The making of a professional: Insights from four decades within vocational education
Author: Stuart Terry
Supervisors: Martin Andrew Maxine Alterio Sue Thompson
6 December 2024
Terry, S. (2024). The making of a professional: Insights from four decades within vocational education. (Document submitted in partial fulfilment of the requirements for the degree of Doctor of Professional Practice). Otago Polytechnic | Te Pūkenga, Dunedin, New Zealand. https://doi.org/10.34074/thes.6634
Abstract
This study delves into the complex construction of professional identity among professional administrative staff within New Zealand’s vocational education sector, marking a significant contribution to the discourse on professional identity in this context.
Since the beginning of the 21st century, research into the professional identity of staff within higher education has emerged, predominantly within university settings or focusing on leadership roles. However, there has been a lack of research specifically addressing the special character of vocational education in New Zealand.
Originating from my personal experiences, observations, and reflections on my work identity and the factors and environments that have influenced both my own identity and those of others, this study draws upon my time working in the New Zealand vocational education sector from 1979 to 2024. It combines my journey with the stories of eighteen participants and insights from three eminent practitioners, employing a methodological mix of autoethnography, narrative inquiry, and qualitative description. This approach sheds light on the intricate interaction between individual experiences and the broader institutional, societal, and political forces that shape professional identity.
The findings introduce new knowledge and perspectives to the conversation about professional identity construction within higher education. The study highlights the critical themes of the importance of nomenclature, the influence of professional space, self-perception, shaped through the foundational influences of family and whānau, and the crucial roles of leadership and professional networks in shaping identity. These themes reveal the complex interplay between individual and collective identity narratives, particularly within the unique context of vocational education in the New Zealand higher education sector.
At this pivotal moment for vocational education, this study provides practical implications for practice and policy. By enhancing the understanding and cultivation of professional identity among non-teaching staff, a heightened sense of professional identity not only enriches the professional lives of staff but also strengthens their commitment and engagement, thereby contributing to the delivery of applied vocational education relevant to the workplace of the 21st century.
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Licence
A copy of the thesis is publicly available under a Creative Commons Attribution Non-Commercial No Derivatives licence CC BY-NC-ND 4.0 International
This licence applies except where otherwise indicated, especially for images.
