Focus Of Professional Development Research Articles

Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives

ABSTRACT Teacher professional identities are considered crucial to link teachers’ personal experiences with the social and professional changes needed for improved learning in schools. In this research study, we aim to investigate teachers’ identity tensions and coping strategies in four different school contexts in Nanqi (a pseudonym) County in China. A constructivist perspective guided the choice of a qualitative approach to inquiry in this study. Ambiguities, tensions, and culturally specific references coexisted in teacher professional identities and individual teachers’ ethical and emotional pursuit of integrity and purpose at work. Employing the research strategy of narrative inquiry, this study suggested forms of tensions when teachers attempt to align their multiple and often conflicting sub identities in changing and diversifying school contexts, namely, emotional tensions, social tensions, developmental tensions and ethical tensions. Our research findings detail the circumstances that trigger different types of identity tension and how teachers experience and respond to them in different ways, which link with different working contexts and teachers’ focus of professional development. The results also reveal the need for greater recognition of ‘negative’ aspects of teachers’ professional identity development and the value of longitudinal research designs to further facilitate the exploration.

Expanding Faculty Members’ Zone of Proximal Development to Enact Collective Agency for Racial Equity in Faculty Hiring

ABSTRACT This study examined how a professional development initiative on racial equity facilitated the expansion of faculty members’ agency to use a critical race-consciousness lens to disrupt White supremacy in faculty hiring policy and practice. I analyzed interview data from faculty members who participated in a 10-month professional development training. Findings reveal how language, tools, and peer-to-peer interactions mediated learning through agency to disrupt White supremacy in faculty hiring. The findings illustrated the significance of professional development focusing on structural and institutional racism within the context of White supremacy.

Determining the professional development needs of Iowa school-based agricultural education teachers related to program design, leadership, and SAE development

School-based agricultural education (SBAE) teachers face challenges and difficulties while working in the agricultural education profession. Burnout, work and family life balance, and time management are just a few of the challenges. The professional development needs of agricultural educators should be addressed. Fessler and Christensen (1992) indicated a teachers’ work and personal lives change throughout their career, therefore, professional development differs from the beginning of their profession. Malcolm Knowles' (1980) theory of andragogy was utilized as the conceptual framework for this study. The purpose of this study was to evaluate the professional development needs of SBAE teachers in the state of Iowa. The SBAE teachers are perceived to have some level of professional development needs for topics related to program design and management. Leadership and SAE development were reported to represent areas of need. Professional development focusing on the development and use of advisory councils should be provided for Iowa SBAE teachers at various venues. The Iowa SBAE teachers should use the SAE For All (National Council for Agricultural Education, 2017) guide as a resource for developing and advising students on SAE projects.

Justification of radiological procedures: Radiographers’ experiences at two public hospitals

BackgroundJustification is a process conducted by the radiographer in consultation with the radiologist to evaluate radiological procedures ordered by doctors. The main purpose for justifying all radiologic procedures is to assess the benefits and risks of a requested radiographic procedure and determine whether exposure will continue. Furthermore, justification helps to prevent unnecessary radiation exposure and reduce the chances of harmful effects of ionizing radiation. ObjectivesThe study aimed to explore the experiences of radiographers regarding the justification of radiological procedures at two public hospitals in Namibia MethodsThis study made use of a qualitative, exploratory design. A total number of 13 purposefully selected radiographers from radiology departments in two tertiary public - hospitals in Namibia were interviewed using a semi-structured interview guide and audio recorder. All interviews were conducted face-to-face until data saturation was achieved. Data were analysed using Atlas.ti Windows (version 9.0 using Tesch's 8-step method of qualitative data analysis to generate themes and subthemes. FindingsThe participants experienced an enhancement of patient care through enhanced radiation protection and optimised patient care. They also experienced defunct communication systems through deficient communication between radiographers and referrers, professional role conflict and incomplete referrals. ConclusionThe study revealed that the justification of radiological procedures was linked to both negative and positive experiences. Enhanced patient-centred care was a positive experience related to the radiographers' job responsibilities. The defunct communication support system was a negative experience as it related to the limited availability and utilisation of communication systems that are meant to enhance and support justification by radiographers. The study recommends an in-depth study to quantify unjustified procedures in these two hospital departments. Continuous professional development focusing on justification and referral protocols must be conducted jointly between radiographers and referrers to create awareness and a platform for shared decision-making models.

