Altruism or self-interest in tomorrow's veterinarians? A metric conjoint experiment and cluster analysis.

Introduction: Altruism is considered a trait of veterinary and other health professionals, but the level of altruism in the veterinary profession is unknown. We designed a metric conjoint experiment to reveal other-orientation (an individual's caring concern for the wellbeing of others) and self-interest. We draw on the 'Theory of Other-Orientation', which states that individuals' decision-making heuristics can be impacted by their other-orientation independent of their self-interest. In patient-focused contexts, highly other-oriented or altruistic (veterinary) professionals may care too much for others and suffer immediate or cumulative financial and personal costs of such caring. At the same time, other-orientation can enhance job-related attitudes and outcomes, such as job satisfaction. Methods: In a metric conjoint experiment, Australian final-year veterinary, science, nursing, entrepreneurship, and engineering students rated eight job scenarios with orthogonally arranged high and low levels of three job characteristics (n = 586) to provide observed measures of other-orientation and self-interest. Results: A two-way MANOVA showed other-orientation or self-interest differed per discipline, but not gender. Veterinary (and engineering) respondents were less other-oriented than nursing respondents. Veterinary (and entrepreneurship) respondents were more self-interested than nursing respondents. K-Means cluster analysis confirmed four distinct profile groupings-altruistic/self-sacrificing, 'both other-self', self-interested and selfish-aligning with the discourse in the literature. Human nursing respondents stood out for the most members (50%) in the 'both other-self' profile compared to veterinary respondents (28%). Respondents of one of three veterinary schools stood out for the most members (19%) in the altruistic/self-sacrificing group. Discussion: Our metric conjoint experiment illustrates an alternative to 'self-report' items with Likert-scaled responses. Our finding of the 'both other-self' group adds to the literature, which considers that other-orientation and self-interest are separate constructs that are difficult to co-exist in individuals. This mix of traits is deemed helpful by organizational psychology scholars, for sustainability and wellbeing, especially for healthcare professionals involved in high-frequency and intense, patient-focused interactions. Our findings highlight the need for more research on the potential role of other-orientation and self-interest in veterinary school admissions processes, the hidden or taught curricula, job-related attitudes and beliefs, and wellbeing and professional sustainability in the veterinary sector.

Business Intentions of Australian Veterinary Students-My Business or Yours? A Cluster Analysis.

Little is known about veterinary entrepreneurial predisposition. Yet entrepreneurship and intrapreneurship (entrepreneurial behaviour of employees) foster business innovation and growth and support wealth creation and employment in both privately and corporately owned businesses which deliver contemporary veterinary services. We used responses from 515 final-year students in Australian entrepreneurship, nursing, and veterinary programs to capture entrepreneurial intention (EI), outcome expectations (OE-sb), entrepreneurial self-efficacy (ESE), and corporate/large organisation work intentions (CWIs). Veterinary respondents stood out for their high EI and high OE-sb, but low financial ESE and low CWI. Proportions of veterinary, entrepreneurship, and nursing respondents differed markedly across distinct cluster profiles representing entrepreneurial, intrapreneurial, both entrepreneurial and intrapreneurial, indifferent, and corporate employment intentions and attributes. Post hoc analysis revealed proportional cluster membership differences for respondents from different veterinary schools. Our findings raise questions regarding (1) the effectiveness of veterinary business curricula competencies which focus on expense management and (2) the implications of the mismatch of motivations and goals of new veterinary sector entrants whose low intent to work in a corporate environment is at odds with increasing corporate ownership of veterinary practices. To inform curricular change, we recommend further research to evaluate the relative impact of individual factors, admissions factors, and the formal or hidden curricula on entrepreneurial intention in veterinary final-year students.

Employability as a Guiding Outcome in Veterinary Education: Findings of the VetSet2Go Project.

This paper presents a mini-review of employability as a guiding outcome in veterinary education-its conceptualisation, utility, core elements and dimensions, and pedagogical approaches-through a summary of the findings of a major international project with the same aims (the VetSet2Go project). Guided by a conception of the successful veterinary professional as one capable of navigating and sustainably balancing the (sometimes competing) needs and expectations of multiple stakeholders, the project integrated multiple sources of evidence to derive an employability framework representing the dimensions and capabilities most important to veterinary professional success. This framework provides a useful complement to those based in narrower views of competency and professionalism. One notable difference is its added emphasis on broad success outcomes of satisfaction and sustainability as well as task-oriented efficacy, thus inserting "the self" as a major stakeholder and bringing attention to resilience and sustainable well-being. The framework contains 18 key capabilities consistently identified as important to employability in the veterinary context, aligned to five broad, overlapping domains: veterinary capabilities (task-oriented work performance), effective relationships (approaches to others), professional commitment (approaches to work and the broader professional "mission"), psychological resources (approaches to self), plus a central process of reflective self-awareness and identity formation. A summary of evidence supporting these is presented, as well as recommendations for situating, developing, and accessing these as learning outcomes within veterinary curricula. Though developed within the specific context of veterinarian transition-to-practise, this framework would be readily adaptable to other professions, particularly in other health disciplines.