Pub Date : 2021-08-03DOI: 10.1080/14480220.2021.1959379
Preeti Dagar
ABSTRACT Indigenous women in India struggle to maintain their traditional knowledge, education and livelihoods in the face of colonization, neoliberalism and development. The paper analyzes the vocational education and skills training programmes implemented for indigenous women in India by the national government and local agencies. It considers the experiences of indigenous women from two different geographical locations and two distinct communities. The qualitative findings from the study indicate a mismatch between the requirements and desires of indigenous women and the policy objectives. By integrating self-determination into a subaltern framework, the paper suggests taking a participatory planning approach to VET for indigenous women. It brings attention to and draws practical suggestions for representation and inclusion of indigenous women in skills development.
{"title":"Vocational education and training for indigenous women in India: toward a participatory planning approach","authors":"Preeti Dagar","doi":"10.1080/14480220.2021.1959379","DOIUrl":"https://doi.org/10.1080/14480220.2021.1959379","url":null,"abstract":"ABSTRACT Indigenous women in India struggle to maintain their traditional knowledge, education and livelihoods in the face of colonization, neoliberalism and development. The paper analyzes the vocational education and skills training programmes implemented for indigenous women in India by the national government and local agencies. It considers the experiences of indigenous women from two different geographical locations and two distinct communities. The qualitative findings from the study indicate a mismatch between the requirements and desires of indigenous women and the policy objectives. By integrating self-determination into a subaltern framework, the paper suggests taking a participatory planning approach to VET for indigenous women. It brings attention to and draws practical suggestions for representation and inclusion of indigenous women in skills development.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43706715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-23DOI: 10.1080/14480220.2021.1933568
Martin Zgraggen
ABSTRACT This research study explored the Vocational Educational Training (VET) teachers’ perspectives and experiences of a proposed Conceptual Blended Learning Framework (CBLF) model in a VET hospitality setting at the William Angliss Institute of Sydney (WAIS). The research aimed to explore teachers’ effectiveness and approaches to blended learning, delivering VET hospitality courses, and how this information could be used to improve student’s learning experiences and outcomes. Additionally, to underpin and strengthen WAIS overall VET educational policy of student-centred teaching and learning practices embedding technology-based learning and twenty-first-century skills and competences accommodating workplace-based learning. The study’s focus was to identify and recommend a best practice approach to a CBLF to deliver ongoing VET hospitality courses and potentially be recognized as a viable and transferrable teaching and learning model within the broader VET hospitality sector.
{"title":"Blended learning model in a vocational educational training hospitality setting: from teachers’ perspectives","authors":"Martin Zgraggen","doi":"10.1080/14480220.2021.1933568","DOIUrl":"https://doi.org/10.1080/14480220.2021.1933568","url":null,"abstract":"ABSTRACT This research study explored the Vocational Educational Training (VET) teachers’ perspectives and experiences of a proposed Conceptual Blended Learning Framework (CBLF) model in a VET hospitality setting at the William Angliss Institute of Sydney (WAIS). The research aimed to explore teachers’ effectiveness and approaches to blended learning, delivering VET hospitality courses, and how this information could be used to improve student’s learning experiences and outcomes. Additionally, to underpin and strengthen WAIS overall VET educational policy of student-centred teaching and learning practices embedding technology-based learning and twenty-first-century skills and competences accommodating workplace-based learning. The study’s focus was to identify and recommend a best practice approach to a CBLF to deliver ongoing VET hospitality courses and potentially be recognized as a viable and transferrable teaching and learning model within the broader VET hospitality sector.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1933568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42641193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-08DOI: 10.1080/14480220.2021.1938635
Song Hien Nguyen
ABSTRACT This article was drawn from a part of a research project relating to the History of the Vietnamese Vocational Education and Traning (VET) since 1954. The research was conducted at 13 vocational schools in 13 provinces and cities in Vietnam. Data was collected from documentary and interview data. Participants were selected based on the snowball method. Findings show that since 1954, the Vietnamese VET system has experienced three different VET models, namely the French VET model, the Soviet’s VET model, and the German dual model. This research provides a deep insight into the Vietnamese VET models during three historic periods by analysing characteristics of policy, qualification, administration, funding, and curriculum in each historic period. Understanding the characteristics of the VET system in each stage may help policymakers, educators, educational managers and teachers to build and issue better VET policies in the future.