Reflections on establishing an effective and sustainable community of practice for a strategic objective within a higher education institution

Communities of practice (CoPs) have received much attention since the introduction of this concept in the early nineties. Most CoPs in higher education address teaching and learning for specific subject matter, or professional development focusing on the student or the teacher. In our case study, we developed a CoP around a strategic objective for our institution: addressing the enhancement of the employability of our students. This article presents our investigation of what features are key for an effective and sustainable CoP that facilitates the achievement of a strategic objective in a higher education institution (HEI). We used a case study analysis to identify key ingredients that contribute to establishing an effective and sustainable CoP: (1) installing a core group as catalyst; (2) defining a common language connecting strategy, theory and practice; (3) appointing the facilitator; (4) creating an open atmosphere in and around the community; (5) create close involvement in the CoP with the already-standing organisation to ensure long-lasting and sustainable continuation of a CoP. Next to the evaluation of key features for the CoP, we also reflected on design thinking as integral to facilitating the community's practice.

Lived Experiences of English Teachers in Integrating Bloom’s Digital Taxonomy on Their Differentiated Instruction Practices: A Phenomenological Study

This qualitative research, a hermeneutic study, focused on exploring and capturing the essence and meaning of lived experiences of English teachers in integrating Bloom’s Digital Taxonomy into their differentiated instruction practices. Bloom's Digital Taxonomy highly contributes to the change that education witnesses today. Students acquire knowledge and skills in various ways and at different speeds, and the idea of giving a personalized learning experience for students in a digital classroom is challenging. From the interviews and observations conducted, participants revealed that acceptance and self-initiated learning served as the key to adapting to technology and learning tools as anchored in Bloom’s Digital Taxonomy for the sudden paradigm shift in education. Participants considered technical aspects, digital literary skills, monitoring, and interaction as challenges to overcome and should be a part of the virtual preparedness. Moreover, teachers positively embrace and maximize the use of technology in education. BDT keeps them on track in aligning learning objectives in differentiated instruction attainable in a virtual set-up. The use of Digital tools as anchored in BDT boosts engagement and motivation, builds closer imitation of face-to-face classes, and enhances education delivery and management in a virtual environment. The researcher recommends that teachers undergo professional development focusing on BDT in differentiated instruction teaching English subjects. The education may use the MDT-EDP Training plan of this study and may conduct a needs analysis to provide the most relevant training for the educators based on their skills, needs, and interest.

Focus of Professional Development on Teachers’ Felt Needs: A Paradigm Shift in Policy

<p style="text-align: justify;">A professional development that is often mandated is exclusionary, less motivating, and provides teachers with little or no improvement in their professional practice as well as student achievement. This necessitates a fundamental change in policy from prescribing professional development to addressing teachers’ self-identified felt needs. Hitherto, teachers are generally disenfranchised from specifying their felt needs for development, thus they feel uninterested, or enthusiastic to attend professional development programs that are prescribed for them by school leaders. When they do or are compelled to attend, they tend to be less attentive and are often indulged in reading newspapers, grading students’ test papers, texting, playing video games, or simply doing something unrelated to the professional development. This practice stifles teachers’ professional growth and student learning, hence it must not be allowed to continue unabated. Through a qualitative case study research design, using survey, interviews, and focus groups, this research brought to the fore, the debilitating effects of the current practice. Analysis of data yielded four major themes: choice, motivation, effectiveness, and satisfaction. The study proposed a paradigm shift in policy from mandating to granting teachers the autonomy to identify their own real or felt needs for professional development. Implications for practice, leadership, policy, and further research were also discussed.</p>

Teacher-reported IEP goal data collection methods

Utilizing effective data collection methods to track student progress on Individual Education Program (IEP) goals is essential to quality programming and meeting each student’s specific needs. This study surveyed special education teachers in four midwestern states to understand IEP data collection methods and assessment training. Results indicated that IEP data collection methods varied by state and teaching level (elementary, middle, and high school), with the most frequently reported methods as observation (elementary and middle levels) and grades (high school level). Teachers reported lack of time, resources, and training as barriers to data collection. Recommendations provide specific areas of focus for professional development, educator preparation programs, and mentoring based on the results of this research. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.1980849.

