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Adapting to New Labor Market Characteristics
Abstract
In this chapter, the author describes the education for the professions in the nineteenth century, with particular emphasis on the extent to which professional education relied on the apprenticeship model rather than on formal, university-based education. The author describes how such non-standardized education was eventually brought under control after the establishment of professional associations which sought to standardize such education. With the establishment of such standards, the education of professions was eventually brought into a higher education setting where disciplinary education programs co-existed within a standardized education environment. This coexistence or colocation enabled professional education efforts to begin interacting with each other and gave rise to interdisciplinary, multidisciplinary, and transdisciplinary efforts in the preparation of professionals for the workforce. The author reports on the variety of interdisciplinary educational programs that have emerged in higher education and demonstrates the availability of professional positions that exist in the work force for new graduates with interdisciplinary and multidisciplinary educational preparation. Routes to attaining an interdisciplinary education are discussed, including student-designed interdisciplinary educational programs as well as predesigned interdisciplinary programs in which students may enroll. The role of higher education program directors and student advisors is considered as well as their importance in enabling students to transition into interdisciplinary careers. The concepts of problem passing and problem solution are described as a means of enabling various disciplines to work together (particularly in localized settings) to generate new interdisciplinary solutions to problems, particularly in the area of the applied sciences. Suggestions for further reading are provided.
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