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Baboons (genus Papio) are an intriguing study system to investigate complex evolutionary processes and the evolution of social systems. An increasing number of studies over the last 20 years has shown that considerable incongruences exist between phylogenies based on morphology, mitochondrial, and nuclear sequence data of modern baboons, and hybridization and introgression have been suggested as the main drivers of these patterns. Baboons, therefore, present an excellent opportunity to study these phenomena and their impact on speciation. Advances both in geographic and genomic coverage provide increasing details on the complexity of the phylogeography of baboons. Here, we compile the georeferenced genetic data of baboons and review the current knowledge on baboon phylogeny, discuss the evolutionary processes that may have shaped the patterns that we observe today, and propose future avenues for research.

Male-male bonds may confer substantial fitness benefits. The adaptive value of these relationships is often attributed to coalitionary support, which aids in rank ascension and female defence, ultimately resulting in greater reproductive success. We investigated the link between male-male sociality and both coalitionary support and reproductive success in wild Guinea baboons. This species lives in a tolerant multi-level society with reproductive units comprising a male and 1-6 females at the core. Males are philopatric, form differentiated, stable, and equitable affiliative relationships (‘strong bonds’) with other males, and lack a clear rank hierarchy. Here, we analysed behavioural and paternity data for 30 males and 50 infants collected over four years in the Niokolo-Koba National Park, Senegal. Strongly bonded males supported each other more frequently during conflicts, but strong bonds did not promote reproductive success. Instead, males that spent less time socializing with other males were associated with a higher number of females and sired more offspring. Notably, reproductively active males still maintained bonds with other males, but adjusted their social investment in relation to life-history stage. Long-term data will be needed to test if the adaptive value of male bonding lies in longer male tenure and/or in promoting group cohesion.

The subspecific taxonomy and distribution of geladas (Theropithecus gelada Rüppell, 1835) remains uncertain. Recent molecular studies based on mitochondrial sequence data revealed a geographically structured, three‐deme population, suggesting that there are three evolutionary units of geladas. However, mitochondrial distributions do not always recover population relationships, particularly in taxa with a complex history of isolation and gene flow. We therefore analysed the nuclear genetic population structure of the global gelada population based on 20 microsatellite loci in 43 samples from across its geographic range. FST values, a STRUCTURE analysis and a principal coordinate analysis (PCoA) confirmed the three‐deme population structure corresponding to the mitochondrial population structure. Therefore, our analyses provide additional support for three evolutionary units in geladas, corresponding to (a) a northern (north of Lake Tana, primarily in the Simien Mountains, previously classified as Theropithecus gelada gelada Rüppell, 1835), (b) a central (between Addis Ababa and the highlands east of Lake Tana, previously classified as Theropithecus gelada obscurus Heuglin, 1863) and (c) a southern (south of the Rift Valley, previously tentatively classified as Theropithecus gelada arsi Shotake et al., 2016, Anthropological Science, 124, 157) population. These results pave the way for future conservation decisions and highlight that the gelada population boundaries need more fine‐grained genetic sampling and phenotypic analyses, in particular for their taxonomic ranking.

Studio-based learning is gaining currency in university engineering education programmes. It is widely argued that this practice-oriented, collaborative approach to developing professional, teamwor...

This protocol provides a standardized methodology for the analyses of genetic relatedness and paternity assignment in wild Guinea baboons (Papio papio) based on 24 microsatellite markers. It describes all methodological steps from sample collection and storage, DNA extraction, microsatellite amplification, and genotyping to a detailed explanation of the analyses regarding loci descriptive statistic, dyadic relatedness, and parentage analysis. This protocol was developed as a standardized method utilized by the Cognitive Ethology Laboratory (German Primate Center) to analyse fecal samples from the wild Guinea baboon population at the CRP Simenti field site, PNNK, Senegal.

