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dc.contributor.convenorDineli Matheren_US
dc.contributor.authorCampbell, Matthewen_US
dc.contributor.authorZegwaard, Karstenen_US
dc.contributor.editorMatthew Campbellen_US
dc.date.accessioned2017-05-03T15:43:43Z
dc.date.available2017-05-03T15:43:43Z
dc.date.issued2012en_US
dc.date.modified2013-06-07T06:05:58Z
dc.identifier.refurihttp://acen.edu.au/2012conference/wp-content/uploads/2012/11/ACEN-2012-National-Conference-Proceedings.pdfen_US
dc.identifier.urihttp://hdl.handle.net/10072/49680
dc.description.abstractBackground Students emerging into professional fields need to understand and navigate the increasingly important ethical aspects of being a professional, transforming the workplace and themselves (Campbell & Zegwaard, 2011a). A primary goal of a work-integrated learning program, and likewise professional ethics education, is the evolution within the student of a sense of self and the development of an identity within their chosen profession and/or workplace. Students need to develop as critical moral agents (actively making choices whilst critically evaluating their moral implications) whilst developing their understandings of professionalism and professional obligations. Ethical practice emerges through a negotiated position between the individual and collective. The ideal professional has, therefore, an obligation to affect positive change and actively respond to ethical ideals and misconduct; that is, the professional, at any stage of their career, must be actively engaged in the construction and negotiation of acceptable ethical practice. An argument is made in this paper for approaches to work-integrated learning to provide support for the development of critical mind and moral courage of the emerging professional and engaged student. Aims This paper aims to provide a justification for a research study, which will closely examine the transformation in student perceptions and responses to ethical issues before, during, and after work-integrated learning placements. Approach The paper presents a proposed methodology of the research study evolving from a consideration of the current literature. The paper employs a literature analysis as a tool for framing an argument for the development of critical moral agency within students with a suggested pedagogical and research approach to better understanding this development. Discussion Emerging from the literature are is the argument for the centrality of concepts such as practical wisdom within an applied professional ethics education for students as part of a comprehensive understanding of work-integrated learning. The paper suggests that pedagogical approaches that are grounded in notions of 'situationalism' provide the most useful educative tools for the mature development of a critical moral agent. Implications It is intended that this research will provide a foundation for professional ethics education which moves beyond the traditional approaches, to an authentic and engaged curriculum which equips students with the capacities for critical decision making required to navigate the world of work. Keywords: Professional ethics, agency, values educationen_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent212891 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherACENen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://acen.edu.au/2012conference/proceedings/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameACEN 2012: Collaborative education investing in the futureen_US
dc.relation.ispartofconferencetitleProceedings of the 2012 Australian Collaborative Education Network (ACEN) National Conferenceen_US
dc.relation.ispartofdatefrom2012-10-29en_US
dc.relation.ispartofdateto2012-11-02en_US
dc.relation.ispartoflocationGeelong, Australiaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchTechnical, Further and Workplace Educationen_US
dc.subject.fieldofresearchProfessional Ethics (incl. police and research ethics)en_US
dc.subject.fieldofresearchcode130108en_US
dc.subject.fieldofresearchcode220107en_US
dc.titleDeveloping an ethical professional through work-integrated learningen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.rights.copyright© 2012 ACEN. 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.en_US
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorCampbell, Matthew


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