ORCID Profile
0000-0003-4477-6807
Current Organisation
Murdoch University
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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: 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 .
No related grants have been discovered for Melinda Bell.