Perceived professional identity formation and influencing characteristics among speech pathology students

Abigail Lewis; Denise Jackson; Dawn  Bennett

doi:10.21153/jtlge2025vol16no1art2093

Authors

Abigail Lewis University Department of Rural Health South West, Edith Cowan University and School of Education, Curtin University https://orcid.org/0000-0003-4814-0558
Professor Denise Jackson School of Business and Law, Edith Cowan University, Joondalup, Australia https://orcid.org/0000-0002-7821-3394
Professor Dawn Bennett School of Education, Curtin University and Bond University https://orcid.org/0000-0002-0676-1623

DOI:

https://doi.org/10.21153/jtlge2025vol16no1art2093

Keywords:

professional identity formation, speech pathology, perceived employability, higher education

Abstract

While professional identity formation (PIF) is an important facet of employability and becoming a health professional, there has been little research on PIF among speech pathology (SP) students. This single group, cross-sectional study explored perceived PIF among SP students at a large, urban, Australian university selected via stratified sampling from a four-year undergraduate program. Using an established online self-assessment tool to measure perceived employability, the study reports on seven related constructs relevant to PIF. The self-assessment has previously been found to have strong validity and reliability and the subset used in this study likewise had strong validity and reliability. There were 84 participants and the PIF constructs were: self and program awareness (SPA); identification with commitment (IC); reconsideration of commitment (RC); self-esteem (SE); perceived program relevance (PPR); career exploration and awareness (CEA); and ethical and responsible behaviour (ERB). Descriptive and multivariate statistics were used to estimate the proportion of variance for year level and individual characteristics for each construct and overall PIF. Perceived professional identity increased from first to fourth year, significant only for SPA, IC and PPR constructs. Students aged over 25 years self-rated significantly higher on ERB than younger students, as did students studying part-time compared to those studying full-time. Participants not engaged in paid work had significantly higher SE than those who were working, as did students from low socio-economic status (SES) compared with medium or high SES students. No differences were found for other individual characteristics, although some group sizes were very small. Recommendations to enhance PIF include incorporating a range of reflective activities, assertiveness training and opportunities to explore ethical dilemmas within the curriculum.

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Author Biographies

Abigail Lewis, University Department of Rural Health South West, Edith Cowan University and School of Education, Curtin University

Abigail Lewis is a senior lecturer (clinical education) and health professions education (HPE) researcher at the University Department of Rural Health South West on Edith Cowan University's Bunbury Campus. Her research is focused on tools to enhance preparation for and learning from clinical practice, for example professional identity formation, interprofessional experiences, use of simulation, enhancing reflective practice through the use of ePortfolios and videos as well as supporting student wellbeing.
Professor Denise Jackson, School of Business and Law, Edith Cowan University, Joondalup, Australia

Professor Denise Jackson is the Director of Work-Integrated Learning in the School of Business and Law at Edith Cowan University. She is focused on enhancing students’ employability and career prospects through embedding meaningful work-based learning and industry and community engagement into the curriculum. Her research interests are enhancing graduate employability through WIL opportunities, career management development and professional identity, as well as the relationship between graduate employability and employment outcomes.
Professor Dawn Bennett, School of Education, Curtin University and Bond University

Dawn Bennett is an education consultant with over 30 years of experience in higher education leadership and research. Formerly Assistant Provost and Director of the Transformation CoLab with Bond University in Australia, Dawn's expertise is in career education and graduate employability, policy and governance, curricular reform, and change leadership. Dawn is a National Senior Australian Learning and Teaching Fellow and Principal Fellow with the HEA. She remains research active.

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