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In conducting this study, we used qualitative and quantitative research techniques to determine faculty members’ perceptions of (a) their role in teaching professional behavior, (b) the professional behaviors that are most important for students to develop, and (c) the methods used to help education, engineering, and nursing students develop professional behavior. Differences were identified between the three groups of faculty members. Overall, results indicated the majority of educators believed they had a role in teaching students professional behavior. However, most faculty members did not acknowledge specific coursework or methods employed to help students develop professional behavior, suggesting instead they tried to help students develop professional behavior by acting as role models. Implications for these and other findings are reported in this article.

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This document was originally published by Berkeley Electronic Press in Journal of College and Character. Copyright restrictions may apply.

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