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Descriptors:
Electronic Mail; Language Styles; Comparative Analysis; Discourse Analysis; Literacy; Incidence; Languages for Special Purposes; Professional Occupations

Abstract:
E-mail communication in business and professional contexts has been analysed with a focus on textual and communicative complexity, stylistic conventions, and the relation between e-mails and professional culture. The purpose of the present study is to compare the professional literacy in two professions by studying the use of intertextuality in the e-mail messages two professionals read or wrote in a number of discourse flows. Intertextuality is examined in terms of types and directionality of use. The findings show that while the use of intertextuality is prevalent across all of the e-mails, the types of intertextuality, and their relative frequencies of use, and the directionality of intertextuality are influenced by profession-specific communicative contexts and goals. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Education; Cognitive Structures; Faculty Development; Professional Occupations; Allied Health Occupations; Health Occupations; Cognitive Processes

Abstract:
When appraising the performance of others, assessors must acquire relevant information and process it in a meaningful way in order to translate it effectively into ratings, comments, or judgments about how well the performance meets appropriate standards. Rater-based assessment strategies in health professional education, including scale and faculty development strategies aimed at improving them have generally been implemented with limited consideration of human cognitive and perceptual limitations. However, the extent to which the task assigned to raters aligns with their cognitive and perceptual capacities will determine the extent to which reliance on human judgment threatens assessment quality. It is well recognized in medical decision making that, as the amount of information to be processed increases, judges may engage mental shortcuts through the application of schemas, heuristics, or the adoption of solutions that satisfy rather than optimize the judge's needs. Further, these shortcuts may fundamentally limit/bias the information perceived or processed. Thinking of the challenges inherent in rater-based assessments in an analogous way may yield novel insights regarding the limits of rater-based assessment and may point to greater understanding of ways in which raters can be supported to facilitate sound judgment. This paper presents an initial exploration of various cognitive and perceptual limitations associated with rater-based assessment tasks. We hope to highlight how the inherent cognitive architecture of raters might beneficially be taken into account when designing rater-based assessment protocols. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Helping Relationship; Professional Occupations; Music Teachers; Teacher Attitudes; Teacher Role; Self Esteem; Females; Figurative Language; Ethics; Music; Teacher Burnout; Individual Needs; Role; Individual Development

Abstract:
In his book, Chris Higgins acknowledges the challenges of teaching associated with heavy workloads, increasing responsibilities, and often diminishing respect from the very public institutions that teachers serve. However, his purpose is not to deplore the external conditions of teaching but to raise concerns about its service culture. He argues that the first step in improving the overall well-being of teachers--and thus, promoting the good life of teaching--is to ask "How do we reconcile self-regard and concern for others?". In other words, the approach Higgins takes to improving the lives of teachers does not consider political action(s) to obtain better pay, benefits, and working conditions. Rather, his approach is to reconfigure questions about teacher identity, motivation, and development within a new ethics and "ethos" of teaching that would make a career in education more personally sustainable and, thus, more humane. In this article, the author undertakes a critical analysis of a wide range of the motivations that are shaped by the responsibilities of music educators not simply to teach but also to perform and to please. She explains how she understands what "self-cultivation" means in the context of music education, where it is pursued "in, through, and for" teaching music to students. The first section of this review helps identify what constitutes a lack of balance and becoming by examining the manner of self-sacrifice particular to music education as a sub-profession that is "coded female." The second section provides a critical interpretation of Kafka's "Hunger Artist" as an allegory for music teachers' passion to make music. As a cautionary tale about moral and artistic codes that advance asceticism and burn-out to the point of deadly self-sacrifice for one's art, the plight of the hunger artist alludes to similar consequences as well as motivations for teaching music. The third section introduces the phenomenon of the Hungry Ghost as an allegory to help understand the psychosocial relationship between a particular set of motivations stemming from an uncritical and insatiable passion for (teaching) music and a more common set of motivations stemming from the dynamics of consumerism. The last section underscores the merit of Higgins's recommendation to promote self-cultivation as a necessary element in professional development if music educators are to reconcile not only self-regard and a concern for others but also a passion for teaching music and an educative "vision of human flourishing, individually or collectively." (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music Education; Helping Relationship; Professional Occupations; Educational Resources; Faculty Development; Altruism; Ethics; Music Teachers; Teacher Motivation; Music Activities; Educational Practices; Sustainability; Music; Musicians