{"title":"The development of Vietnamese vocational education and training models since 1954","authors":"Song Hien Nguyen","doi":"10.1080/14480220.2021.1938635","DOIUrl":"https://doi.org/10.1080/14480220.2021.1938635","url":null,"abstract":"ABSTRACT This article was drawn from a part of a research project relating to the History of the Vietnamese Vocational Education and Traning (VET) since 1954. The research was conducted at 13 vocational schools in 13 provinces and cities in Vietnam. Data was collected from documentary and interview data. Participants were selected based on the snowball method. Findings show that since 1954, the Vietnamese VET system has experienced three different VET models, namely the French VET model, the Soviet’s VET model, and the German dual model. This research provides a deep insight into the Vietnamese VET models during three historic periods by analysing characteristics of policy, qualification, administration, funding, and curriculum in each historic period. Understanding the characteristics of the VET system in each stage may help policymakers, educators, educational managers and teachers to build and issue better VET policies in the future.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1938635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-29DOI: 10.1080/14480220.2021.1933569
Matt A. King, S. Lenser, D. Rogers, H. Carnahan
ABSTRACT Virtual reality (VR) simulation training for helicopter search and rescues (SAR) hoist operators is very uncommon in comparison to the availability of pilot simulation training. SAR hoist operators control winch systems for hoisting objects or people during helicopter flight. Using a rear crew helicopter VR training simulator we sought to quantify hoist operator performance and validate this system by showing that experienced SAR hoist operators and novices hoist differently. We recruited 12 military SARs and 11 persons without hoisting experience and examined their performance in moderate wind conditions over two landscapes, ocean and land. Experienced operators were not affected by environment, completed missions faster than novices, made fewer velocity adjustments, and demonstrated better cable management. These variables can now be used as sources of feedback to train novice hoist operators. Since there were differences between performances of experienced and novice hoist operators we have established construct validity of the simulator.
{"title":"Novice and experienced hoist operators in a helicopter hoist virtual reality simulator","authors":"Matt A. King, S. Lenser, D. Rogers, H. Carnahan","doi":"10.1080/14480220.2021.1933569","DOIUrl":"https://doi.org/10.1080/14480220.2021.1933569","url":null,"abstract":"ABSTRACT Virtual reality (VR) simulation training for helicopter search and rescues (SAR) hoist operators is very uncommon in comparison to the availability of pilot simulation training. SAR hoist operators control winch systems for hoisting objects or people during helicopter flight. Using a rear crew helicopter VR training simulator we sought to quantify hoist operator performance and validate this system by showing that experienced SAR hoist operators and novices hoist differently. We recruited 12 military SARs and 11 persons without hoisting experience and examined their performance in moderate wind conditions over two landscapes, ocean and land. Experienced operators were not affected by environment, completed missions faster than novices, made fewer velocity adjustments, and demonstrated better cable management. These variables can now be used as sources of feedback to train novice hoist operators. Since there were differences between performances of experienced and novice hoist operators we have established construct validity of the simulator.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1933569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42472079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-22DOI: 10.1080/14480220.2021.1944273
S. Dang, R. Keamy
ABSTRACT The Early Years Learning Framework guides the work of Australia’s early childhood educators and teachers, with Outcome 4 including a focus on children developing dispositions for learning. In this article we report on an investigation how two vocational education and training (VET) teachers who taught the Diploma of Early Childhood and Care course encouraged their students to develop their own dispositions for learning. A narrative research methodology was used, with data gathered via interviews and teachers’ journals of their learning experiences. The theory of practice architectures (TPA) was used to frame and interpret the teachers’ accounts of their teaching practices. The TPA interpretative framework enabled aspects of the two teachers’ sayings, doings and relatings to be considered in the context of their practice traditions. Findings suggest that the teachers had a superficial understanding of what ‘learning dispositions’ meant and were therefore limited in the ways they were able to develop their students’ learning dispositions.
{"title":"Learning dispositions in the Early Years Learning Framework: two VET teachers’ experiences of walking the learning dispositions talk","authors":"S. Dang, R. Keamy","doi":"10.1080/14480220.2021.1944273","DOIUrl":"https://doi.org/10.1080/14480220.2021.1944273","url":null,"abstract":"ABSTRACT The Early Years Learning Framework guides the work of Australia’s early childhood educators and teachers, with Outcome 4 including a focus on children developing dispositions for learning. In this article we report on an investigation how two vocational education and training (VET) teachers who taught the Diploma of Early Childhood and Care course encouraged their students to develop their own dispositions for learning. A narrative research methodology was used, with data gathered via interviews and teachers’ journals of their learning experiences. The theory of practice architectures (TPA) was used to frame and interpret the teachers’ accounts of their teaching practices. The TPA interpretative framework enabled aspects of the two teachers’ sayings, doings and relatings to be considered in the context of their practice traditions. Findings suggest that the teachers had a superficial understanding of what ‘learning dispositions’ meant and were therefore limited in the ways they were able to develop their students’ learning dispositions.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1944273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-07DOI: 10.1080/14480220.2021.1935296
Seonkyung Choi
ABSTRACT The aim of this study is to investigate and compare rural and urban returns to additional vocational education after completing formal education in the Philippines. We estimate the returns to additional vocational education after formal education in formal employment and also rural/urban disparities for each industry sector. The investigation of the wage effect is based on the Mincerian Earnings Function, initially using OLS estimations and then correcting for sample selection bias using the Heckman method. Preliminary findings confirm that the wage effect is associated with additional vocational education for those completing secondary education, and the effect is more pronounced in rural than in urban areas. Thus, our principal finding is that vocational education is potentially more useful in rural areas, especially for those completing secondary education in the Philippines and especially considering that only about 6% of the workforce has completed any vocational education.
