Abstract
Preparation for the established professions (law, management, medicine, and engineering) has become increasingly more based in multi-professional settings, requiring training and development in a wide range of disciplines that support professional development (e.g., sociology, psychology, management, law). Over the past decade, many new job specializations have opened up which are in need of assessing the preparation of these new jobs by questioning the nature of their education programs and examining continuous development at the workplace. Modern higher education systems should rethink how to design learning systems that prepare young people as the new professionals in the established (engineering, law, health care, management) or newly emerging professions (consultants, governance experts, EU experts, specialists in finance or law). The present chapter will review current literature and landmark works on professional education and examine how insights from those traditional professions can be transferred to the new professions such as European European Studies. It will question the assumptions underlying higher education programs and the way they prepare young people for the new professions. Attention will be paid to what professional practice and society need for further development, yet which is not brought in by professional schools. The final part of our chapter will provide educators in the new professions with guiding principles for course and program design.
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Gijselaers, W.H., Dailey-Hebert, A., Niculescu, A.C. (2014). Shaping the New Professional for the New Professions. In: Baroncelli, S., Farneti, R., Horga, I., Vanhoonacker, S. (eds) Teaching and Learning the European Union. Innovation and Change in Professional Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7043-0_2
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