American Business Review | 2026
Authors: Almeida S.; Lasrado F.; Hardie G.
DOI: 10.37625/abr.29.1.111-124
Journal: American Business Review
Year: 2026
Publisher: Pompea College of Business, University of New Haven
Document Type: Article
Open Access: All Open Access; Gold Open Access; Green Open Access
Cited by: 0
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. © The Authors 2026.
Bias; Critical Reflection; Inclusive Behavior; Safe Learning Environments; Transformative Learning