Abstract:
Music education is generally equated with the act of teaching music. In "The Good Life of Teaching: An Ethics of Professional Practice," the remarkable book that orients the essays in this issue of "Action, Criticism, and Theory for Music Education," Chris Higgins argues, among other things, that the view of teaching as a helping profession--one that is selflessly and exclusively devoted to helping others--neglects things that are crucially important to its viability, vitality, and sustainability: it neglects important goods that are "internal" to the practice of teaching. These include the resources teaching offers for self-cultivation and self-growth, the benefits that accrue to teachers as professional practitioners: the things that keep them growing and thriving, the things that propel them forward rather than leaving them used up, with nothing more to give or little worth giving. The rhetoric of service (teaching is a "helping profession"), Higgins worries, leads too easily to a culture of self-denial or self-deprivation that has a way of emptying teachers out, leaving them either burned-out or, more seriously, "burned in"--his apt way of characterizing teachers who continue to teach despite being burned-out. The primary challenge Higgins sets for himself in his book is to resolve the dualistic, dichotomous relationship between selflessness and selfishness. His strategy involves reconceptualising teaching practice as "self-ful"--the kind of action that benefits students and teacher alike. His aim, as the author understands it, is not so much to eradicate the concept of teaching as helping (or the rhetoric of service in which it is implicated) as it is to qualify them in important ways. He does not advocate an approach to teaching that is self-occupied, self-absorbed, and indifferent to the needs of students. His concern, rather, is that altruism not devolve into asceticism. Commitment to helping others is necessary but not sufficient to thriving educational practice. The point is to acknowledge that both self-interest and other-interest are goods internal to educational practice--goods that are co-involved and mutually dependent. Professional practice in music education consists in an intricately and densely woven fabric of both these threads, and musical ones as well. (Contains 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personality Theories; Service Occupations; Career Counseling; Counseling Techniques; Vocational Evaluation; College Students; Labor Market; Employment Opportunities; Professional Occupations; Health Occupations

Abstract:
This article presents the basic tenets of Holland's (1997) theory of vocational personalities and work environments and discusses its use by employment counselors in service occupations. The authors describe Holland's 6 personality types and research on the theory, as well as formal and informal assessment and counseling strategies within the context of the theory's use and resources for employment counselors. Growth trends within service occupations and the fastest growing occupational groups within the service sector are identified. A case study of a 20-year-old college student that combines Holland's theory with labor market trends in service occupations is presented. (Contains 1 table, 5 online resources and 7 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Entrepreneurship; Leadership; Professional Occupations; Career Choice; Occupational Aspiration; College Students; Motivation; Vocational Interests; Foreign Countries

Abstract:
We propose a person-centered framework for conceptualizing subjective careers in an increasingly boundaryless work context. Specifically, we argue that entrepreneurship, professionalism, and leadership (EPL) can serve as three key dimensions of subjective career space. We relate this framework to earlier macro-level national and organizational career models proposed by Kanter (1989) and Schein (1978). Our empirical study involving 10,326 Singaporean university students demonstrated that entrepreneurial, professional, and leadership career aspirations (including motivations, efficacies, and intentions) can be measured independently, that these career dimensions are independent of vocational interests, and that they are to some degree viewed as competing career alternatives. We also show that EPL motivation profiles can operationalize the boundaryless and protean career concepts. Individuals concurrently high in entrepreneurial, professional, and leadership career motivations, and those high in entrepreneurial and leadership motivations are highest in boundaryless and self-directed career attitudes, while those primarily motivated for professional careers hold the most traditional career attitudes. We conclude by discussing the potential of the framework for understanding human resource issues at organizational and national levels and for enhancing the study of entrepreneurship, professionalism, and leadership. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Policy; Educational Policy; Leadership; Higher Education; Professional Occupations; State Officials; State Boards of Education; Educational History; Enrollment Trends; Educational Finance; Professional Associations

