ORCID Profile
0000-0002-0072-9024
Current Organisations
Murdoch University School of Veterinary and Biomedical Sciences
,
Murdoch University
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Publisher: University of Toronto Press Inc. (UTPress)
Date: 11-2019
Abstract: Despite the critical influence of motivation on education and work outcomes, little is known about the motivations driving people to become and remain veterinarians. This qualitative study explored the career motivations stated by Australian veterinary graduates ( n = 43) using a free-response Ten Statements Test (TST) at graduation, with follow-up interviews 6–8 months later ( n = 10). TST responses were coded using an alternate inductive-deductive approach that tested their fit against existing theories of motivation. Results showed that the stated motivations were predominantly oriented to perceived value, rather than self-beliefs such as expectancy of success. About a quarter of the statements were animal-related, principally themed around intrinsic animal orientation (e.g., I like animals) or extrinsic animal-related purpose (e.g., I want to help animals). However, many non-animal themes also emerged, including both intrinsic (e.g., love of learning, challenge roblem solving, variety, social relatedness) and extrinsic (e.g., helping people, social contribution, career opportunity) motivations. Interview data revealed a motivational narrative of early formative influences, with some interviewees describing a later transition toward more people- or goal-oriented motivations. This exploratory study, outlining a broad taxonomy of veterinary career motivations and their alignment to self-determination theory in particular, may provide a useful framework for exploring career motivations in veterinary education.
Publisher: Elsevier BV
Date: 06-2015
Publisher: Wiley
Date: 05-2020
DOI: 10.1136/VR.105575
Publisher: Wiley
Date: 03-2020
DOI: 10.1136/VR.105510
Abstract: While little is known about the motivations underpinning veterinary work, previous literature has suggested that the main influences on veterinary career choice are early/formative exposure to animals or veterinary role models. The aim of this study was to develop and provisionally validate a veterinary career motivations questionnaire to assess the strength of various types of career motivations in graduating and experienced veterinarians. A cross-sectional s le of experienced veterinarians (n=305) and a smaller cohort of newly graduated veterinarians (n=53) were surveyed online using a long-form questionnaire. Exploratory factor analysis (EFA) was used to iteratively derive a final, short-form questionnaire for survey of a second cross-sectional s le of experienced veterinarians (n=751). EFA derived a final questionnaire with 22 items loading onto six factors ( The major motivations for pursuing a veterinary career may best be represented as an intrinsic passion for animal care and for learning through solving varied challenges. These motivations are largely intrinsically oriented and autonomously regulated, thus likely to be supportive of work satisfaction and wellbeing.
Publisher: Wiley
Date: 23-08-2021
DOI: 10.1002/VETR.771
Abstract: The aim of this study was to determine the effect of demographic and psychological factors on resilience in new graduate‐, mid‐ and late‐career veterinarians working in Australia. An online cross‐sectional survey of 800 veterinarians collected demographic and descriptive data in two stages from late 2015 to 2017, such as gender, average hours worked per week, type and region of practice and intention to leave veterinary medicine. Psychological factors were measured utilising the Brief Resilience Scale, the Veterinary Resilience Scale–Personal Resources, the Brief COPE and General Self‐Efficacy measures. Using a full‐factorial univariate General Linear Model, no significant difference in general resilience was evident between the three career‐stage groups ( p 0.05). However, higher self‐efficacy, higher personal resources for resilience in veterinary practice, and lower problem‐focused, higher emotion‐focused and lower dysfunctional coping strategies were related to higher resilience. In the model for mid‐ and late‐career veterinarians, a weak positive relationship existed between higher average hours worked per week and higher resilience, while intention to leave veterinary practice was also related to lower resilience in mid‐ and late‐career veterinarians. This study supports the value of personal resources, rather than career stage, gender or region of work, as influential in developing veterinarian resilience.
