Cultivating Inclusive Behavior of Undergraduate Internship Students Using the Reasoned Action Approach

Shamika Almeida, Flevy Lasrado and Geraldine Hardie
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Shamika Almeida: University of Wollongong, Wollongong, Australia
Flevy Lasrado: University of Wollongong in Dubai, Dubai, United Arab Emirates
Geraldine Hardie: University of Wollongong, Wollongong, Australia

American Business Review, 2026, vol. 29, issue 1, 111-124

Abstract: This study takes place at a regional Australian university and its international campus in the United Arab Emirates, involving third-year business internship undergraduate students. As part of a formative learning activity and summative assessment process, students undertake an implicit bias test and critically reflect on their unconscious biases to explore how these biases may have influenced their behavior. Temporality is central to this reflective process, as students engage in retrospective analysis of past experiences, present awareness, and prospective consideration of future professional conduct. Using an autoethnographic approach, teaching staff interpret their experiences of facilitating these discussions and assessing student reflections. Two student narratives are used to deepen this analysis. The findings suggest that bias tests alone are insufficient for fostering awareness of diversity and inclusion. Instead, when combined with structured, temporally grounded critical reflection in safe learning environments moderated by experienced educators, these tools can support transformative learning.

Keywords: Inclusive Behavior; Bias; Critical Reflection; Safe Learning Environments; Transformative Learning (search for similar items in EconPapers)
JEL-codes: A22 I24 (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:ris:ambsrv:022659

DOI: 10.37625/abr.29.1.111-124

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