Communities of Practice in the Warlpiri Triangle: Four Decades of Crafting Ideological and Implementational Spaces for Teaching in and of Warlpiri Language

Warlpiri communities in Australia’s Northern Territory (NT) have long advocated for the inclusion of Warlpiri language, values and knowledge in their government-run schools. After the first bilingual programs were established in the NT in the 1970s, educators and community members from four Warlpiri communities formed a professional network known as the Warlpiri Triangle, a platform for meetings and professional development focusing on teaching and learning in and of Warlpiri language in schools. On these platforms, educators have consistently articulated the goal of the Warlpiri programs as maintenance of Warlpiri pirrjirdi, ‘strong Warlpiri language’. In this paper we seek to explore the development, refinement and consolidation of a consensual ideology around teaching and learning of and in Warlpiri pirrjirdi, ‘strong Warlpiri language’ that has informed Warlpiri language-in-education management. We analyse interviews with five Warlpiri educators at Yuendumu school in 2018/9 and a body of grey literature from four decades of Warlpiri educator professional development activities that has been less widely acknowledged and visible in local education policy discourse. We draw on the theoretical concept of communities of practice to understand the ways in which Warlpiri educators negotiate ideological and implementational spaces for inclusion of Warlpiri language teaching in the context of an ambivalent language-in-education policy environment. The results of this study exemplify the reiteration and reproduction of language-in-education goals through a community of practice in a sustained arena of action, the Warlpiri Triangle. The findings render more visible the vital efforts of Warlpiri educators and their professional networks in shaping language-in-education policy and practice to realise community aspirations of Warlpiri language maintenance in the school context.

The Role of Teachers' Social Networks in ICT-Based Instruction

To scale up pedagogical innovation using information and communications technology (ICT), educators have shifted the focus of professional development from primarily an individualist endeavor to a collective approach including teachers' social networks (SNs). SNs have been found to be a major contributor to professional development and support, which in turn promote teachers' self-efficacy and improve their teaching practices. However, the effects of SNs in pedagogical innovation may vary depending on the structure of SNs and the quality of the interaction in a network. It is necessary to reconsider the assumption that the more networked teachers become, the better they teach students. This study aims to explore both the supportive and obstructive roles of teachers' SNs in scaling up ICT-based instruction through in-depth interviews with 14 primary school teachers (7 active and 7 passive ICT using teachers) in South Korea. This study found that some SNs played a positive role in supporting ICT-based instruction and professional development, whereas some imposed constraints on using ICT for teaching and learning. Teachers who actively conducted ICT-based instruction were likely to have appropriate countermeasures to obstructive SNs. This study suggests that systematic supports are necessary to help teachers expand their supportive SNs in and out of schools and to develop professional competencies to overcome the negative impacts of obstructive SNs.

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

In the current rapidly changing world, demands on teacher quality and teacher change are ever- increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection. Keywords: professional development, WANDA method, group reflection, professional learning communities

Potential Mentoring Impacts on Oklahoma Induction-Year School-Based Agricultural Education Teachers: A Modified Delphi Study

Literature supports benefits of mentoring for induction-year school-based agricultural education (SBAE) teachers. Yet for the past 15 years, no structured mentoring program has been offered for Oklahoma SBAE induction-year teachers. This study sought to find consensus among an expert panel representing Oklahoma SBAE regarding the impact on induction-year SBAE teachers without a structured mentoring program. Panel members were asked to respond to three open-ended questions representing goals, outcomes, and impacts of a mentoring program. Sixty-two unique statements representing eight themes met consensus. Themes included building mentoring relationships, effective emotional management, effective SBAE program management, impact to the profession, student learning, teacher retention, introduction to school climate, and reinforcing effective teaching behaviors. Oklahoma SBAE induction-year teachers and programs are negatively impacted from the lack of a structured mentoring program. The planning, funding, and implementation of a mentoring program for Oklahoma SBAE induction-year teachers should be a focus of professional development.

