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

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