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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Almeida, Shamika; Lasrado, Flevy; and Hardie, Geraldine
(2026)
"Cultivating Inclusive Behavior of Undergraduate Internship Students Using the Reasoned Action Approach,"
American Business Review: Vol. 29:
No.
1, Article 6.
DOI: 10.37625/abr.29.1.111-124
Available at:
https://digitalcommons.newhaven.edu/americanbusinessreview/vol29/iss1/6
DOI
10.37625/abr.29.1.111-124