Male-male social relationships in group-living mammals vary from fierce competition to the formation of opportunistic coalitions or the development of long-lasting bonds. We investigated male-male relationships in Guinea baboons (Papio papio), a species characterized by male-male tolerance and affiliation. Guinea baboons live in a multi-level society, with units of one reproductively active “primary” male, 1–6 females, and offspring at the core level. Together with “bachelor” males, several units form a party, and 2–3 parties constitute a gang. We aimed to clarify to which degree male relationship patterns varied with relatedness and pair-bond status, i.e., whether males had primary or bachelor status. Data were collected from 24 males in two parties of Guinea baboons near Simenti in the Niokolo-Koba National Park in Senegal. Males maintained differentiated and equitable affiliative relationships (“strong bonds”) with other males that were stable over a 4-year period, irrespective of their pair-bond status. Remarkably, most bachelor males maintained strong bonds with multiple primary males, indicating that bachelor males play an important role in the cohesion of the parties. A clear male dominance hierarchy could not be established due to the high degree of uncertainty in individual rank scores, yet bachelor males were more likely to be found at the low end of the dominance hierarchy. Average relatedness was significantly higher between strongly bonded males, suggesting that kin biases contribute to the social preferences of males. Long-term data will be needed to test how male bonds affect male tenure and ultimately reproductive success.Significance statementMales living in social groups may employ different strategies to increase their reproductive success, from fierce fighting to opportunistic alliance formation or the development of long-term bonds. To shed light on the factors that shape male strategies, we investigated male-male social relationships in the multilevel society of Guinea baboons (Papio papio) where “primary” males are associated with a small number of females and their offspring in “units” while other males are “bachelors.” Strong bonds occurred among and between primary and bachelor males and strongly bonded males were, on average, more closely related. Bachelor males typically had multiple bond partners and thus play an important role in the fabric of Guinea baboon societies. Across primate species, neither dispersal patterns nor social organization clearly map onto the presence of strong bonds in males, suggesting multiple routes to the evolution of male bonds.

The extent to which nonhuman primate vocalizations are amenable to modification through experience is relevant for understanding the substrate from which human speech evolved. We examined the vocal behaviour of Guinea baboons,Papio papio, ranging in the Niokolo Koba National Park in Senegal. Guinea baboons live in a multi-level society, with units nested within parties nested within gangs. We investigated whether the acoustic structure of grunts of 27 male baboons of two gangs varied with party/gang membership and genetic relatedness. Males in this species are philopatric, resulting in increased male relatedness within gangs and parties. Grunts of males that were members of the same social levels were more similar than those of males in different social levels (N= 351 dyads for comparison within and between gangs, andN= 169 dyads within and between parties), but the effect sizes were small. Yet, acoustic similarity did not correlate with genetic relatedness, suggesting that higher amounts of social interactions rather than genetic relatedness promote the observed vocal convergence. We consider this convergence a result of sensory–motor integration and suggest this to be an implicit form of vocal learning shared with humans, in contrast to the goal-directed and intentional explicit form of vocal learning unique to human speech acquisition.

This paper introduces a thought partnership between Pierre Bourdieu and Carl Jung used to explore clinical play therapists’ understanding and critical reflexivity of unconscious influences on their relational practices with parents. The partnership is situated within a broader methodological partnership between Paul Ricoeur and Jung discussed by the authors in another paper in this issue. The purpose of the Bourdieu and Jung partnership is to design a comprehensive theoretical tool kit that enables the exploration of the interrelated nature of personal, social, and collective unconscious influences on professional practices. The paper discusses seven Bourdieusian and ten Jungian thinking tools and how they were brought together within a critical imaginal hermeneutic approach drawn from the first author’s doctoral study. The application of the conceptual partnership to the study’s text sets is then discussed to provide an in-depth structural analysis of the study’s phenomenon. The results highlight how the application of the thinking tools provide a critical and systemic awareness of how personal, social, and collective unconscious influences shape professional practices. Implications for professional practice are discussed as well as the role the Bourdieusian and Jungian thinking tools can play in enhancing the fundamental aims of qualitative research, particularly critical inquiry.

