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Developing the Capable Practitioner

 

 

Dave O’Reilly, Lynne Cunningham & Stan Lester (editors) Routledge Falmer 1999

 

ISBN 9780749428761

 

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·        Taylor & Francis

 

 

 

This edited compilation is one of a series produced under the banner of Higher Education for Capability.  It examines the processes of developing capable professionals through higher education.  The book focuses particularly on the development of individual capability through effective self-managed learning.  

 

The questions posed in this book are important ones. Capable, intelligent practitioners – people who can work effectively in messy, indeterminate situations as well as in more neatly defined ones, manage conflicts of value, look beyond the solutions to problems and retain their humanity (and even humour) while they do so - are vital if we are to develop sustainable societies, economies and environments. That these practitioners need competence and knowledge for the contexts and situations they are working in almost goes without saying, but it is not in itself enough; they also need the capability to see and learn beyond the situation and beyond the present.

This capability agenda is therefore about more than the needs of employers and customers, and it cannot be limited to responding to government policy - although it needs to involve a dialogue with both, which enables the convergence needed for short-term essentials to exist in parallel with the divergence needed for longer-term changes and possibilities. Higher education, professional bodies and others responsible for professional development need to overcome the constraints of academic detachment on the one hand and of narrow instrumentalism on the other, and develop ways forward that have adequacy for the 21st century and beyond. The chapters in this book don't provide all the answers, nor could they, but they do start to ask some of the right kinds of questions.

 

 

Contents

 

Introduction  Dave O’Reilly, Lynne Cunningham & Stan Lester

 

1  THE REFLECTIVE PRACTITIONER

 

In Conversation with Donald Schön  summarised by Dave O’Reilly

Multiple Mirrors:  reflecting on reflections  Reva Berman Brown and Sean McCartney

From Didactic Expert to Partner in Learning  Jennifer Butler

 

2  LEARNER AUTONOMY AND ACTION LEARNING

 

From Map-Reader to Map-Maker:  approaches to moving beyond knowledge and competence  Stan Lester

Towards Capability through Competence:  autonomy or automatism?  Ann-Marie Bathmaker and David Stoker

Capabilities for Successful Self-Development  Lynda M Stansfield

Action Learning and Capability:  a search for common ground  Steve Reeve

 

3  ASSESSING CAPABILITY

 

Competence and Capability:  from ‘confidence trick’ to the construction of graduate identity  Len Holmes

Assessing the Self-Managed Learner:  a contradiction in terms?  Stan Lester

Practice-based Assignments:  social work as a case-study  Dave Evans and Jackie Langley

 


4  PROFESSIONAL BODIES AND THE NEEDS OF EMPLOYERS

 

Professional Capability:  requirements and accreditation in the legal profession  Diana Tribe

Professional Capability:  a case-study bridging vocational, academic and professional frameworks  Geraldine Doherty and Rachel Pierce

Professional Competence Development:  the internal audit experience  Alex Dunlop, Trevor Hassall and Maggie Challis

Delivering relevant higher education to the workplace  Geoffrey W Beeson

The Skills of Graduates:  a small enterprise perspective  Mantz Yorke

 

5  VALUES AND MODELS

 

Conceptualising competence and reflective practice: a feminist perspective   Mary Issitt

Beyond Competencies:  lessons from management learning  Ian Cunningham

Professional Competence:  harmonising reflective practitioner and competence-based approaches  Graham Cheetham and Geoff Chivers

 

6  CONCLUSION

 

The challenge of developing the capable practitioner  Stan Lester

 

 

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