The effect of industrial training on ethical awareness of final year students in a Malaysian public university     

Maisarah Mohamed Saat  Rosman Md. Yusoff  Siti Aisyah Panatik 《Asia Pacific Education Review》2014,15(1):115-125

Studies (for example, Dellaportas in Making a difference with a discrete course on accounting ethics. J Bus Ethics 65(4):391–404, 2006; Saat in An investigation of the effects of a moral education program on the ethical development of Malaysian future accountants, 2010) on final year accounting students show that industrial training has a positive impact on the ethical development in a way that students improved in their ethical judgement after attending a 6-month training. Thus, this research aims to evaluate the influence of industrial training in the development of ethical awareness among final year students from a Malaysian public university. These students were from multiple academic backgrounds—engineering, science and social science. A pre and post study was adopted in order to achieve the objectives. A set of survey was distributed to students before and after they have attended industrial training. In assessing students’ ethical awareness, 15 business-related and workplace ethical situations were given and students had to rate their acceptance on these situations from not acceptable (1) to most acceptable (7). From the findings, it can be observed that although the level of ethical awareness among students is fairly good, industrial training has minimal impact in improving or developing students’ ethical awareness. The impact is such because students who undergone industrial training may have observed certain behaviour that they thought are acceptable in a workplace; this may have changed the way students perceived their acceptance on the situations.  相似文献   

Agricultural education as a medium for the transmission of Western science during British rule in Malaya, 1905–1957     

Ezwan Arman  Mohd Zufri Mamat  Maisarah Hasbullah 《History of education》2016,45(5):587-601

This paper traces the transmission of Western science through the agricultural education sector during the British colonial administration of Malaya. This education system included three levels: elementary, intermediate and the school of agriculture. To understand the process by which Western science was transmitted in Malaya, Basalla’s model was adopted to clarify the vectors of Western science and the types of knowledge disseminated by these vectors, and to identify the mechanisms sustaining scientific research activities outside Europe. This paper shows that the transmission and the diffusion of Western science through education were highly centralised under the British colonial umbrella and closely associated with the agricultural economy.  相似文献