Stronger Together: Integrated Geriatrics and Palliative Care Fellowships to Train Leaders in the Care of Older Adults with Serious Illness (GP729)

• Discuss the benefit of training fellows in an integrated program with dual expertise in geriatrics and palliative medicine• Describe potential benefits of integrated and competency based-training programs• Summarize position funding strategies, educational methods and special professional development trainings used by integrated programs in geriatrics and palliative medicine. It is clear that there is a demographic imperative with the aging and chronically ill population growing at a steady speed. The number of people over age 85 will double to 10 million by the year 2030. This rapidly growing segment of the population is also the most likely to suffer from chronic, life-limiting illness. Geriatrics and Palliative Medicine are similar in many aspects such as an emphasis on inter-professional teams and promoting function, quality of life, and advance care planning. Since both fellowships are only a one-year clinical programs, trainees are ill-prepared to enter the academic world. In order to produce well-prepared leaders, we developed an integrated geriatric-palliative medicine fellowship (integrated fellows=IF) that will meet the core competencies requirements in 16 months and allow for 8 months of professional development focusing on leadership skills. To meet the needs of this growing population more educators and researchers in geriatric palliative care are needed to build models of care, train the clinicians of the future and be institutional change agents Based on the proposed IF competencies, we designed an integrated curriculum allowing fellows protected time to develop competencies in either research, education or administration, improving leadership training and addressing public health needs. The programs were modified by taking As of July 1, 2019, among all the programs, we have 32 graduated IF and received 16 new integrated fellows. To date, integrated fellows have presented 34 abstracts at national meetings. Further, IF have completed 36 professional development training and 100% IF have pursued/will pursue academic/leadership careers. In integrated fellowship, we have improved leadership training in Geriatrics and Palliative Medicine fellowships and increased outstanding academic leaders in both fields

Quality Pursuit: an academic informed, evidence-based approach to Assurance of Learning

Higher education is governed by national quality standards with increasing expectations that teaching staff engage in quality assurance processes, including Assurance of Learning (AoL). AoL recommends a teaching team approach to measure student learning outcomes against specific course goals. Appropriate skills and allocated time are essential to support staff to ensure the curriculum is designed to comprehensively address student learning and develop knowledge, skills and desired graduate capabilities. The 360 Quality Pursuit (360QP) approach to AoL is underpinned by a social constructivist approach to knowledge development, designed by a University of Tasmania Community of Practice that evolved into an interinstitutional action research team. 360QP is a six-segment, semi-formal quality enhancement program that can be applied to any educational activity or level of organisation (e.g. unit, course or college). Using a regulatory compliance lens for AoL can adversely constrain the focus of professional development (PD) and limit staff engagement. This paper combines the findings from our scoping review with data collected from five national workshops. Workshop participants were invited to explore the 360QP segments, share case studies and offer their top PD wish list items. This culminated in the identification of 15 conditions that academics believe are required to support AoL.

Instructional change following formative instructional practices professional development

ABSTRACTSignificant funds have been allocated in the United States at the federal, state, and local levels to provide teacher professional development aimed at bringing about instructional change and resulting in improved student achievement. One important indicator for quality and effectiveness in professional development is change in teaching practice. This study was designed to observe instructional change among 45 classroom teachers across three data points: at the beginning, in the middle, and at the end of a two-year statewide professional development initiative focused on incorporating formative instructional practices into daily classroom work. Repeated measure analysis results indicated significant changes in providing effective feedback and encouraging student ownership of learning. Change patterns in the classrooms included in this study informed future professional development focus, design, and delivery. Researchers found that implementing a comprehensive teacher professional development initiative to improve instructional quality is promising yet challenging because of differing local implementation plans, organizational structures, priorities, and resources.

Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics

ABSTRACTWe report on five-year professional development collaboration with a group of middle-school mathematics teachers during which their views of what constitutes a productive classroom statistical activity changed. The teachers’ statistics instruction was initially typical in the US context and focused on producing calculations and following conventions for making graphs. In contrast, towards the end of the collaboration, teachers routinely planned statistical activities in which the generation and analysis of data was driven by a need to gain insight into a specific problem at hand. We document the changes in teachers’ views of a productive classroom statistical activity and the means by which these changes were supported. In doing so, we highlight how explorations of the role of problem context in statistics provided a productive professional development focus, where teachers both built on their existing practices, and tested, in their classrooms, ideas that were novel or incongruent with their prior experiences.

Community-based professional development for academics: a phenomenographic study

ABSTRACTProfessional development for academics has seen a trend towards social engagement through communities and groups, as reflected by a number of increasingly popular concepts: communities of practice, faculty learning communities, and learning and teaching networks. Despite the potential benefits of such engagement, there is a paucity of research on how academics perceive, experience and navigate the emerging community-based professional development (C-PD). This phenomenographic study generates four qualitatively different categories of ways in which academics conceive of C-PD: (1) knowledge sharing and help-seeking; (2) problem-solving and skills/knowledge development; (3) mentoring, modelling, and sharing good principles and practices; and (4) an on-going journey that transforms learning and teaching. The study adds value to the literature by providing insight into how the focus of professional development and perceptual boundaries of community influence academics’ conceptions of C-PD.

Teacher interactive and reflexive positionings in accommodating international students: implications for teacher professional development

Despite the rapid flow of international students to Anglo-Saxon countries, especially the US, UK, Canada and Australia, the professional development needs and practices of teachers working with international students are still under-researched. According to the OECD, around the globe, over five million students are pursuing tertiary education in another country other than their own. Australia, in particular, is hosting more than 600,000 international students. Australian teachers are facing significant professional challenges to engage with pedagogical issues in teaching international students. This paper responds to a critical gap in the literature by exploring teacher interactive and reflexive positionings with regards to their professional development in international education. It draws on a research project that includes observation, field work, and 102 semi-structured interviews with staff working with international students. The findings indicate the need for professional development focusing on supporting teachers to develop the capabilities to not only deal with the challenges in teaching an increasingly diverse student population but importantly, build productive interactive relationships with their international students. In this regard, interactive relationships are centred around recognising cultural differences and positioning international students as partners on a more equal basis in the construction of transnational knowledge, skills and competencies.

Morbidly obese patients’ experiences of mobility during hospitalisation and rehabilitation: A qualitative descriptive study

Morbid obesity is strongly linked to declining mobility and is a main risk factor for mobility disability. Little is known about morbidly obese patients’ experience of mobility during hospital admission and the specific rehabilitation needs of this patient population. The aim of the study was to explore the mobility experiences and needs of morbidly obese patients before and during hospital admission. A qualitative descriptive methodology was used where semi-structured interviews with morbidly obese patients were undertaken and content analysis conducted. Seven people who were morbidly obese and admitted to one tertiary level hospital in New Zealand for various medical and surgical reasons in the previous six months participated in the study. Key findings revealed that pre-existing mobility had a significant impact on the experiences and needs of morbidly obese patients during hospitalisation. The physical environment of the hospital compounded and intensified mobilisation difficulties. Two categories were identified, these were: ‘compromised pre-existing mobility’, with a subcategory of ‘accessing services prior to admission’; and ‘mobilisation difficulties during hospitalisation’, with a subcategory of ‘dissonance between dependency and need for assistance’. Bariatric care pathways for the morbidly obese patient need to be developed to take into consideration mobility status and include a comprehensive mobility assessment prior to or on hospital admission, for both elective and acute admissions. This would inform the use of appropriate equipment, and support patient independence and rehabilitation. Professional development focusing on patient-centred rehabilitation for morbidly obese patients is needed to improve quality of care and patient satisfaction. Ngā ariā matuaE mōhiotia ana he pūtake tino nui te tino mōmona nō te hekenga o te oreore, ā, he tino take nō ngā hauātanga oreore. He iti noa iho te mōhio o te tangata mō ngā wheako o te tangata tino mōmona mō te oreore i te urunga ki te hōhipera, me ngā hiahia whakamātūtū motuhake o tēnei wehenga o ngā tūroro. Ko te tino whāinga ia o te rangahau he tūhura i ngā wheako oreore me ngā hiahia o ngā tūroro tino mōmona i mua, i roto hoki i te urunga ki te hōhipera. I whakamahia he tikanga whakaahua kounga, i kawea ai ētahi uiuinga āhua ōkawa ki ngā tūroro tino mōmona, i āta tātaritia ai hoki ngā whakautu. Tokowhitu ngā tāngata tino mōmona i whai wāhi ki te rangahau. He tāngata katoa ēnei kua whakaurua atu ki tētahi hōhipera taumata tuatoru i Aotearoa mō ētahi take tiaki tinana, poka tinana hoki i roto i te ono marama i mua atu i te uiuinga. Ko ētahi o ngā kitenga matua, he tino wāhi matua te kaha o te oreore o mua i te urunga, ki ngā wheako me ngā hiahia o ngā tūroro tino mōmona i te wā o te noho ki te hōhipera. Nā te taiao kikokiko o te hōhipera i kaha ake ai, i taumaha ake ai ngā uauatanga o te oreore. E rua ngā wehenga i tautuhitia, inā rā: ‘te kahakore o te oreore o mua’ me tōna wehenga tuarua o roto ' he whakapā atu ki ngā ratonga i mua i te urunga', me te 'whai uauatanga oreore i roto i te noho ki te hōhipera’, me tōna wehenga whakaroto o te ‘taupatupatu o te whirinaki ki te tino hiahia o te tūroro kia āwhinatia.’ Me mātua whakarite huarahi ārai i te mate tino mōmona e whakaarotia ai te āhua o te kaha o te tūroro ki te oreore, e uru atu ai hoki he aromatawai oreore i mua, i te wā tonu rānei o te urunga ki te hōhipera, mō ngā urunga kōwhiri, me ngā urunga mate taumaha hoki. Mā konei e mōhiotia ai ko ēhea ngā taputapu tika hei whakamahi, e tautokona hoki te tū pakari o te tūroro, me tōna whakamātūtūtanga. Me āta whakarite akoranga whakapakari i ngā kaimahi mō te whakamātūtūtanga hāngai ki ngā hiahia o te tūroro, hei whakapiki i te kounga o te tiaki me te hari o te tūroro i te mutunga. Keywords / Ngā kupu matua Bariatric care / Ngā mahi ārai i te mate mōmona, content analysis / te tātari whakautu, descriptive qualitative design / te hoahoa whakaahua kounga, hospitalisation / te urunga ki te hōhipera, mobility / te oreore, morbid obesity /te mate tino mōmona, patient agency / ngā mahi a te tūroro, rehabilitation / te whakamātūtūtanga.

The impact of education, diversity, professional development and age on personal business ethics of business students in Russia

PurposeThe purpose of this paper is to investigate how individual differences predict personal business ethics of business students with a particular focus on how these factors moderate the relationship between ethical organizational interventions and personal business ethics perception.Design/methodology/approachTotally, 488 participants completed Clark’s Personal Business Ethics Scores (PBES) survey. ANOVA analyses were then performed.FindingsSignificant correlations were observed between personal business ethics and diversity professional development, age, and education. The authors found significant difference on ethical behavior and diversity professional development. Professional development focusing on diversity was positively related to reports of ethical behavior for women but no significant relationship was observed for men. Furthermore, professional development focusing on ethics was positively related to reports of ethical behavior for younger employees but no significant relationship was observed for older employees.Research limitations/implicationsResearchers and scholars in cross-cultural management and business ethics fields can benefit from this study as it provides more empirical results in understanding the impact of demographic, educational, and cultural factors on the ethical maturity of business students in different countries.Practical implicationsLeaders, managers and practitioners, can benefit from this study as it provides managerial implications in managing this workforce in the most effective and efficient manner. The results from this research suggest that ethics education and diversity training play the critical role in creating an ethical climate on workplace.Originality/valueThis study fills the gap within the literature and offers a unique analysis of the personal business ethics of Russian business students. Determining the types of business ethics education and training that are the most effective in Russia would be beneficial to researchers and practitioners.