Search results

This chapter explores the impact of equality, diversity, and inclusivity (EDI) on internal change agents’ (ICAs) personal and professional development. We have surveyed 117 ICAs that undergo a four-year digital development programme at Edinburgh Business School (EBS). Our survey design draws from expectancy, surprise, sensemaking, and attribution theories to test four hypotheses using Spearman’s rank. We found that diversity features such as gender, age, sector affiliation, work experience, management responsibility, and programme stage do not strongly impact ICAs’ experience of personal and professional development. Surprisingly, some diversity features had a modest or moderate impact on ICAs’ experience of personal and professional development. This disconfirmed our basic assumption about the effectiveness of inclusivity practices in the digital development programme at EBS. We conclude that future research should further investigate the impact of evaluation on ICAs’ personal and professional development and how we can secure it in a digital Business School context.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.

This study investigates how university libraries in Nigeria are staffed and presents staff development opportunities and learning activities that sustain staff.

A survey research design was adopted. Purposive sampling technique was used to select 46 universities and 400 respondents consisting of 46 heads of libraries and 354 professionals from federal, state, and private universities. Content of the instrument was based on literature comprising six questions. The 327 (92.4%) usable responses were analyzed using descriptive statistics and presented in simple frequency tables.

The study showed that library workforce in Nigerian universities included different categories of professionals and para-professionals having diversified job opportunities and duties. Most libraries had staff development budget and respondents received various forms of assistance to foster learning. Although all nontransferable skills recorded high mean, respondents accorded less importance to nonlibrary personal skills that can be used to leverage the expectations of recruitment, retention, and sustainability.

The study was limited to practicing professionals but has staffing implications for all libraries across Nigeria.

Many professionals may lack the appropriate multi-skills that would enhance exploring new approaches and breaking out of traditional ways of operation in the different library and outside library settings.

The study contributes to knowledge about sustaining library staff in relation to adopting the recommended skills on a broad scale, and assessing how their acquisition can change the perception of professionals to its immense contributions to sustaining them in the workforce.

A key challenge facing pre‐registration nurse educators is to turn out students who are fit for practice by the end of their training (United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999). This includes developing their understanding of professionalism (Department of Health, 2003; Nursing and Midwifery Council, 2004; 2007). This paper provides an evaluation of a special personal and professional development scheme for mental health student nurses implemented to improve the learning and development process. The scheme required that in addition to individual meetings with personal tutors, students would meet in small groups of 12‐15, every six weeks, facilitated by their personal tutor and a clinician. The meetings provided a space for students to discuss nursing topics, their clinical experiences and performance to improve their understanding of professional standards in their role transition.The outcome was that over 80% of the respondents were satisfied with the structure, facilitation methods, contents, group size and the time allocated for the meetings. They also reported an increase in knowledge and level of understanding, awareness of professional expectations, making better theory‐practice links of learning and becoming more self‐aware. The authors suggest that nurse training departments should collaborate with their clinical partners and adopt a similar framework to help bridge the theory‐practice gap and enhance the transition process from student to qualified practitioner.

As a profession, healthcare management values commitment to lifelong learning and continuous professional development. Individual participation, however, is voluntary and healthcare managers choose to participate based in part on perceptions of organizational support (rewards, promotion and recognition) as well as on individual values. As women are narrowing the career attainment gap, participation in development activities may play a critical role. This paper aims to present a pilot study which assesses the differences in male and female healthcare managers' participation in professional development activities and perceived organizational support.

An exploratory survey was emailed to current and past members of three professional associations who share similar missions “to provide educational and networking opportunities” for their members in the southern region of Florida.

The findings suggest that women healthcare managers are less likely to pursue professional development activities than their male counterparts even when the outcome (i.e. obtaining professional certification) is associated with career advancement and salary increases. Furthermore, men are more likely than women to attend multiple continuing education programs when paying out of pocket.

This pilot study is one of the first attempts to account for the factors that explain gender differences in pursuing personal development activities. Rather than conclusive judgments, it provides directions for further research.

As professional and leadership competencies become more ingrained in the industry, women may need to recognize and commit to development activities associated with healthcare leadership and management.

Competencies gained through professional development activities may impact career attainment.

To present the findings of the comparative evaluation of two transitional mentoring programs developed for new library and information professionals in Australia, one as a group program and the other with pairs of mentors/mentees.

The research project involved an initial review of the literature. A comparative study was undertaken, with a survey approach to collect data from the participants in the transitional mentoring programs. The study obtained data about three key areas: career‐related, learning‐related, and professional development.

It was found that participants had a high level of satisfaction with both the programs and both mentor and mentee reported positive career, learning and personal development outcomes.

The study was limited to one year of transitional mentoring activity for one professional field in Australia. It would be beneficial to continue the study over a longer period of time to collect further data from other participants.

