Recruiting the graduate voice: informing higher education initiatives to underpin an emerging, veterinary paraprofession in Australia

Patricia Clarke*a http://orcid.org/0000-0002-1093-7169, Joerg Henninga, Glen Colemana & Daniel Schullaa School of Veterinary Science, The University of Queensland, Gatton, AustraliaPatricia Clarke, of the School of Veterinary Science at The University of Queensland, Gatton, Queensland 4343, Australia. BVSc. PhD candidate. Research interests are the role of curriculum in the professionalisation of veterinary technology and veterinary nursing, and graduate employability.Joerg Henning, of the School of Veterinary Science at The University of Queensland, Gatton, Queensland 4343, Australia. PhD. Associate Professor in Veterinary Epidemiology. Research interests include zoonotic diseases, farmers’ attitudes and behaviours, and extension programmes to improve livestock health.Email: Glen Coleman, of the School of Veterinary Science, The University of Queensland, Gatton, Queensland 4343, Australia. PhD. Professor and former Dean and Head of School. Research interests are in clinical veterinary parasitology, and learning and professional development in veterinary students.Email: Daniel Schull, of the School of Veterinary Science at The University of Queensland, Gatton, Queensland 4343, Australia. PhD. Senior Lecturer. Research interests are in veterinary education and professional studies.Email: CONTACT Patricia Clarke patricia.clarke@uqconnect.edu.auABSTRACTIn Australia, the inception of veterinary technology, as a higher education discipline underpinning an emerging, mid-tier paraveterinary field, reflected global trends for more highly educated veterinary paraprofessionals to meet changing societal demands. In this study, veterinary technology graduates were surveyed about their experiences in the workforce and reflections on their education. Seeking feedback on how well a new programme has prepared graduates for the workforce is a useful quality assurance tool. Clinical veterinary practice was the primary employment sector with the majority of respondents in full-time employment. Career advancement, professional recognition and salaries were identified as key career challenges. The important roles of the veterinary and veterinary nursing professions, the university, government and graduates in the development of this mid-tier, veterinary paraprofession were elucidated. Graduates’ feedback on criteria that underpinned ‘work-readiness’ revealed seven key domains: communication skills, research skills, knowledge, critical thinking/problem-solving, employability, practical skills and professionalism. Veterinary nursing skills, work placement, practice management and production animal health were flagged as areas for curricular improvement. This study illuminated facilitators and barriers critical to establishing a mid-tier veterinary paraprofession, bridging the divide between the vocational and higher education sectors in Australia.Abbreviations: AUD: Australian dollar; AVA: Australian Veterinary Association; AVBC: Australasian Veterinary Boards Council; AVMA: American Veterinary Medical Association; BVNA: British Veterinary Nursing Association; CSU: Charles Sturt University; DAF: Department of Agriculture and Fisheries; FWC: Fair Work Commission; GCA: Graduate Careers Australia; HE: Higher Education; NHMRC: National Health and Medical Research Council; QLD: Queensland; RCVS: Royal College of Veterinary Surgeons; UK: United Kingdom; UQ: University of Queensland; VN: Veterinary nursing; VNCA: Veterinary Nurses Council of Australia; VSB: Veterinary Surgeons Board; VT: Veterinary technology; WIL: Work-integrated learning.