Students’ Perceptual Change of Professional Ethics after Engaging in Work-Integrated Learning

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Author(s)
Zegwaard, Karsten
Campbell, Matthew
Griffith University Author(s)
Year published
2014
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When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be ...
View more >When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012).
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View more >When students undertake work placements, they become immersed in a relevant community of practice, where they are required to meet the social demands to perform within the norms of this community. These expected norms are shaped by several community aspects, such as cultural beliefs, ethical considerations, and moral positions. The workplace experiences are also where students start to shape and understand their own identity as a professional and their professional morality and ethics. With increasing industry demands for work-ready graduates (Archer & Davison, 2008; Lomax-Smith, Watson, & Webster, 2011), there needs to be consideration that ‘work-readiness’ includes professional identity and professional ethics. Identity development is strongly related to how a student engages with professional work-life (Reid, Dahlgren, Peticz, & Dahlgren, 2008). Perhaps not surprising then that increasingly values education, enhancing ethical knowledge and conduct, and professional identity development are being seen as important facets of student development (Campbell & Zegwaard, 2011a; Herkert, 2000; Keown, Parker, & Tiakiwai, 2005; Trede, Macklin, & Bridges, 2011). However, students engaged in undergraduate studies, tend to hold narrow conceptualisations of professionalism (Grace & Trede, 2011). The literature argues that to have effective development of professional ethical awareness and practice, then explicit emphasis must be placed in the curriculum on the learning and development of professional identity and professional ethics (Campbell & Zegwaard, 2011b; Trede, 2012).
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Conference Title
17th New Zealand Association for Cooperative Education 2014 Conference Proceedings: Embracing Change
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© 2014 New Zealand Association for Cooperative Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
Subject
Higher Education