Microsatellite genotyping is an important genetic method for a number of research questions in biology. Given that the traditional fragment length analysis using polyacrylamide gel or capillary electrophoresis has several drawbacks, microsatellite genotyping‐by‐sequencing (GBS) has arisen as a promising alternative. Although GBS mitigates many of the problems of fragment length analysis, issues with allelic dropout and null alleles often remain due to mismatches in primer binding sites and unnecessarily long PCR products. This is also true for GBS in catarrhine primates where cross‐species amplification of loci (often human derived) is common.We therefore redesigned primers for 45 microsatellite loci based on 17 available catarrhine reference genomes. Next, we tested them in singleplex and different multiplex settings in a panel of species representing all major lineages of Catarrhini and further validated them in wild Guinea baboons (Papio papio) using fecal samples.The final panel of 42 microsatellite loci can efficiently be amplified with primers distributed into three amplification pools.With our microsatellite panel, we provide a tool to universally genotype catarrhine primates via GBS from different sample sources in a cost‐ and time‐efficient way, with higher resolution, and comparability among laboratories and species., Even with genotyping‐by‐sequencing (GBS) of microsatellites issues with allelic dropout, null alleles and off‐target amplifications often remain due to poor primer design or using primers for cross‐species amplification. We re‐designed and validated a panel of 42 microsatellites providing a tool to universally genotype catarrhine primates via GBS from different sample sources in a cost‐ and time‐efficient way, with higher resolution, and comparability among laboratories and species.

This protocol provides a standardized methodology for the analyses of genetic relatedness and paternity assignment in wild Guinea baboons (Papio papio) based on 24 microsatellite markers. It describes all methodological steps from sample collection and storage, DNA extraction, microsatellite amplification, and genotyping to a detailed explanation of the analyses regarding loci descriptive statistic, dyadic relatedness, and parentage analysis. This protocol was developed as a standardized method utilized by the Cognitive Ethology Laboratory (German Primate Center) to analyse fecal samples from the wild Guinea baboon population at the CRP Simenti field site, PNNK, Senegal.

© Springer Nature Switzerland AG 2020. Work-integrated Learning (WIL) is an approach that higher education institutions in Australia adopt to support students in developing their professional skills (Patrick et al., 2008). It is considered one of the most effective ways of preparing students for the workplace (Goulter & Patrick 2010). However, when the structured work placement format is applied to the design of a service-learning (SL) experience there are opportunities for deeper and broader development than just students’ professional identities. Such an approach enables Universities to achieve the goal of supporting students to become more than “just trained workers” to become “human beings” in the fullest sense of those words with “good citizenship” being the outcome (Palmer P, Zajonc M, Scribner M, Nepo M, The heart of higher education: a call to renewal. Jossey-Bass, 2010). The Community Internship Course is a SL program structured as a WIL shell course which accommodates students from any discipline, working in a range of not-for-profit organisations. This course has been designed to raise students’ awareness of their growing identity, both professional and personal, resulting from their community-based experiences. Although there are many opportunities there has been no explicit way in which to measure this awareness and transformation. This chapter explores how this course is made up of a cohesive collection of placement interventions and proposes a possible strategy to address this gap and further embed awareness of professional and personal growth in the course. It discusses how through its design this strategy can act as an intervention tool through facilitating students to evaluate their perception of their own development

© 2019 IEEE. We describe the Studios we have introduced into our Data and Electronic Engineering programs. We explain the purpose of the Studios, and the structure of activities. We describe the rationale for the significant components. We comment on the success of the components, and lessons learned.

