Journal article
Ethical risks in work-integrated learning: A study of Canadian practitioners
International Journal of Work-Integrated Learning, Vol.20(1), pp.83-95
2019
Abstract
WIL practitioners encounter ethical issues, dilemmas, or conflicts ('risks') in the delivery of work-integrated learning (WIL) programs. Ethical risks which are not properly managed can have reputational, legal, and financial consequences for the higher education institution (HEI). Whilst students' experiences of ethical risks, particularly in health-related WIL programs, have been extensively reported in the literature, there is no known systematic study that has explored ethical risks in WIL from the sole perspective of WIL practitioners. A case study of 10 Canadian practitioners identifies five key characteristics of ethics underpinning the delivery of co-operative education programs, as well as ethical risks that they have experienced relating to the conduct of WIL practitioners, students, and employers. The findings can be applied by WIL stakeholders to enhance their ethical awareness, and to improve management of ethical risks.
Details
- Title
- Ethical risks in work-integrated learning: A study of Canadian practitioners
- Authors
- Craig Cameron (Author) - Griffith UniversityChristine Dodds (Author) - Capilano UniversityCynthia Maclean (Author) - British Columbia Institute of Technology
- Publication details
- International Journal of Work-Integrated Learning, Vol.20(1), pp.83-95
- Publisher
- New Zealand Association for Cooperative Education
- Date published
- 2019
- ISSN
- 2538-1032
- Organisation Unit
- School of Business and Creative Industries
- Language
- English
- Record Identifier
- 99714798702621
- Output Type
- Journal article
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