Building professional capabilities: Eportfolios as developmental ecosystems

Abstract

In this final chapter we explore the concept of the portfolio ‘ecosystem’ in relation to student professional identity development. Evidence of how creating an electronic portfolio contributes to a complex relationship with students’ learning and development is provided through students’ comments. In addition, we propose a model that indicates a building of desirable graduate capabilities through students’ experience of developing their ePortfolio incrementally throughout their degree-thus supporting students’ learning and identity development. Within the context of the broader teaching and learning literature, the chapter draws together the previous 11 chapters into a conceptual theoretical framework across relevant fields to reflect aspects of portfolio use in Higher Education. This concluding chapter critically assesses the students’ voice in the development of a professional identity and draws on recent data from students engaging in creative ePortfolio development across disciplines. We propose that educator engagement with ePortfolio development can help refine our understanding of some of the fundamental commitments and dynamics of learning. The chapter concludes by highlighting a number of learning pathways that may enhance the sense of self-efficacy for Higher Education students and life-long learners.