In this book on practice futures a number of the major themes deal with larger dimensions of system and cultural changes. The future of the professions and professionalism is a topic examined in Chapters 6 and 7. In this chapter we focus on the people, especially professionals as human agents, in this contested space and explore the place agency in shaping future practices. Agency is the capacity to act and not feel helpless. It leads to purposeful and responsible action that is distinguished from following rules and procedures without reflection. Furthermore, agency enhances independence and responsibility in professional decision making with clients, and when focused on decreasing social inequalities, contributes to the betterment of society. The way we understand agency, as a unique human characteristic, has always been contested, to a degree, and has come again into focus with the advances of artificial intelligence. Although sociocultural and material contexts have always been acknowledged as influencing agency, the role of non-human agency is finding currency. Knappett and Malafouris (2008), with their edited book on material agency, propose a rethinking of agency away from an overly human-centred approach. With this chapter, we explore three main concepts: liquid times, the Fourth Industrial Revolution and the place of human and non-human agency in future practices. We start by exploring different theoretical perspectives on framing agency. We focus on four heuristics – essentialist, pragmatic, identity, and career wide – and carve out agency within a temporal frame. We then discuss the interdependent relationship of agency with identity, resilience and capabilities. Next we introduce the concept of the deliberate professional, a term coined by Trede and McEwen (2016) and propose this idea as a useful framework for understanding the place of agency in future practice. The deliberate professional is thoughtful yet assertive and action-oriented, considers possibilities and reflects on other ways of acting to improve conditions and practices for self, others and the common good. From this discussion we conclude that human agency – regarded in a complex, interdependent relationship with sociocultural structures and other actors in the practice arena – plays a crucial role in enabling professionals to practise effectively for the good of people and society, in future practice.

© The Author(s) 2019. Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants’ engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional.

Advances in digital technology have contributed to an increasingly complex, globally connected and mobile world. This has opened up new possibilities for learning and working and, more specifically, for how we network, relate and collaborate with each other and technology in work settings. Mobile technologies create new possibilities and challenges, such as expectations of increased productivity, creativity and innovation. With an abundance of information available on the Internet, the currency of knowledge rapidly fading and new ways of working with artificial intelligence growing, established and emerging professionals need to know how to practice and innovate with them. In this chapter, we address this issue with a particular focus on the shifting landscape of work and learning. We then argue that a sense of purpose, choice and agency is required to develop the capacity to deal with this environment. We offer the concept of the ‘deliberate professional’ as a useful approach that focuses on: deliberating on complexity, understanding what is probable, possible and impossible, taking a deliberate stance and being responsible for the consequences of actions.

What does it mean to be a resourceful and skilful professional in an environment saturated with intelligent devices and connected to diverse knowledge resources and human networks? This chapter discusses the roles of mobile technology in professional work and learning from an extended hybrid mind perspective. We argue that professional knowledge and skills extend beyond individual humans to their physical, technological and social environment. Learning to be a professional means learning to extend and entwine one’s knowledge and skills with ‘intelligence’ that is embedded and embodied in a distributed technology–human environment. In doing so, we argue that practitioners become ‘professional-plus’. They need capabilities to work with different kinds of knowledge and embrace diverse ways of knowing that are distributed across humans with different expertise and machines. We call this capability ‘epistemic fluency’.

Workplace learning (WPL) is an educational partnership between students, university and industry or community where learning and working are blended and occur across boundaries between academia and work. To better understand the ways in which WPL can be most productive for all stakeholders involved (and this includes students, workplace learning educators and academics), this chapter builds on the ideas in Chap. 1 conceptualising WPL as a hybrid space. Initially, it discusses theoretical ideas of hybridity and its characteristics. It offers a way of thinking of WPL as a space where something new can be created emerging from the in-between space of academia and work. Then, it considers the many aspects of WPL that become hybrid including professional roles and identities. The chapter then focuses on WPL as a hybrid pedagogy, characterised by collaborative, agentic and participatory learning that leads to active integration of formal university learning with formal, non-formal and informal learning in professional settings. The chapter concludes that WPL as a hybrid space is a useful concept to meaningfully bring together binaries of curriculum and pedagogy, theory and practice, thinking and doing, and structure and agency.