Abstract:
While state policy leadership for higher education is not universally recognized as a profession, either within states or within higher education, the profession has existed in the United States for more than half a century. Moreover, its essential work is now practiced in other countries all over the world. This essay will briefly consider how the profession emerged in the U.S., how it has evolved over the past half century, and the future implications of changing and growing demands for educational attainment. While the United States may have been the first country to develop this profession, every developed and developing country is now grappling with policy and educational issues involved in its work. Appended are: (1) Enrollment Trends in American Higher Education and Expenditures as a Percentage of GDP 1954 to 2010; (2) A Brief Excerpt from "Basic Conclusions and Recommendations of the President's Commission on Higher Education" John Dale Russell, 1949; and (3) A Capsule History of SHEEO as a Professional Association. (Contains 8 sources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Economics; Professional Occupations; Professional Identity; Bias; Prediction; Financial Exigency; Financial Problems; Adoption (Ideas); Positive Attitudes; Inquiry; Information Needs; Incentives; Expertise; Group Unity; Economic Impact; Employment Potential; Conflict of Interest; Social Exchange Theory; Power Structure; Social Status

Abstract:
Economists may be biased in ways that are not apparent to many. A widely espoused theory in economics is that regulators' decisions often become biased in favor of the industries they regulate; to use economic jargon, they become "captured." Economic incentives encourage even the best-intentioned regulators to cater to the interests of the businesses they regulate. To begin with, regulators depend upon the regulated for much of the information they need to do their jobs properly. Also, regulators' jobs are industry-specific, and their best future prospects are likely to be with the regulated. Finally, the regulated are their only real audience, since taxpayers seldom care about regulatory findings. In this article, the author argues that unexamined biases may keep economists from warning the public about financial risks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Professional Occupations; Helping Relationship; Metacognition; Perception; Attention; Measures (Individuals); Group Experience; Group Activities; Stress Management; Altruism; Daily Living Skills; Mental Health; Well Being; Social Work; Counseling; Professional Development

Abstract:
This study examined the effects a 6-week mindfulness group had on 31 college students who were intending to enter helping professions (e.g., nursing, social work, counseling, psychology, and teaching). Group activities included meditation, yoga, a body scan exercise, and qi gong. The group members completed the Perceived Stress Scale, the Mindfulness Attention Awareness Scale, and the Self-Compassion Scale at pre-pre, pre, post, and follow-up intervals. Perceived stress significantly decreased, and mindfulness and self-compassion significantly increased in response to the group. Group members' comments on their experience are reported. Implications for future research and practice are explored. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Development; Research; Gender Differences; Pattern Recognition; Meta Analysis; Cohort Analysis; Data Collection; Marriage; Ceremonies; News Reporting; Newspapers; Reputation; Career Choice; Advantaged; Federal Government; Statistics; Comparative Analysis; Sociocultural Patterns; Decision Making; Employment Patterns; Females; Males; Finance Occupations; Health Occupations; Managerial Occupations; Professional Occupations; Mass Media; White Collar Occupations; Broadcast Industry

Abstract:
Career development research has often explored gender differences in and development of career patterns (Gottfredson, 2006). Hyde's (2005) meta-analysis indicated that men and women shared more similarities than differences. Applying Hyde's gender similarities hypothesis to careers, the authors conducted a 2-stage study. Stage 1 was an analysis of career choices of couples (a socioeconomically and educationally advantaged group) announcing their wedding in the "New York Times." Stage 2 was a comparison of a "New York Times" wedding cohort with a cohort from 11 other U.S. newspapers, examining national trends and exploring generalizability of the findings from Stage 1 of the study. Results revealed that there are shifting trends in career choices, most notably in the legal profession. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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