{"title":"Urban/rural disparities in the wage effect of additional vocational education after formal education: the case of the Philippines","authors":"Seonkyung Choi","doi":"10.1080/14480220.2021.1935296","DOIUrl":"https://doi.org/10.1080/14480220.2021.1935296","url":null,"abstract":"ABSTRACT The aim of this study is to investigate and compare rural and urban returns to additional vocational education after completing formal education in the Philippines. We estimate the returns to additional vocational education after formal education in formal employment and also rural/urban disparities for each industry sector. The investigation of the wage effect is based on the Mincerian Earnings Function, initially using OLS estimations and then correcting for sample selection bias using the Heckman method. Preliminary findings confirm that the wage effect is associated with additional vocational education for those completing secondary education, and the effect is more pronounced in rural than in urban areas. Thus, our principal finding is that vocational education is potentially more useful in rural areas, especially for those completing secondary education in the Philippines and especially considering that only about 6% of the workforce has completed any vocational education.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1935296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48304799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-07DOI: 10.1080/14480220.2021.1934075
Yang Zhang, S. McGuire
ABSTRACT This paper proposes an explanation of how diversity training can reduce employee turnover in a diverse organization. Researchers have paid much attention to the positive, and sometimes negative, effects of workforce diversity. Much has been learned, but there remain unanswered questions such as: How does firm behavior affect employee turnover in a diverse workforce? What individual attributes of employees need to be considered in order to facilitate an inclusive workforce climate? The goal of this paper is to explain the consequences of workforce diversity training on employee turnover in an integrative model. We propose that diversity training can generate an inclusive organizational climate, which in turn can increase employees’ job embeddedness and consequently decrease turnover. As a caveat, we propose that mindset, a psychological construct, moderates the effectiveness of diversity training on organizational climate, as well as the relationship between an inclusive climate and on-the-job embeddedness.
{"title":"Exploring the mechanism of diversity training through on-the-job embeddedness in a diverse workplace","authors":"Yang Zhang, S. McGuire","doi":"10.1080/14480220.2021.1934075","DOIUrl":"https://doi.org/10.1080/14480220.2021.1934075","url":null,"abstract":"ABSTRACT This paper proposes an explanation of how diversity training can reduce employee turnover in a diverse organization. Researchers have paid much attention to the positive, and sometimes negative, effects of workforce diversity. Much has been learned, but there remain unanswered questions such as: How does firm behavior affect employee turnover in a diverse workforce? What individual attributes of employees need to be considered in order to facilitate an inclusive workforce climate? The goal of this paper is to explain the consequences of workforce diversity training on employee turnover in an integrative model. We propose that diversity training can generate an inclusive organizational climate, which in turn can increase employees’ job embeddedness and consequently decrease turnover. As a caveat, we propose that mindset, a psychological construct, moderates the effectiveness of diversity training on organizational climate, as well as the relationship between an inclusive climate and on-the-job embeddedness.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1934075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48529352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/14480220.2021.1905685
Dolapo F. Adeyanju, J. Mburu, D. Mignouna, K. Akomolafe
ABSTRACT This paper investigated the determinant of youth participation in agricultural training programs using the case of Fadama program. A multi-stage sampling technique was used to select a total of 977 respondents comprising of 455 participants and 522 non-participants. Data collected were analyzed using descriptive and inferential statistics. The study showed that high asset index reduces youths’ likelihood of participation. Also, participation in the program was negatively but significantly influenced by gender and household size but positively by age, years of education, perception of agribusiness, agribusiness ownership and youth’s intentions to start farming. The result of the descriptive showed that majority of the respondents (56%) indicated lack of access to finance as their major barrier to participating in agribusiness and in agribusiness training. Other barriers include lack of mentorship and information. The study therefore recommends the need for strategies to facilitate youth access to credit, mentorship and timely information.