One of the many purposes of workplace learning (WPL) is for students to socialise into their future professional roles. Learning to think and act like a professional includes not only working in physical workplaces, but also in digital and mobile spaces. With the mobility afforded by connected devices such as smartphones, tablets and laptops, virtual spaces have blurred the boundaries between personal, public, learning, organisational and professional spheres. This blurring offers new possibilities to learn knowledge, skills and experiences, but also presents some potential hazards, such as students engaging in inappropriate professional conduct, or placing themselves, other employees, clients and/or the host organisation’s reputations at risk. To avoid these potential risks and make the most of these new possibilities requires developing students’ capacity to use mobile technology safely, confidentially and professionally. This chapter explores how to support the development of these capabilities, and maintain the privacy, confidentiality, safety and security of all involved.

In this chapter, we revisit the book’s key arguments focusing on: (1) the ways in which workplace learning can be seen as a hybrid learning and practice space extended by mobile technology; and (2) the development of agentic learners and practitioners so that they are better able to deal with the challenges and the opportunities created by the entanglement of learning, working and technology. We then argue that there is a need to draw on more than one perspective to gain a deeper and richer insight into why and how to use mobile technology to enhance learning and work. Using the two complimentary ideas of ‘professional-plus’ and ‘deliberate professional’, we show how socio-material and critical realist perspectives can provide a more comprehensive understanding of how to foster agentic knowledge and dispositions to help learners and practitioners make the most of mobile technology in and for learning and work.

Although workplace learning (WPL) and mobile learning are both university priorities, surprisingly they rarely intersect in practice. This chapter reports on a multi-university project that explored how to enhance WPL with mobile technology on placement and resulted in the development of the mobile technology capacity building (MTCB) framework for WPL. We first outline our method for gathering data. We then discuss our findings, which provided evidence that there is value in using mobile technology to enhance WPL and helped us identify seven themes that underpin a productive use of mobile technology for WPL and the five learning dimensions to foster student agency. Finally, we discuss how the seven themes are related to the five learning dimensions.

Workplace learning is a university teaching and learning strategy to prepare graduates for their future professional roles in real-world professional settings. In this first chapter, we begin by exploring the changing conditions for learning and working in an increasingly connected, globalised and complex world. Drawing on the concept of liquid times (Bauman, 2012), which implies that practices and structures become fluid and dissolve before they have time to solidify, we explore the new context for university professional education. We then consider more specifically the purpose, benefits and challenges of workplace learning and how advances in mobile technology can open up new possibilities for students’ workplace learning. We then outline the three-part structure of the book.

Mobile technology opens up a range of possibilities to enhance authentic workplace learning (WPL). In order to better understand the ways in which mobile learning (mLearning) can enhance WPL and design productive learning activities, this chapter examines practical contexts and theoretical foundations of mLearning in general, and of WPL in particular. Initially, it discusses the notion and provides a brief historical introduction to mLearning. Then, it presents an overview of the affordances of mobile technology for enhancing learning and considers some of the challenges. Finally, the chapter discusses some of the main practical and theoretical ideas supporting the use of mobile technologies to expand WPL as a hybrid space. It argues that approaches for mLearning designed for WPL need to consider simultaneously three aspects: (1) the entanglement of learning, work and technology; (2) learner agency; and (3) productive ways of designing for learning in workplaces. It is important to provide teachers and others involved in WPL with reusable design ideas that can be flexibly adapted for fruitful mLearning in WPL.

Time and place are defining aspects of what makes practice. They contribute to the context and situatedness within which practice occurs. Practices have routines and rhythms, and they are dependent on geographical and social place. This chapter explores theoretical ideas and practical implications of time and place in workplace learning. It discusses measured, objective and perceived, subjective time. It considers place from physical, geographical, social and cultural perspectives. Then, time and place considerations are related to mobile technology as a boundary-crossing tool to augment learning in time and place. Practical considerations, benefits and limitations are discussed to enhance the most effective use of mobile technology for learning in professional settings. The chapter concludes with strategies and activities to help all involved in WPL to purposefully navigate time and place considerations with mobile technology.

