirical and conceptual insights are developed on the formation and impacts of students' professional identity. The article shows the significance of identity formation as a crucial bridge between higher education and future employment and its mediation by other key resources - in particular social and cultural capital - that students acquire before entering the labour market. The relative strength of identity formations can impact on students' sense of familiarity, proximity, and confidence around targeted employment areas. The article finally discusses the implications this has for individuals and institutions.
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ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2019.1659763