NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ939759
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-1359-6748
Professional Education and Skills: Liberalising Higher Education for the Professions in the United Kingdom
Paisey, Catriona; Paisey, Nicholas J.
Research in Post-Compulsory Education, v9 n2 p161-181 2004
Higher education for the professions of accountancy, law and medicine faces multi-faceted roles as it attempts to be simultaneously an education, with the additional incorporation of training aspects, and a preparation for later professional study and work. As this article shows, these three professions are facing a knowledge explosion and it is becoming increasingly difficult for new graduates to have covered, even if only briefly, all possible aspects of the knowledge-based curriculum. Additionally, this article shows that the skills possessed by new graduates in these disciplines have been criticised. Thus, there have been calls to broaden the curriculum within higher education in these professional disciplines to cover hitherto under-explored areas. This article aims to compare trends in the higher education of three professional disciplines in order to identify areas of commonality. The article begins by briefly discussing higher education and its application in professional contexts. Three specific higher education contexts are considered--accounting, medicine and law--in order to illuminate the nature and purpose of higher education in each of these fields. Following identification and discussion of common themes, the liberalising of curricula in these professions will be considered.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom