Postgraduate Diploma Research Articles

The effectiveness of the educational qualification diploma program in raising self-confidence among the trained teachers at the College of Arts and Humanities at A’Sharqiyah University in the Sultanate of Oman

The concept of self-confidence has been dealt with by many interested scientists, whether in the psychological, educational, economic, social, or other vital and different fields. Philosophers, writers, educators and of course psychologists all have emphasized the crucial role played by self-confidence in motivation, affect, and social interactions (Bénabou and Tirole, 2002). Self-confidence is the courage to know yourself, believe in yourself, and act on your beliefs. A definition of self-confidence is a positive feeling about oneself and the world that leads to courageous actions born out of a sense of self-respect (Anneli, 2014). The study investigated self-confidence with (70) postgraduate diploma education student-teachers. These trainee-teachers “students” joined the educational qualification diploma in the College of Arts and Humanities at A’Sharqiyah University in Oman after completing their university degree in various institutions. The researchers used the self-confidence scale prepared by Sidney Shrauger 1990 that was modified, revised, and translated into Arabic language by Dr. Adel Abdullah from the Faculty of Education at the University of Zagazig in the Arab Republic of Egypt and researchers themselves reviewed it according to the Omani environment. The results of the current study revealed that the level of self-confidence among trainee-teachers in the educational qualification diploma program was low. Therefore, those in charge of this program decided to conduct individual personal interviews with the trainees (students) to determine their level of self-confidence and to provide the necessary support to raise their self-confidence level.

Decolonising the postgraduate diploma in higher education curriculum at one university of technology in South Africa

The aim of this theoretical article is to explain efforts at decolonising the Postgraduate Diploma in Higher Education (PGDHE) curriculum at a university of technology (UoT) in South Africa. The main source of information was collected through relevant secondary data. The cost of continuing with Western knowledge organisation in the PGDHE programme destroys and undervalues African intellectualism, culture and literature, while imposing colonial language through prescribed texts. We argue that a clear understanding of decolonisation of the curriculum is necessary, to avoid the risk of implementing changes that will result in superficial alterations, rather than an inclusive curriculum that accentuates African intellectualism. The article recommends that a discourse around decolonisation should be sustained at all levels of the institution in re-thinking and re-evaluating the modules offered in the PGDHE programme to ensure they become more inclusive.

Proposing the Incorporation of Basic Medical Sciences into the Curriculum for Basic Education Training

Health is everyone’s business. Teachers are essential channels for transmitting societal values to the younger generation. To achieve this, attention must be paid to proper curriculum in teachers’ training. This study was designed to ascertain empirically the level of knowledge of teachers on the basics of medical sciences and to propose the introduction of Basic Medical Sciences in the curriculum for teachers training in Nigeria. The research design is a descriptive non-experimental survey. The research population was students of post-graduate diploma in Education (PGDE) and the sampling method was the random sampling method. The total study population is 1031 and the sample size is 165 determined by the method of Krejcie and Morgan. The control group was drawn from 80 students in 2nd semester 200 level of Anatomy, Physiology and Medicine & Surgery departments. The research instrument is a questionnaire. A total of 250 questionnaires were distributed, 234 returned but 12 were disqualified due to improper filling. Therefore 222 (88.8%) was used for the study. Our results showed that male respondents scored an average of 47.66% as against 88.91% from the control group. Female respondents scored an average of 43.70% asagainst 74.91% by the female control group. Respondents on the average scored 43.28% in Anatomy related questions and 49.49% in physiology related questions. It was concluded that knowledge of basic medical sciences among teacher-trainees in Nigeria is deficient. On this basis we propose the incorporation of Basic Medical Science in teachers’ training curriculum in Nigeria.

Incidence of Predators and Anthropogenic Activities Affecting Beekeeping in Nigeria

This study evaluated the incidence of predators and anthropogenic activities affecting beekeeping in Nigeria. Questionnaires were administered in Oyo, Ogun and Osun States in the Forest Vegetation and Kaduna, Niger and Kano States in the Savanah vegetation zones of Nigeria. Data obtained were analyzed with parametric statistical tool of mean. The result showed that the largest populations of beekeepers were Bachelor Degree and National Certificate in Education NCE holders (25.0% each), MSc (8%), National Diploma ND (8%) and Postgraduate Diploma PGD (9%). Assessment of human activities that were harmful to beekeeping identified by respondents in the forest vegetation zones revealed indiscriminate use of pesticide (16.67%), theft (33.33%) and herdsmen activity (cattle rearing) (31.82%) while savannah vegetation zones had the following record, indiscriminate use of pesticide (25.00%), theft (35.33%) and herdsmen activity (35.71%). Avoidance of scattering honeybee (Apis mellifera L.) combs around the apiary was found as the most effective method in preventing spread of insect pests. Other methods include: hive sanitation, hive positioning, handpicking of insects, the use of spent engine oil, regular weeding, fencing of apiary and use of bee pen. The hives painted with green coloured paint was reported by respondent to control wasp, spider, termites and lesser wax moth. Beekeepers reported weeding as the most effective method used in controlling predators as it was noted that apiaries regularly weeded controlled the following predators with their respective incidence level: rat (8.33%), snake (12.50%), toad (29.7%), frog (20.83%) and ghecko (37.50%) while the most significant was lizard incidence which was 54.17%. Report from respondents on traditional methods to detect apiary problems categorized into predator and human activities include: decreasing size of colony, majority of bees staying outside the hive, sighting of pests in the apiary and abscondment of bees while human interference was noticed with dead bees found in and outside the hive, inactive bees, trace of burnt grasses and shrubs in the apiary and felled hives from stands.

GrowBox: the reality of growth challenges for a social entrepreneur in Cape Town

Learning outcomes The learning outcomes of this paper is as follows: to strategically evaluate the strengths, weaknesses, threats and resulting opportunities that face an entrepreneurial startup. To apply the academic principle of competitiveness and evaluate the competitive advantage of the business and its competitors through the application of the Porter’s five forces model. To evaluate the contextual tensions that entrepreneurial ventures face, and how these affect the growth of a sustainable business. To develop the skills to create a target market analysis by using segmentation, targeting and positioning principles. To evaluate the best strategic actions to grow a business through the lens of sustainable entrepreneurship, by using principles such as the triple bottom line and people, opportunity, context and deal and framework. Case overview/synopsis The case look at business challenges faced by an entrepreneur, Renshia Manuel, the CEO of GrowBox, as she attempts to balance the profitability and social impact of her venture in Cape Town, South Africa. GrowBox sells customisable self-contained wooden boxes equipped with all materials to grow a variety of vegetables and herbs for consumers. Large volumes of boxes are often purchased by corporate clients who donated these to lower-income communities as part of their social responsibility projects. Additional landscaping and food-scaping services make up another revenue stream of the business. The case study documents the conception of GrowBox in 2016 and the growth of the business in the first four years of operation. The theft of equipment, and difficulty in recruiting and retaining staff due to the volatile social climate of where the business was situated, have put the business under great financial pressure and reduced the efficiency of business processes. The case highlights a number of the harsh realities of sustainable entrepreneurship where both profitability and social impact are vitally important to ensure business sustainability. The case dilemma involves the choices faced by Renshia at the beginning of 2020 regarding the future, sustainable growth of the business. Complexity academic level The target audience for this teaching case is primarily business students at a postgraduate level, particularly those studying in the fields of sustainable entrepreneurship and social development, as well as marketing in emerging markets. This teaching case is intended to be used as a case study in postgraduate business programmes such as postgraduate diplomas in management, specialist Masters programmes such as those focussed on entrepreneurship, social entrepreneurship or social development, as well as those studying a Master of Business Administration or related executive education programme. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Biotronik: bypassing the commodity trap of medical devices in South African healthcare

Learning outcomes The learning outcomes of this paper is as follows: to analyse the drivers, mediators and threats of commoditisation. To critically evaluate the merits of different marketing options that may be employed to avoid commoditisation. To critically assess the branding-focussed or customer-focussed strategies that could be used. To develop appropriate strategies for Biotronik SA to counter commoditisation in the future. Case overview/synopsis The case begins with the protagonist and managing director of Biotronik SA, Robbie Nel, brewing over a new industry development. One of the leading private hospital groups has sent an open invitation to medical device suppliers to tender, where the lowest-priced products will win shelf space in their cathlabs. Robbie has to decide whether to sacrifice Biotronik SA’s profit margins to win the tender or risk not being stocked in their cathlabs. Or, he must find an alternative non-price-based strategy to pursue. The medical device industry is facing increasing price pressures from various stakeholders in the device-purchasing process. The decision to purchase is no longer the responsibility of specialist physicians alone. International and local market trends indicate that the medical device industry is threatened by commoditisation. Robbie has to make a decision on changing the Biotronik SA business model and strategy in response to these macro trends. Complexity academic level This teaching case is aimed at postgraduate students, particularly those pursuing MBA, EMBA and Postgraduate Diploma programmes, as well as specialist masters and executive education. The students should have some work experience to comprehend and assess the case from a practical perspective. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 8: Marketing.

Levels of education and technical skills in registered nurses working in post-anaesthesia care units in Sweden.

Specialized nursing care should be provided by nurses working in post-anaesthesia care units to ensure safe and successful recovery after surgery and anaesthesia. However, there is no consensus regarding the competence and education needed by nurses working in post-anaesthesia care units. The aim of this study is to describe and compare levels of education and technical skills in registered nurses working in post-anaesthesia care units in Sweden, as well as the education that post-anaesthesia care unit nurse managers' desire for registered nurses working in post-anaesthesia care units. This descriptive cross-sectional study was conducted in Sweden between September and December of 2019. A web-based survey was developed that included questions about the levels of education and technical skills possessed by registered nurses working in Swedish post-anaesthesia care units and desired by nurse managers for these nurses. The survey was evaluated for content validity by four experts. The survey was distributed to the nurse manager of each studied post-anaesthesia care unit. All nurse managers received written information and were informed that submitting the survey was considered as consenting to participate in the study. Most surveyed nurses held a postgraduate diploma in specialist nursing. Registered nurses performed many tasks autonomously; however, there was a significant difference between specialist nurses and registered nurses, with specialist nurses being more autonomous than registered nurses. Most of the nurse managers (n=31/45) wanted the registered nurses in their units to have education in postoperative care. The relatively low overall response rate of 58% is a study limitation. Registered nurses working in post-anaesthesia care units in Sweden must have various technical skills. Some of these skills are only performed by specialist nurses, indicating that postoperative care is an advanced level of nursing care.

Rocketship and the Rural Health Workforce Revolution in the Pacific: Growing Skilled Medical Generalists Across the "Blue Continent".

Dramatic shifts are occurring in the size, shape and skill of rural health workforces in Pacific island countries (PICs) due to an unprecedented convergence of political agreement, policy commitment, donor support and technical assistance. In particular, the impact of “medical internationalism” is being felt across the Pacific region, with new doctors returning home in far greater numbers than ever before, the majority having graduated from medical schools in Cuba, China and other countries outside the region, in addition to the more typical numbers graduating and returning home from the region's main medical schools in Fiji and Papua New Guinea. With an agreed regional vision of “Healthy Islands” across the Pacific, the main objective of expanding overseas training opportunities for Pacific island medical students has been to correct the widespread centralization and maldistribution of the medical workforce in PICs and improve health access and quality of care in rural areas by deploying the new graduates to outer-island facilities. However, the return of these new graduates in several PICs has demonstrated that additional training is required to equip them with the knowledge and skills necessary to practice safely and sustainably in unsupervised settings. Thus, the development of specific postgraduate programmes has been urgently needed to provide pathways to vocational training and specialization in rural medicine appropriate to the Pacific region. Rocketship Pacific Ltd. (Rocketship) is an international health charity, based in Australia, dedicated to improving health in Pacific island countries through stronger primary care. Rocketship's particular focus to date has been on education and capacity-building for doctors and nurses working in rural communities and outer-island facilities. Since 2015, Rocketship has been working in partnership with the Ministries of Health and other key partners in Solomon Islands, Timor-Leste, Tonga and Vanuatu to design and deliver postgraduate training programmes in the core generalist disciplines family, community and rural hospital medicine. To date, this has resulted in new postgraduate Family Medicine courses being established in Timor-Leste and Tonga; a rural medical workforce support programme being delivered in Vanuatu; and a new Postgraduate Diploma in Rural Generalist Medicine being designed in Solomon Islands. These new programmes, as well as other notable initiatives elsewhere in the Pacific such as the Master of Medicine (Rural) programme in Papua New Guinea, the Diploma and Master of Family Medicine programme in Fiji and the Cook Islands Fellowship in General Practice, are transforming the health workforce in PICs with the potential to benefit island people across the “Blue Continent.” This paper describes the establishment of new postgraduate training programmes in family, community and rural hospital medicine in Timor-Leste, Tonga, Solomon Islands and Vanuatu from the perspective of Rocketship, the non-profit organization engaged by each country's Ministry of Health (or equivalent) to provide expert technical assistance with their initiative.

Keeping perspective as a nurse amid a pandemic

A registered nurse on the coronary care unit, and now completing her Postgraduate Diploma in Specialist Practice Nursing Cardiology at Queen's University Belfast, Charlotte Quinn reflects on the importance of nursing care, particularly amid the challenges of the COVID-19 pandemic.

Editorial introductions.

Editorial introductions.

From prior learning assessment to specialised pedagogy: facilitating student transition through RPL assessment and selection

ABSTRACT There has been a movement across South Africa’s education sector to widen access and participation in higher education. Recognition of Prior Learning (RPL) (or Prior Learning Assessment (PLA)) programmes offer an opportunity to do so by providing access to higher education to those who do not necessarily have the prerequisite requirements. Many RPL programmes are still being piloted, and little research has been conducted on the transition of postgraduate RPL students. To better understand RPL student transition, the researcher followed a case-study approach in which the experiences of RPL students enrolled in an online postgraduate diploma programme in management in marketing (PgDipMM) at a South African university were investigated. The programme piloted a novel RPL assessment and selection process which aimed to address criticisms of previous models. Findings indicated that, to a large extent, the novel RPL assessment and selection process appeared to have facilitated RPL students’ successful transition into a postgraduate diploma.

THE PROBLEMS OF THE TRAINING SYSTEM OF SCIENTIFIC AND TEACHING STAFF IN POSTGRADUATE SCHOOL

The article considers the main problems of the efficiency of the system of the preparation of scientific and scientific-teaching staff in contemporary conditions of the reformation of system of higher and postgraduate education in the Russian Federation. The integration into the Bologna process has the number of advantages, but became the reason of the series of objective difficulties, unavoidable under the conditions of the projecting of the European approach to higher education system on the existing post-soviet system. One of a such of difficulties is the reconsideration of the approach to the levels of higher and post-graduate education, which has significantly and disputable influenced to the efficiency of the current system of preparation of high-qualified staff. The establishment of the postgraduate school as another stage of higher education and the definition of the getting of a diploma of “researchist. teacher-researchist” as the main purpose of educational process instead the previous main purpose of the preparation and defense of a candidate’s dissertation means the significant change of postgraduate school’s priorities. It seems, that the educational component of this system has the secondary character, by primarily promoting the establishment of a postgraduate student in the role of a researchist, also including the preparation to the teaching process in a university. With that, the preparation of researchist as the high-qualified staff is highly demand not also within the framework of scientific and teaching community, but also in the system of the governing of the field of science and higher education, expert, legislative and other types of activity. And the most markable feature in the labor market is the presence of scientific degree in the relevant field of knowledge, but not the post-graduate school diploma, if the defense did not become the logical finish of study. The indicated problem requires the gradual, multi-stage reformation of the current legislation, which has to be focused to the correct prioritizing in the existing system of preparation of high-qualified staff, their careful selection and further stimulating.

Relevance of Otago University postgraduate programmes in women's health to general practice: a case study.

INTRODUCTION There are important changes in the health care needs of women presenting to general practice in New Zealand, which prompted an evaluation of postgraduate training needs of general practitioners (GPs) who care for women in the community. AIM To evaluate the perceived relevance of the curriculum of Otago University postgraduate programmes in women's health to GPs' work profile to identify any need for curricular change. This study was also performed to investigate the need for refresher courses or a Master's degree in obstetrics, gynaecology and women's health. METHODS In total, 426 GPs and GP trainees who had completed the postgraduate Certificate and Diploma programmes in women's health were invited to complete an online survey. The survey consisted of multiple-choice questions with five-point Likert scale ratings to rate the relevance of papers to general practice, and options for free-text comments. RESULTS There were 86 responses (20.2% response rate) and we analysed 73 (17.1%). Curriculum modules related to gynaecological care were rated as more relevant than obstetric and newborn care. GPs suggested more training in contraception and management of infertility, abnormal uterine bleeding and pelvic pain including procedural skills such as insertion of long-acting reversible contraceptives, implants and intrauterine devices. An interest in a refresher course was indicated by 76.6% of GPs. DISCUSSION GPs recognised the need for enhanced training in women's gynaecological care. Revision of the postgraduate women's health curriculum and development of new refresher courses will enable GPs, trainees and prospective GPs to improve their care for women in the community.

Interpreting the Caste-based Earning Gaps in the Indian Labour Market: Theil and Oaxaca Decomposition Analysis

The UN states that inequalities are determined along with income by other factors - gender, age, origin, ethnicity, disability, sexual orientation, class, and religion. India, since the ancient period, has socio-political stratification that induced socio-economic inequality and continued till now. There have been attempts to reduce socio-economic inequality through policy interventions since the first plan, still there are evidences of social and economic discrimination. This paper examines earning gaps between the forward castes and the traditionally disadvantaged caste workers in the Indian labour market using two distinct estimation methods. First, we interpret the inequality indicator of the Theil index and decompose Theil to show within and between-group inequalities. Second, a Threefold Oaxaca Decomposition is employed to break the earnings differentials into components of endowment, coefficient and interaction. Earnings gaps are examined separately in urban and rural divisions. Within-group, inequalities are found larger than between groups across variables; with a higher overall inequality for forward castes. A high endowment is observed which implies pre-market discrimination in human capital investment such as nutrition and education. Policymakers should first invest in basic quality education and simultaneously expand post-graduate diploma opportunities, subsequently increasing the participation in the labour force for the traditionally disadvantaged in disciplines and occupations where the forward castes have long dominated.

A Taxonomy of Australian and New Zealand Paramedic Clinical Roles

Introduction This article aims to summarise and categorise the current types of frontline paramedics in Australia and New Zealand, their relative scopes of practice, their qualifications and training, and the titles used in each jurisdictional ambulance service. Methods Each of the 10 jurisdictional ambulance services were contacted and their current clinical roles discussed with a manager or senior paramedic between June and October 2020. Information was summarised in tables and text. Results Minimum qualifications for paramedics range from a diploma to an undergraduate degree, with graduate programs ranging from six to 18 months’ duration. Additional minimum qualifications for Extended Care Paramedics range from no minimum qualifications to a nursing degree. Additional minimum qualifications for Intensive Care Paramedics range from no minimum qualifications to a postgraduate diploma. Additional minimum qualifications for Retrievalists range from no minimum qualifications to a master degree. Helicopter emergency medical services (HEMS) teams range from primarily physician-led in four services to autonomous paramedics in five services. Armed offender paramedics exist in four services; urban search and rescue paramedics exist in five services; wilderness paramedics exist in five services; CBRNE paramedics exist in three services; mental health paramedics exist in three services. Special Operations variously refers to HEMS, USAR, CBRNE or armed offender. Critical Care variously refers to Intensive Care, HEMS in a physician-led team and autonomous HEMS. Advanced life support refers to paramedics and intensive care. Rescue Paramedic refers to road crash extrication or wilderness paramedics. Flight Paramedic refers to Paramedics or Intensive Care Paramedics, either HEMS or fixed wing. Conclusion The jurisdictional ambulance services are heterogenous in the structure, qualifications, training and terminology for their frontline paramedic roles. Due to this lack of consistency, roles for paramedics in Australasia are currently largely incomparable between services, rendering shared titles inoperable from intranational and international perspectives.

The Online MSc in Sustainable Mountain Development at the University of the Highlands and Islands, Scotland: Experiences and Impacts

Since 2004, the University of the Highlands and Islands, in Scotland, has delivered an online MSc in sustainable mountain development (SMD). Students have the choice of exiting from the course with an MSc, a postgraduate diploma, or a postgraduate certificate. This paper first describes the history and delivery of the course, complemented with statistics on past and current students. This is followed by a presentation, analysis, and discussion of the results of an email survey of the 62 people who have gained a qualification from the course and could be contacted, achieving a response rate of 81%. The survey gathered information about each individual's motivations for taking the degree; benefits perceived with regard to its online nature; subsequent education; current location and employment; and ways in which the course had enabled them to contribute to SMD. Many quotations from graduates are presented, in response to previous findings that it has been difficult to evaluate long-term impacts of education for sustainable development. The paper concludes with some lessons learned from 15 years of experience.

Dialogic discussion as a platform for constructing knowledge: student-teachers\u2019 interaction patterns and strategies in learning to teach English

Beginning teachers are frequently heard making observations that the knowledge and skills they have acquired on the training programmes do not come handy when they want to apply them in their real-work situations. They have also reported lacking the ability to integrate theory and practice in reality. Henceforth, teacher-educators are faced with challenges of how to proportionally balance the two strands of pivotal knowledge that are necessarily connected with teacher-education curricula in pre-service teacher preparation. One of the approaches to examining the issue is to investigate student teachers’ dialogues for knowledge-construction to uncover the interaction patterns and strategies they use in negotiating lesson objectives and processes. Against such a background, this paper reports on a study of 24 student teachers receiving training in English language teaching on the Postgraduate Diploma in Education programme at a teacher education institution in Singapore. It was intended to find out the negotiation processes in relation to lesson-planning objectives and how student teachers positioned themselves and others in the processes in the pre-service teacher-education classroom. Results show that student teachers were more concerned about surviving the first lesson than about promoting pupil learning in constructing knowledge about language teaching. The stronger peers’ dominance in the discussion process was taken for granted, suggesting that learning took place in a mutually beneficial and constructive manner and that student teachers’ willingness to cooperate and readiness to express themselves were indicative of their intention to maintain group cohesion and dynamics. These, in turn, are necessary prerequisites for student teachers to become collaborative and reflective practitioners.

Food Security in COVID‐19: Insights from Indigenous Fijian Communities

Food Security in <scp>COVID</scp>‐19: Insights from Indigenous Fijian Communities

Validation of Non-Linear Relationships-Based UTAUT Model on Higher Distance Education Students’ Acceptance of WhatsApp for Supporting Learning

This study examined relationships among the exogenous constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model to identify those that significantly predict others. Questionnaires were used to collect data from 273 distance education students pursuing various diploma, bachelor’s degree and post-graduate diploma programs at the Cape Coast study center of the Institute for Distance and e-Learning (IDeL) of the University of Education, Winneba in Ghana. Proportional stratified random sampling technique was employed to obtain the sample of students. The data were analyzed using Partial Least Squares – Structural Equation Modeling (PLS-SEM). The results indicated that in acceptance of WhatsApp for supporting higher distance learning, effort expectancy and social influence predict performance expectancy; mobile self-efficacy and facilitating conditions predict effort expectancy; and facilitating conditions predict social influence. Also, mobile self-efficacy was found to significantly predict behavioral intention. We recommend that prior to introduction of a new technology such as WhatsApp for supporting learning, necessary resources and training should be provided by educational administrators and faculty to the students. This would make the students perceive that they can use the technology effectively to bring about gains in their learning; and subsequently accept the technology.

Integrated reporting education and hegemonic domination

Orientation: Conventional accounting education is presented from a business perspective that rationalises the prioritisation of shareholder interests. Such a paradigm, viewed as the hegemony of business, fails to deliver on the emancipatory intent of social and environmental justice. Research purpose: To determine whether a postgraduate diploma in integrated reporting (PGDIR) (advancing the principles of social and environmental justice) offered participants an explicitly transformative experience. Motivation for the study: As educators, first, the authors set out to determine whether graduates of the PGDIR achieved a critical awareness of the tension between sustainability and the hegemony of business, and second, they wanted to determine whether the PGDIR prepared students to deal with hegemonic domination in practice. Research approach/design and method: In this qualitative study, the first 4 years PGDIR graduates were interviewed. Main findings: Postgraduate diploma in integrated reporting graduates, after critical self-reflection, expressed a sense of disillusionment arising from having attempted to implement the theory presented in the PGDIR. Whilst prior studies have identified critical thinking skills as necessary components of critical accounting education, this study suggests the need for emotional intelligence, and skills in consultation and negotiation as equally important tools to empower graduates to deal with hegemonic tension in practice. Practical/managerial implications: The findings of the study could inform accounting pedagogies, as it explains how integrated reporting, with its purpose of advancing the principles of social and environmental justice, was taught in the PGDIR. Contribution/value-add: The PGDIR, the object of the study, is based on the principles of social and environmental justice and provides insights into the way that these concepts can be taught in a progressive way.