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The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.

The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.

The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.

The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.

When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.

This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.

Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.

The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.

This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

Collaborative knowledge building (CKB) is seen as a means for achieving desired learning outcomes as well as facilitating sharing and distribution of knowledge among community members. However existing CKB studies do not appear to identify and account for the tools used by groups (at individual and group level) as part of the CKB process. The paper aims to address this issue.

The paper describes a group knowledge building exercise within an educational context using activity theory as a descriptive data analysis tool. Data analysis involved conceptualising the CKB process as an activity system in which the group worked towards a shared object and identifying the ensuing contradictions in the CKB activity system.

Results from the analysis illustrate participants' use of reflective thinking processes for resolving contradictions and as a tool for articulating knowledge and developing a shared understanding. Two types of contradictions are identified from the analysis resolving which helped the group to achieve their objective. The efficacy of using activity systems as a holistic and flexible unit of analysis for studying CKB is illustrated through discussion of the results.

The results have educational research implications in terms of developing research tools for analysing CKB, collecting data from a group context, and developing tools for improving group‐work.

The results have practical implications in terms of building knowledge from experience within knowledge communities.

One of the outcomes of the study is the identification of developmental and reflective contradictions which highlight the issues that when addressed allow for successful achievement of the object (or to some degree of success), as well as a richer deeper experience for the participants.

Teachers’ continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers’ beliefs about learning and teaching influence their instructional decisions, this study aims to explore the link between teachers’ beliefs about learning and teaching and their participation in CPD.

This study features two belief dimensions (student and subject matter orientation) and three types of CPD activities (updating, reflective, and collaborative). Survey data from 260 Dutch secondary school teachers were collected and analyzed using structural equation modeling.

Student‐oriented beliefs relate positively to teachers’ participation in CPD: the more student‐oriented teachers are, the more they participate in CPD. No relationship emerges between subject matter–oriented beliefs and CPD.

To intensify teachers’ participation in CPD and thereby improve teacher quality and teaching practices, schools should emphasize a student orientation among their teachers.

The original empirical study examines the relationship between teachers’ beliefs about learning and teaching and their participation in CPD and thus furthers understanding of factors that influence teachers’ participation in CPD.

This study aims to explore the application of reflective pedagogy within a course-embedded library instruction session (as opposed to a semester-long credit bearing course) as a means to foster transfer learning of research practices.

This conceptual essay adapts theories of reflection for transfer learning as found in composition and rhetoric literature to the traditional course-embedded library instruction classroom.

The application of reflection as a structured learning construct may have the potential to transform the library instruction classroom into an environment where transfer learning is more likely to take place.

Most models for transfer learning are based on semester-long courses and do not take into account the abbreviated context of the traditional library instruction event. This presents a challenge to any adaptation of theory, as library instruction is often an event isolated to one or a few sessions.

This study provides a structure for reflective pedagogy for librarians who desire to engage students in practices that offer the potential of fostering transfer learning.

Librarians are practicing reflective pedagogies in semester-long information literacy courses, but few have used reflection in traditional instruction sessions beyond the documentation of student learning for assessment purposes. This essay provides a theory that extends reflective pedagogies into the traditional library instruction classroom with the hope of fostering transfer learning.

This contribution aims at providing a measure of the overall construct of innovative work behaviour (IWB). As a consequence of the construct's dynamic, context-bound nature, the measure of IWB is based on concrete work activities, captures social and reflective activities, and is context-bound. By employing a short, one-dimensional measurement scale, the instrument enables valuable scientific and practical insights in an economical way.

The measure of IWB was evaluated with two samples of employees in different work contexts by conducting psychometric analyses, reliability analyses, exploratory and confirmatory factor analyses and correlation analyses with criterion variables.

The study provides evidence for the psychometric quality, reliability and validity of the measure of IWB.

The measure can be used to efficiently measure overall IWB. It thus enables the investigation of complex research models involving intervening mechanisms, interactions, or longitudinal effects. Further validation in other work domains and the inclusion of other criterion variables, such as innovative outcomes, is advised.

The measure is useful for organizational practitioners to efficiently assess employees' IWB, to determine needs for supporting IWB at organizational level, and as a conceptual guideline for designing training or giving performance feedback during innovation projects.

The measure enables insights into the question how IWB can be fostered in practice. In addition, the contribution highlights that a measure of IWB needs to account for the construct's dynamic, context-bound nature and pay attention to usability as an important but often neglected quality criterion.

In the modern “student focused” university setting, quality assurance and continual service improvement have become more and more important in the delivery of academic library services. Working in partnership with their students, academic libraries can enable meaningful engagement, through qualitative methods which allow individual students to contribute to performance measurement activities and service development. The purpose of this paper is to discuss how qualitative methods can be used to engage students in the performance measurement activities of academic libraries.

Through a review of relevant literature, discussion around the main themes and some case study examples, this paper illustrates how effective student engagement through qualitative methods can contribute to the quality assurance, performance measurement and ultimate service improvement of academic libraries.

The paper focuses specifically on focus group and reflective methods and also details some elements of user experience (UX) which brings together different qualitative techniques available for academic libraries. The paper concludes with a feature case study which discusses how meaningful student engagement was achieved through a large-scale UX project at the University of the Arts, London.

The paper brings together many different discussions around qualitative methods in performance measurement and is original in its discussions around such activity as student engagement initiatives.

The purpose of this paper is to enhance the relationship between research and practice. It addresses the question: How can practitioners’ use of generalisations be understood, with a view towards producing research-based generalisations that facilitate use in practice?

Language games are used to explore generalisation in practice, and the framework of pragmatic constructivism is adopted to characterise the generation of practice generalisation.

Practice is conceptualised as a complex set of clusters of organised actions run by a set of applied generalisations and driven by human intentions. Practice also encompasses reflective activities that aim to create the generalisations and reflect them into the specific circumstances to create functioning practice. Generalisations depend on underlying concepts. The formation and structure of concepts is explored and used to create the construction and use of different types of generalisation. Generalisations function as cognitive building blocks in constructing strings of interconnected functioning activities. Managers make their own functioning generalisations that, however, do not satisfy the research criteria for acceptable generalisations. The research/practice gap is shaped by the very different language games played.

If research is to be useful to practice, the generalisations produced must methodologically articulate the types of generalisation that pervade the methods with which practitioners construct functioning activities. Further research has to give more insight into such processes.

The paper contributes insight into both the generalisation debate and the research/practice gap debate.

This chapter calls attention to how creating a digital story, which focused on teaching and learning spaces for writing, served as a mediational tool to support preservice teachers’ reflective practice and understanding of writing and the writing process.

Data from over 50 students were parsed using Kember, McKay, Sinclair and Wong’s (2008) approach to determine levels of reflection. From the students whose work fell into the reflection-to-critical reflection range, we selected three students from different disciplines and adopted a case study approach for analyzing and discussing their work. Students’ informal and formal reflections and learning artifacts, as well as researcher field notes, contributed to a rich understanding of each case.

Review of students’ digital stories and related artifacts (i.e., storyboards, scripts, and reflections), as well as other course-related work, revealed that digital storytelling facilitated students’ developing understanding in three dimensions: writing, pedagogy, and reflective practice.

The findings suggest that digital storytelling can engage students in multimodal iterative practices analogous to the writing process that cultivates reflective thinking. Activities that scaffold such iteration and cross-literate practices can foster reflective thinking about inspired pedagogy within and beyond the classroom.

Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning.

The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves.

First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers.

The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging.

For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens.

The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process.

The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.