The research project highlights evaluation of mentoring programs. The project has helped develop an initial understanding of benefits to be gained through mentoring relationships to support new professionals. The study is likely to have wider application across other professional disciplines and may encourage professionals to consider mentoring as a valuable part of career development.

The paper provides information about two different models of transitional mentoring programs, together with one possible approach for the evaluation of mentoring programs. The paper offers support and encouragement to any professional group planning to establish and manage a mentoring program.

When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities. To better understand the formal and informal mechanisms assistant principals use to expand their knowledge and skills, the purpose of this paper is to examine important advice mentors provided for them and the professional learning activities that prepare them for their school leadership roles.

Semi-structured interviews with 69 elementary, middle, and high school assistant principals were conducted. Questions focused on the advice mentors have provided and significant learning experiences that have aided in their growth as school leaders.

Results reveal that assistant principals greatly appreciate insights from mentors about how to enhance decision-making skills, improve people and communication skills, reflect on their personal qualities and capabilities, and clarify their values and beliefs. Their preferred means for professional growth is to work with former and current administrators they trust and respect.

This study goes beyond examining the structural and procedural aspects of mentoring by describing highly valued advice provided by mentors affecting assistant principals’ professional development and growth. For mentoring to be effective, this study suggests that mentors should provide opportunities for assistant principals to develop their decision-making, people, and communication skills as well to clarify their personal capabilities, values, and beliefs.

The purpose of this paper is to report on ongoing research examining the current level of self-management of library and information science (LIS) professionals in federal universities in Nigeria. The long-term objective of the study is to determine the effect of self-management on information services delivery of LIS professionals.

A descriptive survey method was adopted to gather data from the LIS professionals in the selected 24 universities. The questionnaire was administered on 429 professionals (census) and all were received, processed, analysed and the results presented.

The study reveals that majority of respondents have high level of self-management and applied relevant strategies that enabled them identify opportunities and act on them for personal and professional growth.

The study was limited to practising professionals in the federal university libraries but has implications for implementing continuing professional development for all professionals in similar institutions across Nigeria.

The study places emphasis on professionals, library management and library schools that they cannot downplay the relevance of self-management in the workplace, consequently training should be ongoing.

The future of LIS professionals has not been viewed in the light of adopting self-management competence on such a broad scale, and with a view to assessing how this skill can help change the perception of professionals to its relevant contribution to personal development and professional growth.

This paper reports on research in progress that reviews the skills used by library and information science (LIS) professionals and how to record them in a manner that encourages continuing professional and personal development. A portfolio was developed by the learning and teaching support network for information and computer sciences (LTSN‐ICS) in conjunction with the Chartered Institute for Library and Information Professionals (CILIP) and academic departments in the United Kingdom (UK). The portfolio was evaluated at pilot sites in UK LIS schools by surveying the progress of those students who took part. Evaluation of the participants indicates that the portfolio is a useful tool in the personal and professional development of LIS students. The general consensus among students themselves is that the portfolio provides a tool to help them plan their future professional development. Further evaluation is planned in 2003/2004 with LIS professionals to enable both the professional body and the LTSN‐ICS to determine the appropriateness of the portfolio as a tool for continuing personal and professional development.

The purpose of this paper is to contribute to the issue of bridging the gap between the labour market and university through recognition of non‐academic learning.

The purpose is achieved by proposing portfolio use for documenting adults' personal and professional growth as part of their learning outcomes gained through non‐academic learning, including informal learning, work‐based learning and non‐formal learning that occurred outside one's workplace. To gain insights into the use of the portfolio for documenting adults' personal and professional development through different learning environments qualitative/content analysis was used, with the focus on the descriptions of adults' learning outcomes according to Carter's taxonomy. The study involved 11 portfolios drafted by candidates having claims for academic credits in a management study programme at Mykolas Romeris University in Vilnius, Lithuania. A learning format combining a portfolio development seminar followed by online consultations was created by the university; it was aimed at supporting candidates seeking academic recognition of their learning outcomes gained outside academia in exploring their non‐academic learning experience.

A structured portfolio and, more specifically, the portfolio based on Carter's taxonomy used as a tool for empowering the candidates has highlighted three important aspects of their learning claim, i.e. personal qualities, skills and knowledge as acquired in the non‐academic environment and built the basis for proof of personal and professional development in line with the requirements of existing university modules.

The research is not intended to compare the taxonomy of personal qualities, skills and knowledge against any specific curriculum requirements; rather, it should be subject to further discussion. The research is based on one of the very first attempts to introduce a validation procedure of non‐academic learning and thus bears limitations of a pilot project.

A clearly structured portfolio of learning outcomes enables adults to highlight important aspects of their learning claim and match their proof of learning in line with the university requirements for academic credit.

While portfolio has been frequently identified as an effective tool for learning, assessment and professional development in higher education, little known research has focused on the use of portfolio as a tool for documenting adults' learning outcomes gained outside academia.