The University teachers expect from their students to develop information and proficiency abilities, enthusiastic behavior and acquired habits necessary to grow in professional life. However, the faculty members’ role in helping students to acquire knowledge and professional abilities through coursework, internships, laboratory work is obvious but it is not clearly distinct how teachers can assist their students to develop such professional attitude and behavior.
Being a science student, I will try to explore the issue in order to explicitly illustrate the concerns of behavior related to education. These issues are found inside the university culture, where strong support for student professional development is blocked by the lack of effective approaches to encourage such growth. There have been many approaches to standard based professional conduct for students, faculty members and Administrative Staff. The academic staff tremendously agrees that more attention should be paid on developing professional institutions of higher education. The thought has been changing from following only traditional curricular outcomes. The curricular shift has demanded corresponding adjustments to instructional approaches for teaching pre-professionals, including an emphasis on imparting value-based professional behavior in students to prepare them for professional life. However, a complete evolution of this type of curricular outcomes and a substantive importance on the development of professional behavior in students has yet to be realized fully in many institutions of higher education.
Roadblocks to professional behavior:
The lack of serious attention to the professional behavior in university students might be the result of universities having no clear policies towards professional growth, gape between administration and faculty members, lack of professional & qualified staff. It may be assumed that the staff does not have clear ideas, coherent education and explicitly thorough responsibilities to undertake the activity of professional behavior development in students. The student affairs personnel should be trained to take responsibility to impart students with basic professional values and how professional behavior can be taught during studies? How the curriculum should be designed to develop professional behavior among students and how the instruction methods should be improved? The curricular changes should be designed to help students develop professional behavior. The opinion of faculty members about their role in such work should be clear, specifically their expectations regarding who should have such a responsibility and how such work should be carried out in classrooms.
The role of faculty members:
We commence to decide faculty members’ opinions about their role in developing professional behavior in students. Different researches indicate a variance level of perceived commitment to developing professional behavior in students between full and part time faculty. It is hypothetical on our part, but full time faculty might be more dedicated to the development of professional behavior in students due to professional accountabilities that require them to create closer interactions with their students and colleagues in advisory roles. Some of these tasks include an obligation to civility and professional behavior, as well as a heightened awareness of student development issues. Additional to this greater awareness is a commitment to promote the professional behavior development in students. In other words, full time faculty might have a broader sense of professional expectations, a deeper understanding of academic program requirements related to professional behavior, and an affiliated commitment to the development of such behaviors. Since the specialized programs obviously include and address the teaching of professional behavior in its standard curriculum, it may bring a deeper responsibility of awareness and sensitivity to these issues among the faculty having professional degrees. The professional degrees may have raised the sense of responsibility and cognize the faculty to develop professional behavior in students.
The role of other staff members and senior students:
Even though all faculty members may not have observed themselves to be teaching professional behavior directly, it seems rational to accept that it is something done by faculty members. The capacity to improve student professional attitude who act in a professional manner is more than just the interest and duty of faculty in classrooms. The support of administration and students affairs section is essential for the growth of students’ professional behavior. This support can be obtained in several ways. The faculty members need assistance, support in defining their role in helping student professional behavior development. The qualified student affairs personnel can assist as counselors to teachers on how to go beyond instructions related to disciplinary knowledge and skills. They can highlight the ways toward the development of the students and they can point out the methods to bridge the gap between academics and students affairs members and develop colossally meaningful partnership for collaborative efforts.
Moreover, these collaborative partnerships can assist teaching staff members in promoting other activities that contribute to student development. These may include service learning opportunities where students can directly observe and learn from people who are acting as professionals. The student affairs staff can also support the development and ongoing success of faculty in house training workshops and various case studies events and the arrangement of classes. They can promote office hours in the domestic halls in active learning environments where students and faculty members have greater chance to transfer professional behavior and other topics that can promote professional attitude. Thus, it would seem reasonable to suggest that collaboration between administrators, student affairs personnel, and faculty members is a necessary and a fundamental step if greater emphasis is to be placed on helping students to develop professional behavior.
Suggestion and Conclusion:
This environment will educate student affairs personnel and other associated staff, teaching staff and administrative officers to better understand their perceived roles respectively in student’s professional behavior development. This will help teachers to deliver knowledge and experiences effectively and administrative offices to play active role in the development of professional curricula for the professional behavior progress in students.
Humaira Rahim | Research Scholar in Chemistry and Freelancer Writer