Research on the relevance of placements to the development of allied health student skills to work with people with disability, is an underexplored area. This knowledge is important for several reasons: to prepare students for disability placements, develop their work readiness skills to work with people with disability upon graduation, inform placement curriculum development, and ensure placement educators are supported to provide effective and efficient supervision of students on disability placements. The study discussed in this article, explores placement educators’ perceptions of powerful learning experiences during disability placements that shape students’ attitudes and perceptions of working with people with disability. Allied health placement educators from three Australian disability organisations, were invited to attend focus groups on this topic. Two focus groups, with a total of seven participants, were conducted in February and May 2016. The allied health disciplines represented in the focus groups were Speech Pathology, Occupational Therapy, and Physiotherapy. Thematic analysis technique was used to analyse focus group data. Findings related to the following four key topic areas, are discussed in this article: a. Reasons for placement educators entering and staying in the disability sector; b. Placement educator perceptions of changes in student attitudes and skills post disability placements and how their experiences shape their approaches to student placement education; c. Recommendations for universities to better prepare students to work with people with disability; and d. Preparation of students for job-seeking in the disability sector.

©2017 by Emerald Publishing Limited. In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students' appropriate use of personal mobile devices (PMDs) in workplace learning (WPL). WPL is a concept that denotes students' learning that occurs in workplaces as part of their university curriculum. The workplace provides an environment for university students where learning and working and theory and practice are entwined. As such, WPL is an in-between or hybrid space where traditional roles, identities, and cultures are fluid and in transition. In the 21st century, where PMDs are more and more intricately interwoven into everyday personal, educational, and professional practices, learning with mobile technology offers new opportunities and possibilities to enhance WPL. The MTCB Framework for WPL focuses on cultivating agency and thoughtful consideration for practice contexts. Its development is underpinned by three sets of theoretical ideas: Agentic learning, activity-centered learning design, and the entanglement of technology, learning, and work. Its design also draws on empirical data derived from surveys and interviews from 214 participants, including students, academics, and workplace educators that highlight the importance of considering workplace cultures. We conclude that the MTCB Framework addresses an urgent need for all stakeholders in WPL to build their capacity to use mobile technology effectively to contribute to enhancing WPL. Without a shared understanding of the role of mobile technology in WPL, it will remain difficult for students to make the most of the learning opportunities afforded by the use of PMDs in WPL.

With this paper, we contribute to the complex field of assessment of student learning in work placements. The complexity includes the dual role of clinical educators as mentors and assessors, students as pre-accredited practitioners and the diverse purposes of assessment. A philosophical hermeneutic approach was adopted to explore the perceptions and practices of clinical assessments as they were experienced by clinical educators and students of the Bachelor of Physiotherapy programme of the Claudiana College of Health Professions at Bozen, Italy. Philosophical hermeneutics is grounded in dialogues where dialogue partners explore each others’ statements or experiences, question assumptions that underpin experiences and perceptions and search for shared understanding. Focus group questions invited participants to share their experiences and engage in a dialogue with other participants. The research team engaged in cycles of interpretive dialogues according to the hermeneutic tradition. Data interpretation ...

Summary Objectives We present our findings from a scoping review that sought to identify what is known about nursing and paramedic clinical supervisors' experiences of their supervision practices in rural settings. Our interest in these two groups is based on the central role that nurses and paramedics play in rural health care. Design Scoping reviews support identification of a broad range of literature, including all types of study designs. We adopted Arksey and O'Malley's five-stage approach: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising and reporting results. Data Sources Databases searched included Academic Search Complete, Springer, Factiva, ProQuest, Ebsco, Informit, VOCEDplus and Scopus. Review Method Based on our research question and inclusion and exclusion criteria we selected relevant literature and summarised and reported it using Arksey and O'Malley's framework. Results The review yielded five articles from four countries: Sweden, Belgium, Malaysia and Australia. Conclusion From this scoping review, we identified key themes related to supervisors' experiences, including clarification of expectations, support from managers and colleagues, the need for shared understanding between university, students and supervisors and required skills and competence in supervising students.