{"title":"Determinants of youth participation in agricultural training programs: the case of Fadama program in Nigeria","authors":"Dolapo F. Adeyanju, J. Mburu, D. Mignouna, K. Akomolafe","doi":"10.1080/14480220.2021.1905685","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905685","url":null,"abstract":"ABSTRACT This paper investigated the determinant of youth participation in agricultural training programs using the case of Fadama program. A multi-stage sampling technique was used to select a total of 977 respondents comprising of 455 participants and 522 non-participants. Data collected were analyzed using descriptive and inferential statistics. The study showed that high asset index reduces youths’ likelihood of participation. Also, participation in the program was negatively but significantly influenced by gender and household size but positively by age, years of education, perception of agribusiness, agribusiness ownership and youth’s intentions to start farming. The result of the descriptive showed that majority of the respondents (56%) indicated lack of access to finance as their major barrier to participating in agribusiness and in agribusiness training. Other barriers include lack of mentorship and information. The study therefore recommends the need for strategies to facilitate youth access to credit, mentorship and timely information.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48514257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1080/14480220.2021.1905686
K. Ludwikowska
ABSTRACT The study examines an important aspect of the training evaluation, namely trainee reaction to training. In particular, the author aimed to analyse the relationship between learning self-efficacy during the training and identified factors of trainee reaction to training: trainee perception of the training content, design, and trainer performance. The results of the study confirmed that hypothesised antecedents were positively related to learning self-efficacy. The author revealed a new relationship contributing to a better understanding of the role of the cognitive reactions in the training evaluation, namely perceived trainee attitude towards training improvement. The high declarative learning self-efficacy can serve as an indicator of trainee readiness to transfer the training results to the workplace and forecast improvement in the workplace as a result. Based on the study results and review of the literature, the author developed a hypothesised model of relations between the trainee reaction and job performance.
{"title":"Relationship between the cognitive factors of trainees reaction to training and their learning self-efficacy","authors":"K. Ludwikowska","doi":"10.1080/14480220.2021.1905686","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905686","url":null,"abstract":"ABSTRACT The study examines an important aspect of the training evaluation, namely trainee reaction to training. In particular, the author aimed to analyse the relationship between learning self-efficacy during the training and identified factors of trainee reaction to training: trainee perception of the training content, design, and trainer performance. The results of the study confirmed that hypothesised antecedents were positively related to learning self-efficacy. The author revealed a new relationship contributing to a better understanding of the role of the cognitive reactions in the training evaluation, namely perceived trainee attitude towards training improvement. The high declarative learning self-efficacy can serve as an indicator of trainee readiness to transfer the training results to the workplace and forecast improvement in the workplace as a result. Based on the study results and review of the literature, the author developed a hypothesised model of relations between the trainee reaction and job performance.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905686","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-05DOI: 10.1080/14480220.2021.1905687
Saleh Alwahaishi
ABSTRACT The first interaction of students in tertiary education with the work-integrated learning environment happens often through cooperative education or internships, where students, as emerging professionals, develop technical abilities and practice critical ethical decision-making and professional values. Accordingly, this study aims at assessing the impact of cooperative education on students’ understanding of business ethics issues, by focusing on the differences in students’ perceptions depending on work-integrated learning experience, academic majors and ethics courses taken. Testing our hypothesis on a sample of 234 business students at a Saudi business school, the results showed an evolution process of ethical perceptions, which indicates a maturation of ethical behavior due to the business environment exposure and not only from practical training or any other single factor. It also showed the insignificance of ethics education in this process as students’ ethical values develop over time during their lives toward society’s expectations rather than being shaped through formal exposure.
{"title":"Significance of work-integrated learning on ethical perception: implications to business students","authors":"Saleh Alwahaishi","doi":"10.1080/14480220.2021.1905687","DOIUrl":"https://doi.org/10.1080/14480220.2021.1905687","url":null,"abstract":"ABSTRACT The first interaction of students in tertiary education with the work-integrated learning environment happens often through cooperative education or internships, where students, as emerging professionals, develop technical abilities and practice critical ethical decision-making and professional values. Accordingly, this study aims at assessing the impact of cooperative education on students’ understanding of business ethics issues, by focusing on the differences in students’ perceptions depending on work-integrated learning experience, academic majors and ethics courses taken. Testing our hypothesis on a sample of 234 business students at a Saudi business school, the results showed an evolution process of ethical perceptions, which indicates a maturation of ethical behavior due to the business environment exposure and not only from practical training or any other single factor. It also showed the insignificance of ethics education in this process as students’ ethical values develop over time during their lives toward society’s expectations rather than being shaped through formal exposure.","PeriodicalId":56351,"journal":{"name":"International Journal of Training Research","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14480220.2021.1905687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43691509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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