Discusses the historical context of the relationship between liberal study and professional specialization in higher education. Describes the emergence of three different university missions during the 19th century (utilitarian, research, liberal arts), shifting emphases during the 20th century, the current diversity in undergraduate education,…

Content analysis revealed that specialized accreditors include few explicit educational outcome statements in published standards. A comparison of differentially explicit agencies based on independently derived faculty views about outcome emphasis and accrediting rigor indicated that more experience and firmer data are needed to judge the impact…

Integration of career and liberal arts programs can be educationally fruitful if similarities and differences in influences and ideologies are recognized. At an early stage, discussion should focus on compatible learning activities and outcomes. (Author/MSE)

A survey of professional field faculty in programs at 346 colleges and universities enabled identification of field-specific environments for preparing entry-level students. The environments are independent of institutional type and size but parallel the occupational prestige of the profession and the gender ratio of graduates. (Author/MLW)

A generic conceptual framework is presented to guide study of preservice collegiate professional preparation programs. Research based on the scheme can help to improve program self-study and external reviews, clarify educational goals, and foster collaboration across fields of professional study. (Author/MLW)

Teaching faculty in 10 entry-level professional fields reported varying amounts of time devoted to teaching, research, consulting, and professional practice but did not differ in time devoted to administration. Different professional fields may be characterized by group climates that influence or reinforce certain faculty roles. (Author/MLW)

According to a survey of 1,700 administrators and faculty at 346 institutions, professional program administrators perceive influences on the program from within the university as stronger than do faculty. However, the two groups do not perceive the strength of societal influences, professional community influences, or internal levels of…

Proposes that higher education scholars distinguish among professional subjects taught to undergraduates as they do among traditional disciplines. Other distinctions may be more meaningful than the research-based dimensions used in the popular Biglan classification. A framework for differentiating collegiate career fields is proposed, evidence…

A group of faculty members and accrediting representatives was assembled to explore ways to better integrate liberal and professional study during the undergraduate years. The group based its discussions on educational outcomes previously identified by the project directors as important for all college-educated professionals. The project involved…

Faculty in 10 professional programs at the undergraduate and master's levels were surveyed in 1985 to determine their views concerning influences and outcomes for the programs. The survey, which was undertaken as part of the University of Michigan's Professional Preparation Project, received responses from 2,230 faculty from 732 programs in 346…

The shared values of liberal and professional educators can form the basis for integrating liberal learning into professional education. Liberal education outcomes are identified: communication competence, critical thinking, contextual competence, aesthetic sensibility, professional identity, professional ethics, adaptive competence, leadership…

The integration of undergraduate liberal and professional education is discussed in the following chapters: (1) "A Call to Action"; (2) "Binding Values, Changing Times and Curricular Balance"; (3) "Seizing Opportunities for Excellence"; (4) "Defining the Educated Professional"; (5) "Extending a Constructive Debate"; and (6) "A New Spirit of…

Aspects of professional competence and professional socialization that are being emphasized in professional education programs are summarized. Of concern are generic outcomes of professional preparation, outcome-related issues and trends common to professional education in diverse fields, some problems that concern professional educators, and…

Goals and outcomes in various fields of professional education are considered. Attention is directed to generic outcomes of professional preparation, the emphasis these outcomes receive among professional educators, some problems that concern professional educators, and recommendations for future action and study. The generic outcomes, which were…