With this paper, we explore early placement experiences and their pedagogical potential, including ways of keeping students enrolled and persisting with their studies. Few university courses offer early placements because traditionally placement experiences have a focus on employability and work readiness of graduates, hence occur towards the end of courses. We conceptualise workplace learning (WPL) as a transition pedagogy that can address university staff’s interests in student retention. In this paper the relationship between early WPL experiences and keeping students enrolled and persisting with their learning as well as the pedagogical implications of early WPL experiences are explored. Empirical data of students’ interpretations of their early placement experiences demonstrated that beyond motivating students to persist with learning and staying enrolled in the course placement experiences were seen as a highlight of their first year studies. We argue that there are some benefits to students’ learning to using early placement experiences within a practice-based curriculum when combined with an explicit and deliberate pedagogy that prepares students for practice-based and lifelong learning approaches to work. We conclude that early WPL experiences at university can be used as a strategy to assist students to transition into these institutions and develop more deliberate learner and professional identities.

Although Australian universities have delivered professional education alongside liberal education since their inception, the more recent introduction of emerging professions into universities' curricula indicates a greater blurring of the boundaries within the higher education sector, where universities are increasingly delivering courses formerly within the realm of technical or further education colleges. This vocationalisation of universities is in response to an imposed economic imperative, and neo-liberal rhetoric. In this article, the authors discuss some of the reasons and consequences of the academisation of emerging professions for universities, their academics and students. They argue that by lacking a deliberate approach and allowing a blurring of the lines between liberal, professional and vocational education, universities run the risk of failing to deliver on their promise of employability and social inclusion. The authors also suggest that the current situation can, however, provide an opportunity for universities to educate a deliberate professional by adopting a pedagogical approach that seeks to develop undergraduates' technical skills and knowledge, as well as an understanding of when and how to align, innovate or oppose the legitimised practices, cultures and identities of their chosen profession or occupation.

A key challenge in contemporary dietetic practice is making collaborative decisions about dietary behaviours with a diverse range of patients. Contemporary decision making frameworks for clinical dietetic practice give value to working in a collaborative manner with patients, however, there remains uncertainty with regards to how and when dietitians might apply this approach in their practice.In this doctoral research project, Author 1 used a philosophical hermeneutic approach to deepen understanding of a collaborative approach to decision making in dietetic practice. She also explored the core capabilities required to enact such an approach in early career dietetic practice. The experiences and perceptions of patients and dietitians were explored using in depth interviews and individualized reflective practice activities.The findings suggest that collaborative decision making in dietetic practice is situational and requires the development of a caring and trusting professional relationship to be effective. Other core capabilities needed to enact this approach relate to developing self awareness, establishing an open and transparent dialogue, identifying and exploring common ground and finding the time to think and talk.The final product of the research, the Interpretive Engagement Model of Collaborative Decision Making (Author 1, 2013), can be used as a framework to help practitioners to reflect on their decision making practice.Early exposure in tertiary education to critical dialogues and questioning current practices will cultivate early career dietitians’ capabilities to develop their collaborative decision making practice in future.

Background: Reflection has become an accepted element of physiotherapy education. Reflection is a cognitive, emotional, and embodied activity that remains largely invisible as individuals undertake their professional work. The use of reflection has been related to a number of positive benefits for practitioners such as to develop their capacity for self-assessment and critique, to challenge their existing knowledge base, to engage in lifelong learning, to make sense of their experiences, and to improve decision making.Objectives: Although there is an extensive debate in the wider reflection literature about assessing reflection, this has yet to be applied to physiotherapy and developed as a discourse held by the members of the profession.Major findings: The current body of physiotherapy literature does not offer educators realistic tools to deal with the practical concerns and hands-on educational decisions they face when assessing reflection. The findings from physiotherapy research investigating...