Publisher: Wiley
Date: 08-2019
DOI: 10.1136/VR.105133
Abstract: This study qualitatively explored success factors across career transitions in veterinary practice. Semistructured interviews were conducted independently with pairs of veterinary employers and their recent graduate employees, focusing on success in gaining initial employment, their transition to practising veterinarian and longevity in the veterinary profession. The ergence and convergence of interviewees' perspectives, the changing emphasis of capabilities over different career phases, and the meaning of success were explored. Overall, the perspectives of employers and employees were similar, and highlighted communication skills, confidence, diligence and reliability, and technical skills and knowledge as important themes for initial employment and transition to practice. Other important success factors for initial employment included interpersonal skills, teamwork and team fit, enthusiasm, willingness to learn, and previous experience with the graduate. Support, resilience and work-life balance were important to the transition to practice phase. For career longevity, work-life balance remained an important theme, but also continual learning, business skills and goal-setting. Success was defined around enjoyment and personal satisfaction, developing proficiency, and maintaining passion for the profession. Job fit was a persistent theme throughout. This exploratory study highlights the capabilities and factors supporting success in veterinary career transitions, some of which may be inconspicuous in traditional competency-based frameworks.
Publisher: Wiley
Date: 16-01-2021
DOI: 10.1002/VETR.20
Abstract: Background : Employability has been defined within the veterinary context as a set of personal and professional capabilities that enable a veterinarian to gain employment, contribute meaningfully to the profession, and develop a career pathway that achieves satisfaction and success. This study explicitly addressed the construct of veterinary employability by exploring the perceptions of multiple stakeholders (recent graduates, employee veterinarians, veterinarian and non‐veterinarian employers, para‐veterinary staff, academics and policy makers). Methods : A four‐part online survey was distributed internationally via various agencies. Free‐text responses, ratings of capabilities and rankings of categories were analysed. Results : The congruence of stakeholder responses was notable, regardless of age and geographical location, with minor differences noted in academics' and para‐veterinary staff responses, and gender. The most important capabilities were honesty, ethical behaviour, communicating effectively and collaboratively with clients, knowing when to ask for help, and the willingness to learn. The categories of communication and teamwork ranked highest. Conclusion : This study adds granularity to the existing evidence for the importance of communication and teamwork. The relationship between the veterinarian (self) and their work, enabled by engagement, meaning and purpose, and respect for their profession was a key finding, and illustrative of how to achieve personal satisfaction and well‐being within the profession.
Publisher: Informa UK Limited
Date: 04-03-2022
Publisher: University of Toronto Press Inc. (UTPress)
Date: 14-03-2023
Abstract: Curriculum leaders (in iduals with responsibility for an institution’s veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders, and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role. An international online survey targeted at those identifying as curriculum leaders was completed by 45 participants. 91% of participants held a doctoral level qualification and/or clinical Boards 82% had additional training in leadership 38% had additional formal training in education. Motivators included a desire to make a difference, personal satisfaction with teaching and working with students, and social influences. Participants experienced barriers relating to self-development and achievement of their curriculum goals participants described essential knowledge (of the profession, educational theory, and wider higher education context) and skills (leading teams, change management, and communication). Attributes considered important related both to self (open-minded, patient, resilient, able to see the big picture as well as detail) and relationships with others (approachable, listener, respectful and respected, supportive, credible). Tensions arose in participants’ need for autonomy (experiencing barriers to achieving their goals), in their social relatedness (achieving curriculum goals while working with colleagues with conflicting priorities), and in perceptions of necessary competence (a need, but lack of opportunity, for advanced training in educational theory). The findings may help institutions more effectively support and train current and future curriculum leaders.
Publisher: Wiley
Date: 05-08-2022
DOI: 10.1002/VETR.777
Abstract: In the veterinary profession, employability has been defined as ‘a set of personal and professional capabilities that enable a veterinarian to gain employment, contribute meaningfully to the profession, and develop a career pathway that achieves satisfaction and success’. This study was part of a multinational collaborative research project aiming to define the capabilities most important for employability in the veterinary context ( www.VetSet2Go.edu.au ). The project gathered empirical evidence from multiple stakeholders including employees, employers, clients, team members, academics and professional bodies. These perspectives needed to be brought together as a cohesive body of evidence. We used a modified Delphi process, whereby a panel of experts were asked to reach consensus on the capabilities most important for veterinary employability, after considering the evidence from the sub‐projects. The Delphi panel reached rapid consensus upon 21 of an initial 47 capabilities, including effective communication with clients and colleagues, teamwork, technical knowledge and skills, resilience and well‐being, adaptability, emotional intelligence, workflow management and empathy and compassion. Of note for veterinary educators are those attitudinal items identified by this Delphi process as important to employability but potentially underemphasised in existing competency frameworks, such as accepts responsibility, keen to learn, diligence (high standard of care) and self‐awareness .
Location: Australia
No related grants have been discovered for Martin Cake.