International Student Perceptions of Ethics in a Business Pathway Course

International Student Perceptions of Ethics in a Business Pathway Course

Donna M. Velliaris, Craig R. Willis, Janine M. Pierce
Copyright: © 2015 |Pages: 19
DOI: 10.4018/978-1-4666-7244-4.ch012
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To attract a growing number of international students, Higher Education (HE) institutions are striving to differentiate themselves from their competitors. The Eynesbury Institute of Business and Technology (EIBT) is part of a growing number of private providers partnering with universities to establish “pathway” programs. EIBT offers a Diploma of Business leading to either The University of Adelaide or the University of South Australia's degree programs in business-related fields. This chapter investigates EIBT students' own perceptions of “ethics” in a major assessment task embedded in a course titled “Business and Society”. The findings, taken from students' reflective papers, reveal their understanding(s) of ethical behaviour and are particularly relevant to contemporary debates surrounding how to improve educational attainment and ethical standards given the emerging importance of partner providers amidst rising numbers of international students seeking HE in Australia and abroad.10.4018/978-1-4666-7244-4.ch012
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International students play a vital and increasing role in the internationalisation of Higher Education (HE). In order for them to succeed in their academic study and for the host nation to continue to attract greater numbers of overseas students, social, cultural and educational issues must be addressed (Zhang & Mi, 2010). For example, international students need to meet the same challenges their Australian peers face while navigating a new cultural terrain, an education system with different rules and expectations than in their home country, and often in English as an Additional Language (EAL). They may experience difficulty adjusting to Western (a) pedagogical practices such as peer-assisted, problem-based, real-world, self-directed, and student-centred approaches (Velliaris & Warner, 2009, p. 1) and (b) dialogical practices such as critiquing, debating, persuading, questioning, and refuting (Major, 2005, p. 85). Rigorous academic demands together with adjusting to a new culture has the potential to place those students at “greater risk of academic failure” (Li & Gasser, 2005, p. 562).

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